Funding for Day Placement Programs
Provides an districts, charters and ESCs an allotment for each qualifying day placement program established:
• $ 250,000 in year one
• $ 100,000 annually thereafter, or $ 150,000( if 3 + students enrolled)
To qualify for funding, programs must:
• Comply with commissioner rules
• Serve students from any district in the county, unless waived by the commissioner
• Increase availability of local services as determined by TEA
TEA may:
• Designate only one program per county annually
• Allow an ESC to run the program
Limits the allotments to 20 day placement programs per year
DEAF, HARD OF HEARING, & VISUALLY IMPAIRED
EFFECTIVE FOR SY 2025-26
Deaf / Hard of Hearing
Requires districts to:
• Submit evaluations for deaf / hardof-hearing students to TEA
• Assess / report language acquisition for children under age 8 using commissioner-approved tools and timelines
Requires the Commissioner to:
• Publish annual language acquisition report
• Consider related data when awarding grants or applying for federal funds
Raises eligibility for services to age 22( from 21)
Students with Visual Impairments
Requires instruction in the Expanded Core Curriculum, including:
• Braille, orientation / mobility, social interaction, CTE, and selfdetermination, etc.
Evaluations must include:
• Orientation / mobility evaluation in multiple settings by an appropriately certified individual
• Certified professional to review eligibility data
IEPs must:
• Use reading / writing proficiency as a key progress indicator
• Include braille instruction unless ARD committee chooses not to
Requires braille instruction to be taught by certified teachers
Requires each person assisting in the development of the IEP receive information describing the benefits of braille instruction
Requires commissioner to create a special supplemental allowance for students with visual impairments
OTHER PROVISOINS
EFFECTIVE FOR SY 2025-26
Video Surveillance
Districts must install video surveillance in special education settings if requested by a parent
Applies to classrooms where students spend more than 50 % of the day in general education
Performance Review
School boards must publicly review special education student performance annually using TEA indicators
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