Relating to a study by the Texas Education Agency on a service-intensity based funding formula to replace the special education allotment under the Foundation School Program.
Impact
If adopted, this bill could significantly reshape how special education funding is conceptualized and disbursed in Texas. The proposed study will examine current and projected needs of students in these programs, identify existing shortfalls in services, and analyze if and how a service-intensity funding approach could mitigate these deficiencies. The outcome of the study is expected to inform future legislative proposals regarding the special education funding structure under the Foundation School Program.
Summary
House Bill 5288 aims to resolve challenges in the funding mechanisms for special education services within Texas public schools. Specifically, it mandates the Texas Education Agency (TEA) to conduct a comprehensive study to transition to a service-intensity based funding formula. This funding method would establish service tiers based on students' individual education programs, presumably allowing for more tailored allocation of resources according to the specific needs of each student receiving special education services.
Sentiment
The general sentiment around HB 5288 appears to lean towards a recognition of the challenges currently faced by students with disabilities in the educational system. Advocates for improved funding mechanisms argue that this bill is a necessary step towards ensuring that all students, particularly those with special needs, receive adequate and appropriate educational support. However, concerns may arise regarding the implementation details and potential funding equity among school districts, which will need careful consideration during the study process.
Contention
Notable points of contention surrounding HB 5288 could involve debates over the sufficiency of the proposed funding tiers and their alignment with varying local needs. Stakeholders, including parents of special education students and educators, will be critical participants in the forthcoming study. Their input will be pivotal in shaping effective funding strategies that genuinely address the unique requirements of special education services across Texas. Additionally, there could be discussions on how the transition to a new funding model would affect existing programs and whether it would lead to improvements or gaps in service delivery.
Relating to special education in public schools, including the special education allotment under the Foundation School Program, an education savings account program for certain children with disabilities, and a grant program to reimburse public schools for the cost of certain employer contributions for retirees of the Teacher Retirement System of Texas employed to teach or provide services related to special education.
Relating to special education in public schools, including the special education allotment under the Foundation School Program, an education savings account program for certain children with disabilities, and a grant program to reimburse public schools for the cost of certain employer contributions for retirees of the Teacher Retirement System of Texas employed to teach special education.
Relating to the rights and certification of public school educators and assistance provided to public schools by the Texas Education Agency related to public school educators and to certain allotments under the Foundation School Program.
Relating to the rights, certification, and compensation of public school educators, including financial and other assistance provided to public schools by the Texas Education Agency related to public school educators and to certain allotments under the Foundation School Program.
Relating to the special education allotment and the creation of a supported education allotment under the Foundation School Program and to instructional arrangements for students with disabilities enrolled in public schools.