Relating to the required completion date of a report concerning an initial evaluation of a student for purposes of special education services.
Impact
The enactment of SB921 could significantly influence the timeliness and efficiency of how schools in Texas handle special education evaluations. By establishing a clear deadline, it seeks to reduce delays in the evaluation process that may leave students without critical services for extended periods. This change may require school districts to allocate resources more effectively to meet these deadlines, potentially leading to an increase in the overall quality of special education services provided.
Summary
SB921 amends the Texas Education Code to set a strict deadline for the completion of reports regarding the initial evaluation of students for special education services. Specifically, it mandates that a written report must be completed no later than 60 calendar days after the school district receives written consent from a parent or legal guardian. This legislation is aimed at ensuring timely evaluations, which are crucial for providing necessary support to students with special educational needs.
Sentiment
The general sentiment towards SB921 appears to be supportive among educators and advocates for special education reform. Many view the amendment as a positive step towards enhancing the rights of students who require special services. However, some concerns have been raised regarding the feasibility of meeting the new deadlines, especially given varying district resources and the complexity often associated with special education evaluations. The bill underscores a balance between expedited services and the need for thorough assessments.
Contention
The primary point of contention raised around SB921 involves the logistic challenges that schools may face in frequently meeting the mandated 60-day timeframe. Critics have expressed concerns that this could lead to rushed evaluations, potentially compromising the quality of the reports. Additionally, some stakeholders point to the importance of adequate training and resources for school staff to effectively implement these changes. The legislation reflects broader trends in educational policy focused on accountability and responsiveness to student needs.
Identical
Relating to the required completion date of a report concerning an initial evaluation of a student for purposes of special education services.
Relating to dyslexia evaluations and services for public school students, the provision of services for students with dyslexia and related disorders, and certain parental notice regarding the rights of parents of public school students with disabilities.
Relating to evaluation under the state accountability system of school district campuses that enroll certain students who receive special education services.
Relating to the terminology used to refer to certain disabilities and to an individualized education team for purposes of determining a student's eligibility for special education services and providing those services in public schools.
Relating to requirements regarding certain behavior management for a student enrolled in a special education program of a public school and related reporting requirements regarding the use of restraint.
Relating to procedures for the alternative assessment or exemption from assessment of certain public school students who receive special education services and alternative accountability plans for certain campuses serving students who receive special education services.
Relating to a student's eligibility for special education services provided by a school district, including services for dyslexia and related disorders.