Relating to procedures for a student enrolled in a special education program who fails to perform satisfactorily on certain assessment instruments.
Impact
The enactment of HB 657 is anticipated to have a significant impact on the Texas Education Code, particularly in how schools handle assessment failures among special education students. By empowering ARD committees to make promotion decisions based solely on a student's progress in their individualized education plan (IEP), the bill seeks to enhance educational outcomes for students who may require different paths to meet academic standards. Furthermore, it mandates that school districts inform parents or guardians about their options regarding the promotion of their child who has failed assessments, thus promoting transparency and parental involvement.
Summary
House Bill 657 addresses the procedures for students enrolled in special education programs who do not meet satisfactory performance on certain assessment instruments. The bill aims to amend existing provisions to grant greater flexibility in the promotion and retention decisions for these students. Specifically, it allows the admission, review, and dismissal (ARD) committee to promote students who have shown sufficient progress in their individualized education programs, even if they have not performed satisfactorily on specific assessments. This change is meant to safeguard the educational trajectory of students with special needs by recognizing their unique learning paths.
Sentiment
The sentiment surrounding HB 657 appears to be largely supportive, especially among advocates for special education. Proponents argue that the bill represents a crucial step in acknowledging the diverse needs of students with disabilities and allowing more tailored educational strategies that can lead to better outcomes. However, there may be concerns about the implementation aspects and ensuring that the standards for 'sufficient progress' are clearly defined and consistently applied, to avoid potential disparities across school districts.
Contention
While the general reception of HB 657 is positive, there are notable points of contention regarding how 'sufficient progress' is determined and who will be held accountable for these educational decisions. Critics might raise concerns about the possible dilution of academic standards and the implications for overall student performance metrics. There is also the question of resource allocation and whether schools will have the necessary support systems in place to effectively implement these changes without compromising other educational priorities.
Relating to the assessment of public school students and the provision of accelerated instruction to students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to the assessment of public school students and the provision of accelerated instruction to students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to accelerated and supplemental instruction provided to public school students who fail to achieve satisfactory performance on certain assessment instruments and access to criminal history record information for certain tutors providing that instruction.
Relating to the provision of accelerated and supplemental instruction to public school students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to supplemental instruction provided for public school students who fail to achieve satisfactory performance on certain assessment instruments.
Relating to eliminating certain state-required end-of-course assessment instruments not required by federal law and eliminating graduation requirements based on satisfactory performance on certain end-of-course assessment instruments.
Relating to eliminating certain state-required end-of-course assessment instruments not required by federal law and eliminating graduation requirements based on satisfactory performance on certain end-of-course assessment instruments.