reglab/statecodes huggingface dataset:
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1201 - Policy

Current through Reg. 49, No. 28; July 12, 2024
(a) It is the policy of the state that every
				  student in the state who has a primary language other than English and who is
				  identified as an emergent bilingual student shall be provided a full
				  opportunity to participate in a bilingual education or English as a second
				  language (ESL) program, as required in Texas Education Code (TEC), Chapter 29,
				  Subchapter B. To ensure equal educational opportunity, as required in TEC,
				  §
										1.002(a),
				  each school district shall:
(1) identify
				  emergent bilingual students based on criteria established by the
				  state;
(2) provide bilingual
				  education and ESL programs, as integral parts of the general program as
				  described in TEC, §
											4.002;
(3) seek appropriately certified teaching
				  personnel to ensure that emergent bilingual students are afforded full
				  opportunity to master the essential knowledge and skills required by the state;
				  and
(4) assess for academic
				  achievement and linguistic progress in accordance with TEC, Chapter 29, to
				  ensure accountability for emergent bilingual students and the schools that
				  serve them.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1210 - Program Content and Design

Current through Reg. 49, No. 28; July 12, 2024
(a) Each school
				  district required to offer a bilingual education or English as a second
				  language (ESL) program shall provide each emergent bilingual student the
				  opportunity to be enrolled in the required program at his or her grade level.
				  Each student's level of proficiency shall be designated by the language
				  proficiency assessment committee (LPAC) in accordance with §
										89.1220(g) of
				  this title (relating to Language Proficiency Assessment Committee). The school
				  district shall accommodate the instruction, pacing, and materials to ensure
				  that emergent bilingual students have a full opportunity to master the
				  essential knowledge and skills of the required curriculum, which includes the
				  Texas Essential Knowledge and Skills (TEKS) and English language proficiency
				  standards (ELPS). Students participating in the bilingual education program may
				  demonstrate their mastery of the essential knowledge and skills in either their
				  primary language or in English for each content area.
(1) A bilingual education program of
				  instruction established by a school district shall be a full-time program of
				  dual-language instruction (English and primary language) that provides for
				  learning academic and literacy skills in the primary language of the students
				  enrolled in the program and for carefully structured and sequenced mastery of
				  English language skills under Texas Education Code (TEC),
				  §29.055(a).
(2) An ESL program
				  of instruction established by a school district shall be a program of intensive
				  instruction in English in which ESL teachers recognize and address language
				  differences in accordance with TEC, §
											29.055(a).
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1215 - Home Language Survey

Current through Reg. 49, No. 28; July 12, 2024
(a) For each new
				  student enrolling for the first time in a Texas public school in any grade from
				  prekindergarten through Grade 12, the Texas Education Agency (TEA)-developed
				  home language survey shall be administered. This home language survey will
				  serve as the original and only home language survey throughout the student's
				  educational experience in Texas public schools. School districts shall require
				  that the survey be signed by the student's parent for each student in
				  prekindergarten through Grade 8 or by the student in Grades 9-12 as permitted
				  under Texas Education Code, §
										29.056(a)(1).
				  It is the school district's responsibility to ensure that the student's parent
				  understands the language used in the survey and its implications. The original
				  copy of the survey shall be kept in the student's permanent record and
				  transferred to any subsequent Texas public school districts in which the
				  student enrolls.
(b) The
				  TEA-developed home language survey shall be administered in English and a
				  language that the parents can understand. The home language survey shall
				  include the following questions.
(1) "Which
				  languages are used at home?"
(2)
				  "Which languages are used by the child at home?"
(3) "If the child had a previous home
				  setting, which languages were used? If there was no previous home setting,
				  answer Not Applicable (N/A)."
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1226 - Testing and Classification of Students

Current through Reg. 49, No. 28; July 12, 2024
(a) The single state-approved English
				  language proficiency test for identification of emergent bilingual students
				  described in subsection (c) of this section shall be used as part of the
				  standardized, statewide identification process.
(b) Within four calendar weeks of initial
				  enrollment in a Texas public school, a student with a language other than
				  English indicated on the home language survey shall be administered the
				  state-approved English language proficiency test for identification as
				  described in subsection (c) of this section and shall be identified as emergent
				  bilingual and recommended for placement into the required bilingual education
				  or English as a second language (ESL) program in accordance with the criteria
				  listed in subsection (f) of this section.
(c) To identify emergent bilingual students,
				  school districts shall administer to each student who has a language other than
				  English as identified on the home language survey:
(1) in prekindergarten through Grade 1, the
				  listening and speaking components of the state-approved English language
				  proficiency test for identification; and
(2) in Grades 2-12, the listening, speaking,
				  reading, and writing components of the state-approved English language
				  proficiency test for identification.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1227 - Minimum Requirements for Dual Language Immersion Program Model

Current through Reg. 49, No. 28; July 12, 2024
(a) A dual language
				  immersion (DLI) program model, one-way or two-way, shall address all curriculum
				  requirements specified in Chapter 74, Subchapter A, of this title (relating to
				  Required Curriculum) to include foundation and enrichment areas in both English
				  and the program's partner language, the English language proficiency standards,
				  and college and career readiness standards.
(b) A DLI program model shall be a full-time
				  program of academic instruction in the program's partner language and English
				  for all program participants, emphasizing the participation of identified
				  emergent bilingual students. Access to the DLI program shall not be restricted
				  based on race, creed, color, religious affiliation, age, or
				  disability.
(c) A DLI program model
				  shall provide equitable, authentic resources in English and the program's
				  partner language to ensure development of bilingualism and
				  biliteracy.
(d) The district shall
				  develop a language allocation plan that ensures a minimum of 50% of content
				  area instructional time is provided in the program's partner language for the
				  duration of the program.
(e)
				  Program implementation shall:
(1) begin at
				  prekindergarten, Kindergarten, or Grade 1, as applicable, according to the
				  district's earliest grade level provided;
(2) continue without interruption
				  incrementally through the elementary grades;
(3) consider expansion to middle school and
				  high school whenever possible; and
(4) include participation of former emergent
				  bilingual students who have reclassified as English proficient for the duration
				  of the program.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1228 - Two-Way Dual Language Immersion Program Model Implementation

Current through Reg. 49, No. 28; July 12, 2024
(a) Student
				  enrollment in a two-way dual language immersion (DLI) program model is optional
				  for non-emergent bilingual students in accordance with §
										89.1233(a) of
				  this title (relating to Participation of Non-Emergent Bilingual
				  Students).
(b) A two-way DLI
				  program model shall fully disclose candidate selection criteria and ensure that
				  access to the program is not based on race, creed, color, religious
				  affiliation, age, or disability. Additionally, identified emergent bilingual
				  students and non-emergent bilingual students shall not be restricted access to
				  the two-way DLI program model based on any linguistic or academic achievement
				  measures in the program's partner language or English.
(c) A school district implementing a two-way
				  DLI program model shall develop a policy on enrollment and continuation for
				  students in this program model. The policy shall address:
(1) equitable access, including the program's
				  intention to maintain a ratio of 50% emergent bilingual students to 50%
				  non-emergent bilingual students and have no more than two-thirds speakers of
				  the partner language to one-third speakers of English in each
				  classroom;
(2) program goals and
				  benefits;
(3) the district's
				  commitment to providing equitable access to services for emergent bilingual
				  students and to ensuring continuity of program for all program
				  participants;
(4) the program's
				  language allocation plan for the grade levels in which the program will be
				  implemented;
(5) support of program
				  goals as stated in §
											89.1210 of this title (relating to
				  Program Content and Design); and
(6) expectations for students and
				  parents.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1229 - General Standards for Recognition of Dual Language Immersion Program Models

Current through Reg. 49, No. 28; July 12, 2024
(a) School
				  recognition. A school district may recognize one or more of its schools that
				  implement an exceptional dual language immersion (DLI) program model if the
				  school meets all of the following criteria.
(1) The school must meet the minimum
				  requirements stated in §
											89.1227 of this title (relating to
				  Minimum Requirements for Dual Language Immersion Program Model).
(2) The school must receive an acceptable
				  performance rating in the state accountability system.
(3) The school must not be identified for any
				  stage of intervention for the district's bilingual and/or English as a second
				  language program under the state's accountability system.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1230 - Eligible Students with Disabilities

Current through Reg. 49, No. 28; July 12, 2024
(a) For students with disabilities, school
				  districts shall utilize the state's criteria for identification of emergent
				  bilingual students as described in §
										89.1226(f) of
				  this title (relating to Testing and Classification of Students) and shall
				  establish placement procedures that ensure that the placement recommendation by
				  the language proficiency assessment committee (LPAC), in conjunction with the
				  admission, review, and dismissal (ARD) committee, in a bilingual education or
				  English as a second language program is not refused based on the student's
				  disabling condition.
(b) LPAC
				  members shall meet in conjunction with ARD committee members to review progress
				  and provide recommendations regarding the educational needs of each emergent
				  bilingual student who also qualifies for services in the school district's
				  special education program.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1233 - Participation of Non-Emergent Bilingual Students

Current through Reg. 49, No. 28; July 12, 2024
(a) School districts shall fulfill their
				  obligation to provide access to the required bilingual program to emergent
				  bilingual students in accordance with Texas Education Code (TEC),
				  §29.053.
(b) School districts
				  may enroll non-emergent bilingual students in the bilingual education program
				  or the ESL program in accordance with TEC, §
										29.058.
(c) The number of participating non-emergent
				  bilingual students shall not exceed 40% of the number of students enrolled in
				  the bilingual education program district-wide in accordance with TEC, §
										29.058.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1235 - Facilities

Current through Reg. 49, No. 28; July 12, 2024
Bilingual education and English as a second language (ESL)
					 programs shall be located in the public schools of the school district with
					 equitable access to all educational resources rather than in separate
					 facilities. In order to provide the required bilingual education or ESL
					 programs, school districts may concentrate the programs at a limited number of
					 facilities within the school district. Recent immigrant emergent bilingual
					 students shall not remain enrolled in newcomer centers for longer than two
					 years.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1240 - Parental Authority and Responsibility

Current through Reg. 49, No. 28; July 12, 2024
(a) The parent shall be notified in English
				  and the parent's primary language that their child has been identified as an
				  emergent bilingual student and recommended for placement in the required
				  bilingual education or English as a second language (ESL) program using the
				  Texas Education Agency (TEA)-developed identification and placement letter. The
				  parent shall be provided information describing the bilingual education or ESL
				  program recommended, its benefits and goals, and its being an integral part of
				  the school program to ensure that the parent understands the purposes and
				  content of the program and their parental rights. Procedures for parental
				  approval include the following.
(1) The
				  placement of a student in the bilingual education or ESL program must be
				  approved in writing by the student's parent, or through allowable alternatives
				  described in §
											89.1220(m) of
				  this title (relating to Language Proficiency Assessment Committee), in order to
				  have the student included in the bilingual education allotment.
(2) The parent's approval shall be considered
				  valid for the student's continued participation in the required bilingual
				  education or ESL program until the student meets the reclassification criteria
				  described in §
											89.1226(i) of
				  this title (relating to Testing and Classification of Students), the student
				  graduates from high school, or a change occurs in program placement. A change
				  between bilingual education and ESL program placement requires new parental
				  approval using the TEA-developed change in placement letter.
(3) If a parent denies program placement at
				  any point, the TEA-developed denial letter shall be used to ensure parents are
				  informed of the implications of program denial, including understanding that
				  the child will continue to be identified as an emergent bilingual student and
				  will continue to be assessed annually using the Texas English Language
				  Proficiency Assessment System (TELPAS) until reclassification criteria have
				  been met.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1245 - Staffing and Staff Development

Current through Reg. 49, No. 28; July 12, 2024
(a)
				  School districts shall take all reasonable affirmative steps to assign
				  appropriately certified teachers to the required bilingual education and
				  English as a second language (ESL) programs in accordance with Texas Education
				  Code (TEC), §29.061, concerning bilingual education and ESL program
				  teachers. School districts that are unable to secure a sufficient number of
				  appropriately certified bilingual education and/or ESL teachers to provide the
				  required programs may request activation of the appropriate permits in
				  accordance with Chapter 230 of this title (relating to Professional Educator
				  Preparation and Certification).
(b)
				  School districts that are unable to employ a sufficient number of teachers,
				  including part-time teachers, who meet the requirements of subsection (a) of
				  this section for the bilingual education and ESL programs shall apply on or
				  before November 1 for an exception to the bilingual education program as
				  provided in §
										89.1207(a) of
				  this title (relating to Bilingual Education Exceptions and English as a Second
				  Language Waivers) or a waiver of the certification requirements in the ESL
				  program as provided in §
										89.1207(b) of
				  this title as needed.
(c) Teachers
				  assigned to the bilingual education program and/or ESL program may receive
				  salary supplements through bilingual education allotment funds as authorized by
				  TEC, §
										48.105.
(d) School districts may compensate teachers
				  and aides assigned to bilingual education and ESL programs for participation in
				  professional development designed to increase their skills or lead to bilingual
				  education or ESL certification.
(e)
				  The commissioner of education shall encourage school districts to cooperate
				  with colleges and universities to provide training for teachers assigned to the
				  bilingual education and/or ESL programs.
(f) The Texas Education Agency shall develop,
				  in collaboration with education service centers, resources for implementing
				  bilingual education and ESL training programs. The materials shall provide a
				  framework for:
(1) developmentally appropriate
				  bilingual education programs for early childhood through the elementary
				  grades;
(2) affectively,
				  linguistically, and cognitively appropriate instruction in bilingual education
				  and ESL programs in accordance with §
											89.1210(b)(1)-(3)
				   of this title (relating to Program Content
				  and Design); and
(3)
				  developmentally appropriate programs for emergent bilingual students identified
				  with multiple needs and/or exceptionalities.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1250 - Required Summer School Programs

Current through Reg. 49, No. 28; July 12, 2024
Summer school programs that are provided under Texas
					 Education Code (TEC), §29.060, for emergent bilingual students who will be
					 eligible for admission to Kindergarten or Grade 1 at the beginning of the next
					 school year shall be implemented in accordance with this section.
(1) Purpose of summer school programs.
(A) Emergent bilingual students shall have an
				  opportunity to receive special instruction designed to prepare them to be
				  successful in Kindergarten and Grade 1.
(B) Instruction shall focus on language
				  development and essential knowledge and skills appropriate to the level of the
				  student, including instruction in English and the primary or partner language
				  according to the program model.
(C)
				  The program shall address the affective, linguistic, and cognitive needs of the
				  emergent bilingual students in accordance with §
											89.1210(b) of
				  this title (relating to Program Content and Design).
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1265 - Program Evaluation

Current through Reg. 49, No. 28; July 12, 2024
(a) All school
				  districts required to implement a bilingual education or English as a second
				  language (ESL) program shall conduct an annual evaluation in accordance with
				  Texas Education Code (TEC), §29.053, collecting a full range of data to
				  determine program effectiveness to ensure student academic success. The annual
				  evaluation report shall be presented to the board of trustees before November 1
				  of each year and the report shall be retained at the school district level in
				  accordance with TEC, §
										29.062.
(b) Annual school district reports of
				  educational performance shall reflect:
(1) the
				  academic progress in the language(s) of instruction for emergent bilingual
				  students by bilingual education and/or ESL program model;
(2) the extent to which emergent bilingual
				  students are developing English proficiency by bilingual education and/or ESL
				  program model, including proficiency in the partner language for students
				  participating in a dual language immersion program model;
(3) the number of students who have been
				  reclassified as English proficient and their continued academic progress after
				  reclassification; and
(4) the
				  number of teachers and aides trained and the frequency, scope, and results of
				  the professional development in approaches and strategies that support second
				  language acquisition.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1401 - Purpose

Current through Reg. 49, No. 28; July 12, 2024
The purpose of a High School Equivalency Program approved
					 by the commissioner of education is to prepare eligible students to take the
					 high school equivalency examination.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1403 - Student Eligibility

Current through Reg. 49, No. 28; July 12, 2024
A student is eligible to participate in a High School
					 Equivalency Program if:
(1) the
				  student has been ordered by a court under Texas Family Code, §
										65.103, or by the
				  Texas Juvenile Justice Department to:
(A)
				  participate in a preparatory class for the high school equivalency examination;
				  or
(B) take the high school
				  equivalency examination administered under the Texas Education Code (TEC),
				  §
											7.111;
				  or
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1405 - Application to Operate a High School Equivalency Program

Current through Reg. 49, No. 28; July 12, 2024
(a) Applicant eligibility. Any school
				  district or open-enrollment charter school may apply for authorization to
				  operate a High School Equivalency Program (HSEP).
(b) Cooperative HSEP criteria. A cooperative
				  of school districts or open-enrollment charter schools may apply for permission
				  to operate a cooperative HSEP if it operates pursuant to a written agreement.
				  The fiscal agent of a cooperative HSEP is responsible for complying with all
				  requirements of this subchapter.
(c) Application process.
(1) As part of the application process, the
				  commissioner of education will require a school district or open-enrollment
				  charter school to provide information regarding the operation of any similar
				  program during the preceding five years.
(2) Reported historical information
				  disaggregated by ethnicity, age, gender, and socioeconomic status will include,
				  but not be limited to:
(A) the total number
				  of students served in the program;
(B) the number of program participants who
				  passed the high school equivalency examination; and
(C) when available, information on students'
				  subsequent attendance in postsecondary educational programs.
(3) The Texas Education Agency
				  (TEA) will make available to eligible school districts and open-enrollment
				  charter schools an application form that must be completed and submitted to the
				  TEA for approval.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1407 - Public Hearing

Current through Reg. 49, No. 28; July 12, 2024
(a) The board of
				  trustees of a school district or the governing board of an open-enrollment
				  charter school must hold a public hearing concerning the proposed application
				  of the district or school before applying to operate a High School Equivalency
				  Program (HSEP).
(b) The board of
				  trustees of a school district or the governing board of an open-enrollment
				  charter school must hold a public hearing annually to review the performance of
				  the HSEP.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1409 - Assessment

Current through Reg. 49, No. 28; July 12, 2024
(a) A student entering a High School
				  Equivalency Program (HSEP) must take:
(1)
				  each state assessment instrument required for the student's applicable grade or
				  cohort prior to entering the program; and
(2) each state assessment instrument required
				  for the student's applicable grade or cohort during the period in which the
				  student is enrolled in the program.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1411 - Attendance

Current through Reg. 49, No. 28; July 12, 2024
(a) A student may attend a High School
				  Equivalency Program (HSEP) a maximum of 600 minutes, or ten hours, of
				  instruction per day.
(b) A student
				  may only participate in an HSEP that is operated by the school district or
				  open-enrollment charter school in which the student is enrolled.
(c) School districts and open-enrollment
				  charter schools must report student HSEP attendance in a manner provided by the
				  Texas Education Agency. The school district or open-enrollment charter school
				  must report total contact minutes and identify excess minutes not eligible for
				  funding purposes.
(d) A student may
				  be enrolled in only an HSEP or may be enrolled in an HSEP in combination with
				  regular attendance and/or special program attendance during the school
				  day.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1413 - Funding Under the Texas Education Code, Chapters 41, 42, and 46

Current through Reg. 49, No. 28; July 12, 2024
(a) For a student enrolled in only a High
				  School Equivalency Program (HSEP), the following funding rules apply.
(1) A student is counted as in attendance
				  based on the actual number of minutes each school day the student receives
				  instruction in the HSEP and/or traditional classes toward graduation
				  requirements.
(2) A student must
				  receive instruction in the HSEP (or HSEP in combination with traditional
				  coursework) at least 45 minutes on a given day for instructional contact time
				  to be recorded. If actual instructional contact time in the HSEP (or HSEP in
				  combination with traditional classes) does not equal at least 45 minutes, the
				  district must record zero minutes of instructional contact time for that
				  day.
(3) A log of program
				  instructional contact time must be separately maintained for each student
				  participating in the HSEP.
(4)
				  During the time a student receives instruction in the HSEP, any time in
				  attendance in courses that may be counted toward graduation credit will also be
				  measured as instructional contact time, but must be separately
				  recorded.
(5) The maximum number of
				  instructional minutes allowed each school day, including any instructional time
				  accounted for in traditional courses toward graduation requirements, is 600
				  minutes or ten hours.
(6) To
				  determine attendance for Public Education Information Management System (PEIMS)
				  reporting and Foundation School Program (FSP) funding purposes, instructional
				  contact time recorded for the HSEP will be summed with attendance time in
				  courses toward graduation each six-week reporting period.
(7) Instructional contact time is funded at
				  the same rate under the FSP formulas as attendance for a full-time equivalent
				  student. A full-time equivalent student is expected to have 1,080 contact hours
				  per year.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1415 - Extracurricular Participation

Current through Reg. 49, No. 28; July 12, 2024
Under the Texas Education Code, §
										29.087(g),
					 a student enrolled in a High School Equivalency Program may not participate in
					 a competition or activity sanctioned by the University Interscholastic
					 League.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1417 - Conditions of Program Operation

Current through Reg. 49, No. 28; July 12, 2024
(a) A
				  school district or open-enrollment charter school operating a High School
				  Equivalency Program (HSEP) must comply with all assurances in the program
				  application. Approved HSEPs will be required to submit data as stated in the
				  assurances section of the program application.
(b) A student enrolled in an HSEP must be
				  offered at a minimum 420 minutes of instruction per school day and 75,600
				  instructional minutes per calendar year.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter DD - COMMISSIONER'S RULES CONCERNING HIGH SCHOOL EQUIVALENCY PROGRAMS › Section 89.1419 - Revocation of Authorization to Operate a High School Equivalency Program

Current through Reg. 49, No. 28; July 12, 2024
(a) The commissioner of education may revoke
				  authorization of a High School Equivalency Program (HSEP) based on the
				  following factors:
(1) noncompliance with
				  application assurances and/or the provisions of this subchapter;
(2) lack of program success as evidenced by
				  progress reports, program data including factors specified in the Texas
				  Education Code (TEC), §29.087(l), and/or on-site monitoring visits;
				  or
(3) failure to provide accurate,
				  timely, and complete information as required by the Texas Education Agency and
				  specified in the TEC, §29.087, to evaluate the effectiveness of the
				  HSEP.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter EE - COMMISSIONER'S RULES CONCERNING THE COMMUNITIES IN SCHOOLS PROGRAM › Section 89.1501 - Definitions

Current through Reg. 49, No. 28; July 12, 2024
The following words and terms, when used in this
					 subchapter, shall have the following meanings, unless the context clearly
					 indicates otherwise.
(1) Case-managed
				  student--A student who is assessed to be in need of and receives Communities In
				  Schools (CIS) services to address academic, attendance, behavior, and/or social
				  service needs related to improving student achievement according to the
				  requirements in the grant application.
(2) Developing program--An entity funded
				  through the replication process for the purposes of establishing and
				  implementing a local CIS program within a five-year period following the
				  requirements in the grant application.
(3) Local CIS program--A Communities In
				  Schools 501(c)(3) non-profit organization established in accordance with the
				  program model and state guidelines authorized by state law and meeting all the
				  requirements in the grant application for establishing and maintaining a local
				  CIS program.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter EE - COMMISSIONER'S RULES CONCERNING THE COMMUNITIES IN SCHOOLS PROGRAM › Section 89.1503 - Funding

Current through Reg. 49, No. 28; July 12, 2024
(a) Equitable funding formula. As authorized
				  by the Texas Education Code (TEC), §33.156, the Texas Education Agency
				  (TEA) shall establish the funding of local Communities In Schools (CIS)
				  programs in accordance with this section. State and federal funds remaining
				  after allocations described in subsection (c)(1) of this section shall be
				  allocated to local CIS programs.
(b) Developing programs.
(1) A developing program may receive a
				  funding amount each year for a minimum of five years, including the first-year
				  start-up funding for planning purposes. Priority will be given to developing
				  programs as funds are allocated.
(2) A developing program that has met all the
				  requirements for establishing a local CIS program before the fifth year may
				  request to be considered as a local CIS program for funding determined under
				  subsection (c)(2) of this section if approved by the TEA.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter EE - COMMISSIONER'S RULES CONCERNING THE COMMUNITIES IN SCHOOLS PROGRAM › Section 89.1504 - Demonstration of Community Participation

Current through Reg. 49, No. 28; July 12, 2024
(a) Each local Communities In Schools (CIS)
				  program must provide cash contributions to operate the CIS program in an amount
				  equal to at least 25% of the total funding allocated to the local CIS program
				  by the Texas Education Agency (TEA). The contribution may be met using private,
				  local, or state sources. Developing programs must comply with this provision
				  beginning in the second year of operation.
(b) The TEA may choose not to award funding
				  to a local CIS program if the TEA determines that the total estimated
				  allocation by the TEA and the local CIS program's matching contribution of 25%
				  is insufficient to adequately serve the required number of case-managed
				  students as determined in §
										89.1507 of
				  this title (relating to Case-Managed Students) or serve them within the
				  required maximum number of case-managed students per site staff member as
				  determined in the grant application.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter EE - COMMISSIONER'S RULES CONCERNING THE COMMUNITIES IN SCHOOLS PROGRAM › Section 89.1505 - Eligibility and Grant Application

Current through Reg. 49, No. 28; July 12, 2024
(a) A
				  local Communities In Schools (CIS) program or a developing program must submit
				  a grant application each year in accordance with procedures established by the
				  commissioner of education.
(b) To
				  remain eligible for grant funding, a local CIS program or a developing program
				  must meet all deadlines and requirements set forth in §
										89.1511
				  of this title (relating to Performance Standards and Revocation of Grant Award)
				  and in the grant application.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter EE - COMMISSIONER'S RULES CONCERNING THE COMMUNITIES IN SCHOOLS PROGRAM › Section 89.1507 - Case-Managed Students

Current through Reg. 49, No. 28; July 12, 2024
(a) Each local
				  Communities In Schools (CIS) program is required to serve a specific number of
				  case-managed students each year. The specific number of case-managed students
				  to be served will be identified in the annual grant application.
(b) To determine the number of case-managed
				  students to be served by each local CIS program, the Texas Education Agency
				  (TEA) will apply one of the following calculations:
(1) the relative proportion of the number of
				  eligible students attending the campuses served or to be served by the
				  respective local CIS program to the number of eligible students in all campuses
				  served or to be served by all CIS programs;
(2) the relative proportion of the number of
				  campuses served or to be served according to the most recent data by the
				  respective local CIS program to the number of campuses served or to be served
				  by all CIS programs; or
(3) the
				  relative proportion of the specified number of case-managed students for the
				  respective local CIS program as identified in the current year's grant
				  application to the total number of case-managed students for all CIS
				  programs.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter EE - COMMISSIONER'S RULES CONCERNING THE COMMUNITIES IN SCHOOLS PROGRAM › Section 89.1511 - Performance Standards and Revocation of Grant Award

Current through Reg. 49, No. 28; July 12, 2024
(a) Performance standards for a local
				  Communities In Schools (CIS) program regarding the number of case-managed
				  students served.
(1) A local CIS program that
				  fails to serve the number of case-managed students indicated in its grant
				  application by the end of the school year of any given year may receive a
				  reduced case-managed student target the following grant year and a proportional
				  reduction in funding.
(2) A local
				  CIS program that exceeds the required maximum number of case-managed students
				  per site staff member as determined in the grant application may receive a
				  reduced case-managed target and a proportional reduction in funding.
(3) Following the end of a given school year,
				  a local CIS program that fails to serve the number of case-managed students
				  identified in its grant application or fails to meet the ratio of students per
				  site staff member on at least one campus as established in the grant
				  application must submit to the Texas Education Agency (TEA) a Program
				  Improvement Plan (PIP) detailing how the CIS program will reach the
				  case-managed student target or reduce the ratio as required. The PIP must
				  include the following:
(A) local program
				  contact information;
(B) the number
				  of case-managed students listed in the grant application;
(C) the actual number of case-managed
				  students served;
(D) an explanation
				  detailing the reasons the local CIS program did not serve the number of
				  case-managed students indicated in its grant application or exceeded the
				  maximum ratio of students per site staff member on at least one
				  campus;
(E) a list of the proposed
				  strategies and initiatives that will be implemented to meet the case-managed
				  student target or reduce the ratio of students per site staff member;
(F) timelines for each proposed strategy and
				  initiative, including how the effectiveness of each strategy will be monitored,
				  who will monitor each strategy, and when monitoring will occur; and
(G) a list of fiscal, logistical, and human
				  resources necessary to meet the case-managed student target or maximum ratio of
				  students per site staff member.
(4) A local CIS program may have its grant
				  award non-renewed, reduced, or revoked if it fails to meet its case-managed
				  student target or the ratio of students per site staff member as identified in
				  the grant application for three years out of a four-year period.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter FF - COMMISSIONER'S RULES CONCERNING TRANSITION ASSISTANCE FOR HIGHLY MOBILE STUDENTS WHO ARE HOMELESS OR IN SUBSTITUTE CARE › Section 89.1603 - Transfer of Student Records and Transcripts

Current through Reg. 49, No. 28; July 12, 2024
(a) School districts
				  and open-enrollment charter schools shall ensure that school records for
				  students who are identified as homeless or in substitute care are transferred
				  to the student's new school after receiving a request for records.
(b) Student records must be requested, sent,
				  and received using the Texas Records Exchange (TREx) system.
(c) School districts and open-enrollment
				  charter schools are required to transfer student records within 10 working days
				  of receipt of a request from a district or charter school to which a student
				  who is homeless or in substitute care enrolls, as required by Texas Education
				  Code (TEC), §25.002(a-1). The discretionary authority under TEC, §
										31.104(d),
				  to withhold records of a student if the student has not returned or paid for
				  instructional materials or technological equipment does not exempt a district
				  or charter school from the mandatory provision in TEC, §
										25.002, to send
				  records to another public school in which the student enrolls.
(d) If a school district or an
				  open-enrollment charter school fails to receive the required information within
				  10 working days, the requesting district or charter school may report the
				  noncompliant district or charter school to the division responsible for TREx
				  support at the Texas Education Agency.
(e) Proof of enrollment in a different school
				  district or open-enrollment charter school permits retroactive withdrawal to
				  the date a student enrolled in the new school. The date of enrollment in the
				  new district or charter school is considered the date of withdrawal from the
				  previous district or charter school.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter FF - COMMISSIONER'S RULES CONCERNING TRANSITION ASSISTANCE FOR HIGHLY MOBILE STUDENTS WHO ARE HOMELESS OR IN SUBSTITUTE CARE › Section 89.1605 - Development of Systems to Ease Transitions and Establish Procedures to Lessen the Adverse Impact of Movement of a Student

Current through Reg. 49, No. 28; July 12, 2024
(a) School districts
				  and open-enrollment charter schools shall develop systems to ease transition of
				  a student who is homeless or in substitute care during the first two weeks of
				  enrollment at a new school. These systems shall include the following:
(1) welcome packets containing applicable
				  information regarding enrollment in extracurricular activities, club
				  activities, information on fee waivers, tutoring opportunities, the student
				  code of conduct, available student supports, and contact information for key
				  school staff members such as principals, registrars, counselors, designated
				  liaisons, nutrition coordinators, and transportation specialists;
(2) introductions for new students that
				  maintain student privacy and confidentiality to the school environment and
				  school processes by school district or charter school faculty, campus-based
				  student leaders, or ambassadors; and
(3) mechanisms to ensure that a process is in
				  place for all students who qualify to receive nutrition benefits upon
				  enrollment, as all students who are homeless or in substitute care are eligible
				  for United States Department of Agriculture Child Nutrition Programs. The
				  process must expedite communication with the district or charter school
				  nutrition coordinator to ensure that eligible students are not charged in error
				  or experience delays in receiving these benefits.
Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter FF - COMMISSIONER'S RULES CONCERNING TRANSITION ASSISTANCE FOR HIGHLY MOBILE STUDENTS WHO ARE HOMELESS OR IN SUBSTITUTE CARE › Section 89.1609 - Placement in Educational Programs and Courses

Current through Reg. 49, No. 28; July 12, 2024
(a) School districts
				  and open-enrollment charter schools must establish procedures to receive,
				  review, and assess student records for the initial course and educational
				  program placement for a student who is homeless or in substitute care upon
				  enrollment at a new school.
(b)
				  School districts and open-enrollment charter schools must ensure that a student
				  who is homeless or in substitute care has the opportunity to pursue the same
				  endorsement categories, to the extent possible. If only one endorsement is
				  offered, it must be multidisciplinary studies.
(c) To the extent possible, school districts
				  and open-enrollment charter schools shall ensure the continuation of a
				  student's course and educational programs, if appropriate, from the previous
				  district or charter school by placing the student in comparable courses and
				  programs for which they are eligible.
(d) School districts and open-enrollment
				  charter schools shall promote placement in academically challenging and career
				  preparation courses.