By Longoria, Howard, Olivo, et al. H.B. No. 801
A BILL TO BE ENTITLED
1-1 AN ACT
1-2 relating to the implementation of a public education curriculum
1-3 based on scientific research.
1-4 BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
1-5 SECTION 1. Section 7.102(c)(4), Education Code, is amended
1-6 to read as follows:
1-7 (4) The board shall establish curriculum and
1-8 graduation requirements as required by Chapter 28.
1-9 SECTION 2. Section 8.051(d), Education Code, is amended to
1-10 read as follows:
1-11 (d) Each regional education service center shall maintain
1-12 core services for purchase by school districts and campuses. The
1-13 core services are:
1-14 (1) training and assistance in teaching each subject
1-15 area assessed under Section 39.023 using methods based on
1-16 scientific research;
1-17 (2) training and assistance in providing each program
1-18 that qualifies for a funding allotment under Section 42.151,
1-19 42.152, 42.153, or 42.156;
1-20 (3) assistance specifically designed for a school
1-21 district rated academically unacceptable under Section 39.072(a) or
1-22 a campus whose performance is considered unacceptable based on the
1-23 indicators adopted under Section 39.051;
1-24 (4) training and assistance to teachers,
2-1 administrators, members of district boards of trustees, and members
2-2 of site-based decision-making committees;
2-3 (5) assistance specifically designed for a school
2-4 district that is considered out of compliance with state or federal
2-5 special education requirements, based on the agency's most recent
2-6 compliance review of the district's special education programs; and
2-7 (6) assistance in complying with state laws and rules.
2-8 SECTION 3. Section 11.201(d), Education Code, is amended to
2-9 read as follows:
2-10 (d) The duties of the superintendent include:
2-11 (1) assuming administrative responsibility and
2-12 leadership for the planning, operation, supervision, and evaluation
2-13 of:
2-14 (A) the education programs, services, and
2-15 facilities of the district;
2-16 (B) [and for] the annual performance appraisal
2-17 of the district's staff; and
2-18 (C) curricula based on scientific research for
2-19 elementary reading, spelling, and mathematics;
2-20 (2) assuming administrative authority and
2-21 responsibility for the assignment and evaluation of all personnel
2-22 of the district other than the superintendent;
2-23 (3) making recommendations regarding the selection of
2-24 personnel of the district other than the superintendent, as
2-25 provided by Section 11.163;
2-26 (4) initiating the termination or suspension of an
2-27 employee or the nonrenewal of an employee's term contract;
3-1 (5) managing the day-to-day operations of the district
3-2 as its administrative manager;
3-3 (6) preparing and submitting to the board of trustees
3-4 a proposed budget as provided by Section 44.002;
3-5 (7) preparing recommendations for policies to be
3-6 adopted by the board of trustees and overseeing the implementation
3-7 of adopted policies;
3-8 (8) developing or causing to be developed appropriate
3-9 administrative regulations to implement policies established by the
3-10 board of trustees;
3-11 (9) providing leadership for the attainment of student
3-12 performance in the district based on the indicators adopted under
3-13 Section 39.051 and other indicators adopted by the State Board of
3-14 Education or the district's board of trustees;
3-15 (10) organizing the district's central administration;
3-16 and
3-17 (11) performing any other duties assigned by action of
3-18 the board of trustees.
3-19 SECTION 4. Section 11.202(b), Education Code, is amended to
3-20 read as follows:
3-21 (b) Each principal shall:
3-22 (1) except as provided by Subsection (d), approve all
3-23 teacher and staff appointments for that principal's campus from a
3-24 pool of applicants selected by the district or of applicants who
3-25 meet the hiring requirements established by the district, based on
3-26 criteria developed by the principal after informal consultation
3-27 with the faculty;
4-1 (2) set specific education objectives for the
4-2 principal's campus, including for elementary school principals the
4-3 implementation of curricula based on scientific research for
4-4 reading, spelling, and mathematics, through the planning process
4-5 under Section 11.253;
4-6 (3) develop budgets for the principal's campus;
4-7 (4) assume the administrative responsibility and
4-8 instructional leadership, under the supervision of the
4-9 superintendent, for discipline at the campus;
4-10 (5) assign, evaluate, and promote personnel assigned
4-11 to the campus;
4-12 (6) recommend to the superintendent the termination or
4-13 suspension of an employee assigned to the campus or the nonrenewal
4-14 of the term contract of an employee assigned to the campus; and
4-15 (7) perform other duties assigned by the
4-16 superintendent pursuant to the policy of the board of trustees.
4-17 SECTION 5. Section 11.252(a), Education Code, is amended to
4-18 read as follows:
4-19 (a) Each school district shall have a district improvement
4-20 plan that is developed, evaluated, and revised annually, in
4-21 accordance with district policy, by the superintendent with the
4-22 assistance of the district-level committee established under
4-23 Section 11.251. The purpose of the district improvement plan is to
4-24 guide district and campus staff in the improvement of student
4-25 performance for all student groups in order to attain state
4-26 standards in respect to the academic excellence indicators adopted
4-27 under Section 39.051. The district improvement plan must include
5-1 provisions for:
5-2 (1) a comprehensive needs assessment addressing
5-3 district student performance on the academic excellence indicators,
5-4 and other appropriate measures of performance, that are
5-5 disaggregated by all student groups served by the district,
5-6 including categories of ethnicity, socioeconomic status, sex, and
5-7 populations served by special programs, including students in
5-8 special education programs under Subchapter A, Chapter 29;
5-9 (2) measurable district performance objectives for all
5-10 appropriate academic excellence indicators for all student
5-11 populations, including students in special education programs under
5-12 Subchapter A, Chapter 29, and other measures of student performance
5-13 that may be identified through the comprehensive needs assessment;
5-14 (3) strategies for improvement of student performance
5-15 that include:
5-16 (A) instructional methods, including methods
5-17 based on scientific research for reading, spelling, and
5-18 mathematics, for addressing the needs of student groups not
5-19 achieving their full potential;
5-20 (B) methods for addressing the needs of students
5-21 for special programs, such as suicide prevention, conflict
5-22 resolution, violence prevention, research-based reading programs,
5-23 or dyslexia treatment programs;
5-24 (C) dropout reduction;
5-25 (D) integration of technology in instructional
5-26 and administrative programs;
5-27 (E) discipline management;
6-1 (F) staff development, including where
6-2 appropriate, training in the use of curricula based on scientific
6-3 research for reading, spelling, and mathematics, for professional
6-4 staff of the district;
6-5 (G) career education to assist students in
6-6 developing the knowledge, skills, and competencies necessary for a
6-7 broad range of career opportunities; and
6-8 (H) accelerated education;
6-9 (4) strategies for providing to middle school, junior
6-10 high school, and high school students, those students' teachers and
6-11 counselors, and those students' parents information about:
6-12 (A) higher education admissions and financial
6-13 aid opportunities;
6-14 (B) the TEXAS grant program and the Teach for
6-15 Texas grant program established under Subchapter M, Chapter 56;
6-16 (C) the need for students to make informed
6-17 curriculum choices to be prepared for success beyond high school;
6-18 and
6-19 (D) sources of information on higher education
6-20 admissions and financial aid;
6-21 (5) resources needed to implement identified
6-22 strategies;
6-23 (6) staff responsible for ensuring the accomplishment
6-24 of each strategy;
6-25 (7) timelines for ongoing monitoring of the
6-26 implementation of each improvement strategy; and
6-27 (8) formative evaluation criteria for determining
7-1 periodically whether strategies are resulting in intended
7-2 improvement of student performance.
7-3 SECTION 6. Section 12.013(b), Education Code, is amended to
7-4 read as follows:
7-5 (b) A home-rule school district is subject to:
7-6 (1) a provision of this title establishing a criminal
7-7 offense;
7-8 (2) a provision of this title relating to limitations
7-9 on liability; and
7-10 (3) a prohibition, restriction, or requirement, as
7-11 applicable, imposed by this title or a rule adopted under this
7-12 title, relating to:
7-13 (A) the Public Education Information Management
7-14 System (PEIMS) to the extent necessary to monitor compliance with
7-15 this subchapter as determined by the commissioner;
7-16 (B) educator certification under Chapter 21 and
7-17 educator rights under Sections 21.407, 21.408, and 22.001;
7-18 (C) criminal history records under Subchapter C,
7-19 Chapter 22;
7-20 (D) student admissions under Section 25.001;
7-21 (E) school attendance under Sections 25.085,
7-22 25.086, and 25.087;
7-23 (F) inter-district or inter-county transfers of
7-24 students under Subchapter B, Chapter 25;
7-25 (G) elementary class size limits under Section
7-26 25.112, in the case of any campus in the district that is
7-27 considered low-performing under Section 39.131(b);
8-1 (H) curriculum requirements under Sections
8-2 28.002(a)(1)(A) and (B);
8-3 (I) high school graduation under Section 28.025;
8-4 (J) [(I)] special education programs under
8-5 Subchapter A, Chapter 29;
8-6 (K) [(J)] bilingual education under Subchapter
8-7 B, Chapter 29;
8-8 (L) [(K)] prekindergarten programs under
8-9 Subchapter E, Chapter 29;
8-10 (M) [(L)] safety provisions relating to the
8-11 transportation of students under Sections 34.002, 34.003, 34.004,
8-12 and 34.008;
8-13 (N) [(M)] computation and distribution of state
8-14 aid under Chapters 31, 42, and 43;
8-15 (O) [(N)] extracurricular activities under
8-16 Section 33.081;
8-17 (P) [(O)] health and safety under Chapter 38;
8-18 (Q) [(P)] public school accountability under
8-19 Subchapters B, C, D, and G, Chapter 39;
8-20 (R) [(Q)] equalized wealth under Chapter 41;
8-21 (S) [(R)] a bond or other obligation or tax rate
8-22 under Chapters 42, 43, and 45; and
8-23 (T) [(S)] purchasing under Chapter 44.
8-24 SECTION 7. Section 12.056(b), Education Code, is amended to
8-25 read as follows:
8-26 (b) A campus or program for which a charter is granted under
8-27 this subchapter is subject to:
9-1 (1) a provision of this title establishing a criminal
9-2 offense; and
9-3 (2) a prohibition, restriction, or requirement, as
9-4 applicable, imposed by this title or a rule adopted under this
9-5 title, relating to:
9-6 (A) the Public Education Information Management
9-7 System (PEIMS) to the extent necessary to monitor compliance with
9-8 this subchapter as determined by the commissioner;
9-9 (B) criminal history records under Subchapter C,
9-10 Chapter 22;
9-11 (C) curriculum requirements under Sections
9-12 28.002(a)(1)(A) and (B);
9-13 (D) high school graduation under Section 28.025;
9-14 (E) [(D)] special education programs under
9-15 Subchapter A, Chapter 29;
9-16 (F) [(E)] bilingual education under Subchapter
9-17 B, Chapter 29;
9-18 (G) [(F)] prekindergarten programs under
9-19 Subchapter E, Chapter 29;
9-20 (H) [(G)] extracurricular activities under
9-21 Section 33.081;
9-22 (I) [(H)] health and safety under Chapter 38;
9-23 and
9-24 (J) [(I)] public school accountability under
9-25 Subchapters B, C, D, and G, Chapter 39.
9-26 SECTION 8. Section 12.104(b), Education Code, is amended to
9-27 read as follows:
10-1 (b) An open-enrollment charter school is subject to:
10-2 (1) a provision of this title establishing a criminal
10-3 offense; and
10-4 (2) a prohibition, restriction, or requirement, as
10-5 applicable, imposed by this title or a rule adopted under this
10-6 title, relating to:
10-7 (A) the Public Education Information Management
10-8 System (PEIMS) to the extent necessary to monitor compliance with
10-9 this subchapter as determined by the commissioner;
10-10 (B) criminal history records under Subchapter C,
10-11 Chapter 22;
10-12 (C) curriculum requirements under Sections
10-13 28.002(a)(1)(A) and (B);
10-14 (D) reading instruments and accelerated reading
10-15 instruction programs under Section 28.006;
10-16 (E) [(D)] satisfactory performance on assessment
10-17 instruments and to accelerated instruction under Section 28.0211;
10-18 (F) [(E)] high school graduation under Section
10-19 28.025;
10-20 (G) [(F)] special education programs under
10-21 Subchapter A, Chapter 29;
10-22 (H) [(G)] bilingual education under Subchapter
10-23 B, Chapter 29;
10-24 (I) [(H)] prekindergarten programs under
10-25 Subchapter E, Chapter 29;
10-26 (J) [(I)] extracurricular activities under
10-27 Section 33.081;
11-1 (K) [(J)] health and safety under Chapter 38;
11-2 and
11-3 (L) [(K)] public school accountability under
11-4 Subchapters B, C, D, and G, Chapter 39.
11-5 SECTION 9. Section 19.004(c), Education Code, is amended to
11-6 read as follows:
11-7 (c) The district shall:
11-8 (1) develop educational and vocational training
11-9 programs specifically designed for persons eligible under Section
11-10 19.005, including an educational curriculum based on scientific
11-11 research to teach reading, spelling, and mathematics to those
11-12 persons who test at or below the sixth grade level on approved
11-13 placement tests; and
11-14 (2) coordinate educational programs and services in
11-15 the department with those provided by other state agencies, by
11-16 political subdivisions, and by persons who provide programs and
11-17 services under contract.
11-18 SECTION 10. Section 21.045, Education Code, is amended by
11-19 adding Subsection (e) to read as follows:
11-20 (e) Not later than September 1, 2002, the educator
11-21 preparation accreditation standards must include the requirement
11-22 that elementary teachers display knowledge of educational curricula
11-23 based on scientific research for teaching reading, spelling, and
11-24 mathematics. This subsection expires January 1, 2003.
11-25 SECTION 11. Section 21.046(b), Education Code, is amended to
11-26 read as follows:
11-27 (b) The qualifications for certification as a principal must
12-1 be sufficiently flexible so that an outstanding teacher may qualify
12-2 by substituting approved experience and professional training for
12-3 part of the educational requirements. Supervised and approved
12-4 on-the-job experience in addition to required internship shall be
12-5 accepted in lieu of classroom hours. The qualifications must
12-6 emphasize:
12-7 (1) instructional leadership;
12-8 (2) administration, supervision, and communication
12-9 skills;
12-10 (3) curriculum and instruction management, including
12-11 for elementary school principals knowledge of effective
12-12 implementation methods for educational curricula based on
12-13 scientific research for elementary reading, spelling, and
12-14 mathematics;
12-15 (4) performance evaluation;
12-16 (5) organization; and
12-17 (6) fiscal management.
12-18 SECTION 12. Section 21.047(c), Education Code, is amended to
12-19 read as follows:
12-20 (c) A center may develop and implement a comprehensive
12-21 field-based educator preparation program to supplement the
12-22 internship hours required in Section 21.050. This comprehensive
12-23 field-based teacher program must:
12-24 (1) be designed on the basis of current research into
12-25 state-of-the-art teaching practices, curriculum theory and
12-26 application, evaluation of student outcomes, and the effective
12-27 application of technology;
13-1 (2) for elementary teachers, emphasize the use of
13-2 educational methods and curricula based on scientific research for
13-3 teaching elementary reading, spelling, and mathematics; and
13-4 (3) [(2)] have rigorous internal and external
13-5 evaluation procedures that focus on content, delivery systems, and
13-6 teacher and student outcomes.
13-7 SECTION 13. Section 21.0481(c), Education Code, is amended
13-8 to read as follows:
13-9 (c) To be eligible for a master reading teacher certificate,
13-10 a person must:
13-11 (1) hold a reading specialist certificate issued under
13-12 this subchapter and satisfactorily complete a course of instruction
13-13 as prescribed under Subdivision (2)(B); or
13-14 (2) hold a teaching certificate issued under this
13-15 subchapter and:
13-16 (A) have at least three years of teaching
13-17 experience;
13-18 (B) satisfactorily complete a knowledge-based
13-19 and skills-based course of instruction on the science of teaching
13-20 children to read that emphasizes the use of educational methods
13-21 based on scientific research and that includes training in:
13-22 (i) effective reading instruction
13-23 techniques, including effective techniques for students whose
13-24 primary language is a language other than English;
13-25 (ii) identification of dyslexia and
13-26 related reading disorders and effective reading instruction
13-27 techniques for students with those disorders; and
14-1 (iii) effective professional peer
14-2 mentoring techniques;
14-3 (C) perform satisfactorily on the master reading
14-4 teacher certification examination prescribed by the board; and
14-5 (D) satisfy any other requirements prescribed by
14-6 the board.
14-7 SECTION 14. Section 21.451(b), Education Code, is amended to
14-8 read as follows:
14-9 (b) The staff development must be predominantly
14-10 campus-based, related to achieving campus performance objectives
14-11 established under Section 11.253, and developed and approved by the
14-12 campus-level committee established under Section 11.251. Campus
14-13 staff development may include activities that enable the campus
14-14 staff to plan together to enhance existing skills, to share
14-15 effective strategies, to reflect on curricular and instructional
14-16 issues, to analyze student achievement results, to reflect on means
14-17 of increasing student achievement, to study research, to practice
14-18 new methods, to study educational methods based on scientific
14-19 research, to identify students' strengths and needs, to develop
14-20 meaningful programs for students, to appropriately implement
14-21 site-based decision-making, and to conduct action research. The
14-22 campus staff development activities may be conducted using study
14-23 teams, individual research, peer coaching, workshops, seminars,
14-24 conferences, or other reasonable methods that have the potential to
14-25 improve student achievement.
14-26 SECTION 15. Section 28.002, Education Code, is amended by
14-27 amending Subsections (a) and (i) and adding Subsection (l) to read
15-1 as follows:
15-2 (a) Each school district that offers kindergarten through
15-3 grade 12 shall offer, as a required curriculum:
15-4 (1) a foundation curriculum that includes:
15-5 (A) English language arts, including elementary
15-6 reading using educational methods based on scientific research and
15-7 morphographic spelling using educational methods based on
15-8 scientific research;
15-9 (B) mathematics, including elementary
15-10 mathematics using educational methods based on scientific research;
15-11 (C) science; and
15-12 (D) social studies, consisting of Texas, United
15-13 States, and world history, government, and geography; and
15-14 (2) an enrichment curriculum that includes:
15-15 (A) to the extent possible, languages other than
15-16 English;
15-17 (B) health;
15-18 (C) physical education;
15-19 (D) fine arts;
15-20 (E) economics, with emphasis on the free
15-21 enterprise system and its benefits;
15-22 (F) career and technology education; and
15-23 (G) technology applications.
15-24 (i) The State Board of Education shall adopt rules for the
15-25 implementation of this subchapter. Except as provided by
15-26 Subsections [Subsection] (j) and (l), the board may not adopt rules
15-27 that designate the methodology used by a teacher or the time spent
16-1 by a teacher or a student on a particular task or subject.
16-2 (l) Any method used to teach elementary reading, spelling,
16-3 or mathematics must be based on scientific research.
16-4 SECTION 16. Section 29.057, Education Code, is amended by
16-5 adding Subsection (d) to read as follows:
16-6 (d) The curriculum used for teaching reading, spelling, and
16-7 mathematics in bilingual education or special language programs
16-8 must be based on scientific research.
16-9 SECTION 17. Sections 29.081(b) and (e), Education Code, are
16-10 amended to read as follows:
16-11 (b) Each district shall provide accelerated instruction to a
16-12 student enrolled in the district who has taken the secondary
16-13 exit-level assessment instrument and has not performed
16-14 satisfactorily on each section or who is at risk of dropping out of
16-15 school. The accelerated instruction must consist of educational
16-16 methods based on scientific research.
16-17 (e) A school district may use a private or public
16-18 community-based dropout recovery education program based on
16-19 scientific research to provide alternative education programs for
16-20 students at risk of dropping out of school. The programs must:
16-21 (1) provide not less than four hours of instructional
16-22 time per day;
16-23 (2) employ as faculty and administrators persons with
16-24 baccalaureate or advanced degrees;
16-25 (3) provide at least one instructor for each 28
16-26 students;
16-27 (4) perform satisfactorily according to performance
17-1 indicators and accountability standards adopted for alternative
17-2 education programs by the commissioner; and
17-3 (5) comply with this title and rules adopted under
17-4 this title except as otherwise provided by this subsection.
17-5 SECTION 18. Section 29.084(a), Education Code, is amended to
17-6 read as follows:
17-7 (a) Each school district may provide at the district's
17-8 schools tutorial services based on scientific research [at the
17-9 district's schools].
17-10 SECTION 19. Section 29.153(f), Education Code, is amended to
17-11 read as follows:
17-12 (f) A district's prekindergarten program must [shall] be
17-13 designed to develop skills necessary for success in the regular
17-14 public school curriculum, including language, mathematics, and
17-15 social skills, and must be based on scientific research.
17-16 SECTION 20. Section 29.253, Education Code, is amended to
17-17 read as follows:
17-18 Sec. 29.253. PROVISION OF ADULT EDUCATION PROGRAMS. Adult
17-19 education programs shall be provided by public school districts,
17-20 public junior colleges, public universities, public nonprofit
17-21 agencies, and community-based organizations approved in accordance
17-22 with state statutes and rules adopted by the State Board of
17-23 Education. The programs must be based on scientific research and
17-24 must be designed to meet the education and training needs of adults
17-25 to the extent possible within available public and private
17-26 resources. Bilingual education may be the method of instruction
17-27 for students who do not function satisfactorily in English whenever
18-1 it is appropriate for their optimum development.
18-2 SECTION 21. Section 31.029, Education Code, is amended to
18-3 read as follows:
18-4 Sec. 31.029. BILINGUAL TEXTBOOKS. The board shall purchase
18-5 or otherwise acquire textbooks that are based on scientific
18-6 research for use in bilingual education classes.
18-7 SECTION 22. Section 37.002(a), Education Code, is amended to
18-8 read as follows:
18-9 (a) A teacher may send a student to the principal's office
18-10 to maintain effective discipline in the classroom. The first time
18-11 a student is referred to the principal, the principal must
18-12 determine the student's educational performance level by
18-13 administering a reading decoding and comprehension placement test
18-14 and a mathematics placement test. If the student's test
18-15 performance is two or more grade levels below the student's
18-16 assigned grade level, the principal must place the student in an
18-17 appropriate corrective reading or mathematics program that uses
18-18 methods based on scientific research and shall employ appropriate
18-19 discipline management techniques consistent with the student code
18-20 of conduct adopted under Section 37.001. If the student's test
18-21 performance is equal to or greater than the student's assigned
18-22 grade level, the principal shall respond by employing appropriate
18-23 discipline management techniques consistent with the student code
18-24 of conduct adopted under Section 37.001.
18-25 SECTION 23. Section 37.008(a), Education Code, is amended to
18-26 read as follows:
18-27 (a) Each school district shall provide an alternative
19-1 education program that:
19-2 (1) is provided in a setting other than a student's
19-3 regular classroom;
19-4 (2) is located on or off of a regular school campus;
19-5 (3) provides for the students who are assigned to the
19-6 alternative education program to be separated from students who are
19-7 not assigned to the program;
19-8 (4) focuses on English language arts, mathematics,
19-9 science, history, and self-discipline;
19-10 (5) provides a reading, spelling, and mathematics
19-11 curriculum based on scientific research;
19-12 (6) provides for students' educational and behavioral
19-13 needs; and
19-14 (7) [(6)] provides supervision and counseling.
19-15 SECTION 24. Section 37.011(h), Education Code, is amended to
19-16 read as follows:
19-17 (h) Academically, the mission of juvenile justice
19-18 alternative education programs shall be to enable students to
19-19 perform at grade level. A student who is not performing at grade
19-20 level on entering a juvenile justice alternative education program,
19-21 as determined by the student's performance on a reading decoding
19-22 and comprehension placement test and a mathematics placement test,
19-23 must be placed in a corrective educational program that uses
19-24 methods based on scientific research. For purposes of
19-25 accountability under Chapter 39, a student enrolled in a juvenile
19-26 justice alternative education program is reported as if the student
19-27 were enrolled at the student's assigned campus in the student's
20-1 regularly assigned education program, including a special education
20-2 program. Annually the Texas Juvenile Probation Commission, with
20-3 the agreement of the commissioner, shall develop and implement a
20-4 system of accountability consistent with Chapter 39, where
20-5 appropriate, to assure that students make progress toward grade
20-6 level while attending a juvenile justice alternative education
20-7 program. The Texas Juvenile Probation Commission shall adopt rules
20-8 for the distribution of funds appropriated under this section to
20-9 juvenile boards in counties required to establish juvenile justice
20-10 alternative education programs. Except as determined by the
20-11 commissioner, a student served by a juvenile justice alternative
20-12 education program on the basis of an expulsion under Section
20-13 37.007(a), (d), or (e) is not eligible for Foundation School
20-14 Program funding under Chapter 42 or 31 if the juvenile justice
20-15 alternative education program receives funding from the Texas
20-16 Juvenile Probation Commission under this subchapter.
20-17 SECTION 25. Section 37.055(a), Education Code, is amended to
20-18 read as follows:
20-19 (a) On admitting a student to a school-community guidance
20-20 center, a representative of the school district, the student, and
20-21 the student's parent shall develop an agreement that specifies the
20-22 responsibilities of the parent and the student. The agreement must
20-23 include:
20-24 (1) a statement of the student's behavioral and
20-25 learning objectives, including a description of the educational
20-26 methods based on scientific research and the behavioral
20-27 modification methods that the school district intends to use to
21-1 meet the objectives;
21-2 (2) a requirement that the parent attend specified
21-3 meetings and conferences for teacher review of the student's
21-4 progress; [and]
21-5 (3) the parent's acknowledgement that the parent
21-6 understands and accepts the responsibilities imposed by the
21-7 agreement regarding attendance at meetings and conferences and
21-8 assistance in meeting other objectives, defined by the district, to
21-9 aid student remediation; and
21-10 (4) the school district's acknowledgement that the
21-11 district will use the best educational methods based on scientific
21-12 research available to accomplish the learning objectives.
21-13 SECTION 26. Section 38.003(b), Education Code, is amended to
21-14 read as follows:
21-15 (b) In accordance with the program approved by the State
21-16 Board of Education, the board of trustees of each school district
21-17 shall provide for the treatment of any student determined to have
21-18 dyslexia or a related disorder, including a corrective reading
21-19 program based on scientific research that has proven successful in
21-20 providing dyslexia remediation.
21-21 SECTION 27. Notwithstanding the textbook review and adoption
21-22 requirements under Section 31.022, Education Code, or the textbook
21-23 review and adoption cycle the State Board of Education adopts under
21-24 that section, the board shall review and adopt reading, spelling,
21-25 and mathematics textbooks and accompanying teacher editions that
21-26 are based on scientific research that satisfy requirements under
21-27 Sections 28.002(a)(1)(A) and (B), Education Code, as amended by
22-1 this Act, as soon as practicable.
22-2 SECTION 28. This Act takes effect July 1, 2001, if it
22-3 receives a vote of two-thirds of all the members elected to each
22-4 house, as provided by Section 39, Article III, Texas Constitution.
22-5 If this Act does not receive the vote necessary for effect on that
22-6 date, this Act takes effect September 1, 2001.