BILL ANALYSIS
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Senate Research Center |
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AUTHOR'S / SPONSOR'S STATEMENT OF INTENT
The federal Individuals with Disabilities Act (IDEA) requires states to develop performance plans around indicators that are used to gather data and measure how well districts are doing in addressing high school transition. There are no quality guidelines or reporting requirements for this process that truly hold school districts accountable for making transition planning meaningful. Indicator 13 measures how many students have IEPs with transition goals and Indicator 14 measures the percentage of students with IEPs who have a job or are in school within one year after graduation. With only these two metrics for transition planning, quality is not a standard.
S.B. 596 changes the age to begin transition planning to age 14 and incorporates guidelines for the transition planning meetings by adding indicators that school districts can utilize as minimum quality standards.
As proposed, S.B. 596 amends current law relating to transition planning for a public school student receiving special education services.
RULEMAKING AUTHORITY
SECTION BY SECTION ANALYSIS
SECTION 1. Amends Section 29.011, Education Code, as follows:
Sec. 29.011. TRANSITION PLANNING. Requires the commissioner of education by rule to adopt procedures for compliance with federal requirements relating to transition services for students who are enrolled in special education programs under this subchapter. Requires that the procedures:
(1) provide that transition planning begins for a student not later than when the student reaches 14 years of age; and
(2) specify the manner in which a student's admission, review, and dismissal committee must consider, and if appropriate, address in the student's individualized education program certain issues, including social and recreational goals. Makes nonsubstantive changes.
SECTION 2. Amends Subchapter A, Chapter 29, Education Code, by adding Section 29.0111, as follows:
Sec. 29.0111. TRANSITION INFORMATION. Requires the Texas Education Agency to develop at least the following indicators under the Performance-Based Monitoring Analysis System regarding the preparation by school districts of students enrolled in special education programs for transition to life outside the public school system:
(1) the percentage of students at least 16 years of age with an individualized education program that:
(A) includes coordinated and measurable goals for postsecondary employment or education and training; and
(B) identifies services that can reasonably be expected to enable students to meet those goals;
(2) the percentage of students at least 16 years of age who during the preceding 12-month period had at least one meeting with a representative of a state health and human services agency that provides employment or long-term services and supports for adults with disabilities;
(3) the percentage of students who left secondary school during the preceding 12-month period with individualized education programs in effect on departure who during the 12-month period preceding the date of departure had at least one meeting with a representative of a state health and human services agency that provides employment or long-term services and supports for adults with disabilities; and
(4) the percentage of students who left secondary school during the preceding 12-month period with individualized education programs in effect on departure who during the 12-month period following the date of departure held competitive or supported employment positions for at least six months or attended postsecondary education and training programs for at least one semester.
SECTION 3. Provides that Section 29.011, Education Code, as amended by this Act, applies beginning with the 2011-2012 school year.
SECTION 4. Effective date: upon passage or September 1, 2011.