001So, so today we're going to have comments. Oh, we're going to have tea updates and then we have public comments. And just a reminder for the public, um you have to register either here with me or um via the chat in the Zoom platform by 9:30 should you wish to provide public comments. After public comments, we are going to work on our um legislative updates and work on our report. Um then then we will review view and approve the meeting minutes. Um, we'll take possible recommend take possible action on our current minutes and set our future meeting topics. Um, we'll set our future meeting dates and then we'll adjourn. Does anyone have any questions about the agenda today? Annie, can you hear me? Yes. This is Kristen with TEA. Um I just wanted I just
002put in the chat it looked like that uh that agenda might have been the previous meetings agenda. So I just wanted to confirm today is me giving some updates and then public comments per usual and then you're going to give some legislative updates and then um and then kind of a recap of your report. Correct. Right. And we're going to split maybe split into subcommittees for the new reports. Okay. Yeah. So, um Kristen, are you ready to give your TEA update? Yes. Um I am. And first I want to um uh of course introduce myself um Kristen Maguire with um TEA. And then also just wanted a chance um many of you have met Laura in different venues. But um Laura Bion is our um special populations um policy director in our office of uh
003special populations and student supports. And so she um Stephanie Cotch is still here um at TEA um but uh Laura is going to kind of take over spearheading um this committee. So, um uh just wanted to to plug that and just so you see a new um a new face um that she'll be kind of running this meeting. So, um appreciate Laura for jumping in and doing that. And um for me, I know that um Amy is going to give you guys um a legislative update um here in a bit. So, I um uh don't have a deck prepared, but I just wanted to talk through I figured I would talk through a few. Uh obviously, we had a very busy legislative session. Um and uh many many bills to uh to now implement. Um,
004so I will just go through a few that maybe um are kind of indirectly related to um uh students with disabilities and then um I can help fill in any gaps if if Amy would like me to after um uh her uh her update. Um but did just want to preface of course that um this Sunday, the 22nd is the deadline for the governor to either veto um sign bills or let them go through without his signature or and so some bills he has already signed and they are um uh effective and some bills um we have yet to have a signature. So they may just go through um you know starting this Monday um after his deadline. So um House Bill 2 is obviously a very very large piece of um public school uh
005legislation. Um so there are seven articles within that bill. Um article 4 is specifically around special education and so I know um Amy will probably spend some time on that one. Um, so again, I'll just kind of be here as a resource um to to discuss any of that. Um but there are some uh teacher um uh raises in there in terms of what the state um is is giving to school districts to um assist with uh educator raises as well as what they call a support staff um aotment which is essentially anyone else who is not a district or campus administrator. And so there are some there's some funding um associated with that. There's also a big state commitment in terms of educator preparation um or will be. So there um are some uh
006kind of streamlined processes of educator preparation and then kind of a state commitment to offer funding um for certain education um preparation educator preparation pathways. And so that uh will definitely be one to uh you know to watch as it um moves forward into implementation. Um one thing that's uh obviously will be very um um interest uh of interest to you guys is that um also in household 2 they did um add a provision that um candidates who are taking uh for their first attempt for either a bilingual or special education certification exam those fees will now be waved. So um you know basically the agency will pay the vendor for the price of those exams. So um teachers or candidates that want to become certified in bilingual or special ed um starting in the
0072526 um school year those will be um those fees will be waved. Um there are quite uh uh quite extensive changes around some early education um statutes and so they're um currently in statute are sort of what we call early um early reading instruments or sort of diagnostic reading instruments um in chapter 288 of the education code. These were intended to um uh you know just identify students who might um who have some uh reading difficulties and then to prompt districts to kind of gather more data to see you know is this just um you know someone who you know a child who needs some intervention or a child who might have a disability. Those will still be in place but there are some changes. Um you know first we're going up to grade three
008on these instruments. um also some changes in kind of what they will sort of cover. We're also adding numerousy into that. So basically we're measuring foundational literacy and numeracy skills in um kindergarten through grade three. Um so there will be some um you know some work to do uh on the agency side of course to um you know create a list of approved instruments to be used for that purpose. Um there was also um provisions within that section of um House Bill 2 to now require inter academic intervention for reading when a student has con has um sort of met this at risk category um or at risk criteria um in two consecutive um attempts at the reading instruments. So these are you know primarily with some exception given beginning, middle and end of year
009and so there will be some state requirements around what districts have to do with intervention. There is also um some funding associated with um uh helping out with the the intervention requirements um as well as offering parents um some funds to help with outside tutoring as well. So uh lots to unpack in there. Um the there were uh quite a few CTE, so career and technical education changes. uh some adding some more emphasis on military um readiness and also some kind of enhancements to our um um sort of CTE pathways in your rural areas uh as well as in um uh applied sciences and other types of CTE pathways. So um hopefully a lot more um supports in relation to um college career and military readiness. So um we are all of course in the
010process at the agency of trying to get aligned within our implementation strategies on all of the bills. of some school finance changes of course and then that will be um you know significant as far as special education is concerned um as we get into the 2627 school year especially because that is um changing the funding system for how the state um uh funds special education into a service intensity model and so that will be effective in 2627. Uh there were uh quite a few um changes in chapter 37 associated with student discipline. Um house bill 6 is kind of the the um the larger bill that is associated with discipline. There are are also some provisions in HB2 around discipline. Um this is uh some changes in HB6 are somewhat um kind of expanding teacher
011authority to remove students um from their classroom if they are disruptive. Um so we uh will be agencywide of course as well as in our um office of special populations uh providing technical assistance around um around the implementation of those of HB6 and the other provisions um in HB2 around student discipline. Um we have also um SB2. So we have HB2 which is um the the larger um public education bill and SB2 is around education savings accounts. So uh education savings accounts will go into effect in 2627. Um and that will be a program administered by the Texas controller. Um obviously the agency has a role in in that process. um primarily in terms of you know just making sure that students who are applying for the ESAs there's got to be some data exchange
012between the controller and the TEA to make sure that these students are eligible uh to apply. Um another large piece of that is in relation to students with disabilities. So, students with disabilities who um apply to access the education savings account program um they will be entitled to the same amount of state special education funding um that they um were entitled to if they were in prior public school or that they would be entitled to if they had not yet attended public school. So, um this is going to be you know just you know a heavy a heavy kind of technical assistance area on our side for districts um in terms of when they get requests from uh parents who have children attending private schools for evaluations um to determine if a student is eligible
013for special education and if so what um you know what does their uh individualized education program look like um for purposes of uh funding the ESA. So um so that is you know definitely a direct tiein to um you know to your area as we as we set up state policy for that. Um and you know just so uh you are aware of that. Um also uh Senate Bill 569 is around um virtual and hybrid learning. So, you know, that one is is another one I expect to come back to you with um in terms of just sort of information on implementation. So, this is allowing school districts to um uh you know to create and implement virtual and hybrid um uh courses as well as potentially full-time um hybrid or virtual campuses. And so
014um that is something that you know obviously will require quite a bit of uh you know rulemaking and state policy around it uh especially around um how to take attendance and and uh and all of that. Um and so obviously in our area we'll be primarily um you know concern and giving technical uh assistance around ensuring that students with disabilities um you know needs and IEPs and uh you know potentially section 504 plans are met in those types of environments or can be met. Uh one thing um also I would say to be aware of is House Bill 1481. So 1481 is a um bill that will uh that requires districts to adopt policy around um prohibiting the use of uh personal communication devices by students during the school day. Um so that is a
015uh is a requirement um that uh that that is a policy that is implemented um to prohibit the use. Now there is an exception in that bill that uh you know that the policies will need to provide exceptions for students who um may need to use them uh in accordance with their IEPs or their 504 plans or even just in relation to health and safety protocols or individualized health plans for example. Um and so you know that is uh something to to keep your eye on in terms of especially those of you who um you know still have uh children or are uh you know working with parents um that have children in schools. If there are, you know, needs for personal communication devices, especially around health, um, uh, that, um, you know, that that
016schools will need to work out how to to make sure that that exception is applied. Um, there is, um, there's just there's there's so much it's kind of hard to I don't want to, um, dominate time, but, um, there are, um, a few others, of course. Um there is a bill that will require us to take more data on chronic absenteeism and u gives a definition for what that is as well as students who are you know kind of defined as truent and so there will be more data collection around that um uh on school districts end of course and then on our end to sort of publish that data um so that um I know that is something that came up this session in terms of um uh you know, not really the the
017lawmakers wanting more data on how, you know, what what is the the landscape of of that and how do we um help uh assist students who are chronically absent. So, I will um I will stop there. again. Um I know that Amy is giving a um a legislative update and I'm staying on um just to to help um if I can. Um and uh if anyone has any questions for me before we go to our next topic, I'm happy to take them. Christian, I have a question. Sure. Um, is TEA giving any guidance on what to do about the personal communication exceptions? And how do we as CAC andor the public give our um our voices to that process on the um the personal communication devices? Is that what you're saying? Yes. Um, so the
018agency has to develop a model policy or at least policy text around um this topic and it does have in the bill a quick turnaround on it does require school boards to adopt a policy no later than 90 days after the effective date. So, I've been watching that one intently to see if the governor signs that one or if that one just becomes effective, you know, this coming Monday after uh after the deadline. So, you know, so short answer, yes, I think, you know, there will be agency guidance around that. Um I think probably in addition to the overall agency guidance that um you know that is something where our office and you know special pops can you know definitely provide um additional um guidance around that. I think it's you know it's one of
019those that's going to be sort of a hard um since it's so quick and required so quickly. It may be one of those that is sort of guidance is initially given and then and then we we build on that um as we move forward. And um uh when you said that I I don't know why I just I blanked on even mentioning this one. Well, it's probably in your legislative update, but um also um I wanted to mention a a couple of more in terms of um uh students with disabilities around uh Senate Bill 57, which is um uh so last session, you might recall, there was a bill that required the agency to develop guidelines around um the sort of existing statutory requirement to for districts to ensure that um you know staff and
020students with with impairments or disabilities um are safe during emergencies or you know disasters. And so Senate Bill 57 kind of builds on that um to to say um you know partly through rulem now is that we also address um kind of individual what does it look like in terms of individual accommodations that are necessary for school drills for school drills and um in emergencies. And so um you know that is something of course then that we'll um you know we'll regroup with you know stakeholders to to make sure um you know that we've got the right uh uh you know kind of um language and angle on there and then um and then that those will be required um for districts to implement into their emergency operations plans. It's you know primarily transparency. Go
021ahead Amy. I'm sorry. Thinking out loud, it may be prudent for us to add to our digital literacy and accessibility section something around um assisted technology and emergencies and the personal devices sort of conversation. We might want to think about that when we get to the subcommittee discussion. Yeah. Yeah. I mean, or even just a future meeting topic, too. So, yeah, I think I think that's um definitely uh something to consider for sure. Yeah, we already have one like that. And, you know, Amy, we can kind of round that out a little bit or split it off as its own thing. Yeah. The other thing um the other thing I was going to mention um is there so Texas is a you know a bit unique in the fact that we have um this committee
022the continuing advisory committee which has which is tied to both a state law requirement as well as a federal requirement. So Amy was reading off um earlier sort of the federal requirements of what an advisory council under IDA um under this you know for the um for tea uh what their duties are. And then we also have a state law um that requires that report that she was um mentioning. And so there were some changes to that section of the law of our state law. Um and those changes were primarily to um I believe better align with the federal law. So there are some required members under the federal regulations for this advisory council um that um uh we we don't currently have within um you know the the current membership structure. So um you
023know so that'll be a conversation of course the agency will have with the governor's office to just make sure um you know we're moving forward with um you know trying to uh you know to get the uh um accurate membership and the you know roles and categories um of those um on the um on the committee. So that was just one thing um I wanted to mention is that there will just be um likely some uh some membership role kind of um additions um and um you know we'll talk to the governor's office about how they want to uh establish that and then um I will say um again maybe within your future meeting topics discussion it's probably a good idea to review this committee's bylaws um they haven't been reviewed in quite a bit
024and so that might be something um to consider uh for a future meeting. So with that I will hush and let you know answer any questions or we can go on to the next talk. Does anyone have any other questions for Kristen? Yeah, Kristen, this is Kevin with TWWC. Um I had a a couple of questions. um the CTE um updates and changes that you mentioned, did you say it was part of HB2? Was it included in that? Yes. So, House Bill 2 has article six, which is on um CTE, but really the driving bill is House Bill 120. So, I that one sort of that has the prevailing language over the House Bill 2 article. So, I would look at uh uh House Bill 120. I would also look at uh HB20, which is
025on kind of an applied sciences um pathway, but HB120 is kind of the larger um sort of CTE extension. Um Okay. Yeah. Okay. So, HB 120 and then HB20. I could I could get more specifics on on the updates and changes. Yes. Okay. The other question I had um and this may be something Amy's going to touch on, but um has TEA looked at the impact of uh the school choice uh passage on students with disabilities. Um well I mean yes from the perspective at this point we're just trying to prepare for implementation of it you know since the controller the controller has till May of 26 to adopt rules but obviously um within the scope of SB2 and as I was saying that students with disabilities are entitled to state funding um that you
026know sort of matches what they either were receiving in school if they were in public school or that they would be entitled to if they hadn't been in public school. Uh you know there there will likely be um you know some increase in parent requests for evaluations. So I think that's the biggest thing that we're tackling initially is is trying to um you know get together you know guidance for districts on how to um uh you know how to uh you know manage um not only that you know potential increase in evaluations but then what does it look like after an evaluation if they choose to evaluate what does it look like after an evaluation what is this um you know IEP look like for purposes of um the ESA which is you know different
027you know potentially different for uh you know if the student was going to go into public school. So so that's our first I think thing we're we're sort of tackling in terms of implementation of a SB2 for students with disabilities. Okay. Okay. Thank you very much. Um, I think what's next on our agenda would be public comment. Um, we should probably start with those in the room. Stephen and Maya, are you ready for us? As a reminder, confidential or protected information should be shared. Amy, I think if you don't mind turning off your microphone and I'm going to turn mine on so that I'm can be clearly heard. Okay. Well, good morning. I'm Stephen Alam with Disability Rights Texas. I'm in attendance but on the Zoom meeting. Um, I want to speak to a recent
028request for uh a contract by the Texas Education Agency concerning special education complaint investigations. I want to request that the CAC on an agenda for a future meeting put a review of how Texas Education Agency is conducting special education investigations and why TEA is seeking outside assistance with that process. The solicitation for a private contractor is available through the TEA website under procurement. Um the details are in the solicitation. It's called a request for proposal. But the bottom line is that it seems as if TEA is turning to an outside vendor to assist with special education investigations. when students with disabilities request a federal uh under federal law that TEA investigate a specific uh dispute between a student and a school district. If there are significant issues happening in that program that require an outside
029vendor, I believe the CAC as part of its oversight should at least ask for a briefing about that topic. Thank you. Hi everyone. Apologies for the echo. I'm also here in person. Uh my name is Maya. I'm also with Disability Rights Texas. And um I wanted to bring something up that's in HB2. Uh there's an amendment on crisis prevention and intervention training uh in an effort to equip school staff to better handle crisis situations and hopefully reduce instances of restraint. Um, in HB2 it writes that the commissioner will uh set guidelines on who is trained and how frequently they're trained. And so, uh, I would recommend that this body add to the agenda in the future, uh, reviewing that so that when rule making comes around, um, you're prepared to provide guidance and recommendations. Um,
030apologies, this echo is, um, messing with my brain. Um, and then another thing that I wanted to flag for this body is uh language on threat assessment team membership. When the student being assessed is a student with a disability, there's slightly different language in HB6 and HB121. HB6 requires that the team include a member who is knowledgeable on disabilities and disability manifestations generally. And HB121 says that that added member uh should have specific knowledge of the student being assessed and their disability and how it manifests. So, I believe HB121 would supersede HB6 since it's a bit more specific, but that's another thing that I would recommend this body um putting put on the agenda in a future meeting. Thank you. To this, correct? Yes. the crisis prevention and intervention training requirement. Um rule making and
031threat assessment team membership when the student being assessed has a disability. Can I request that members of the committee or members of the public? You need to turn your camera your mic back on. I did. Um, members of the committee or members of the public, if you have agenda item requests, particularly because we don't have our secretary in the meeting today, if you could go ahead and put those in the chat so that we can record them for the minutes, that would be helpful. Um, since both of these public comments are about bills that have recently passed and um, legislative updates are on the agenda. Um it is um possible for us to discuss um what we heard in these um public comments. Um does anyone have any questions or discussion points that they would
032like to bring up before we move to our official update? Oh, and I forgot we have one more public comment um from online. Um Linda Woodinger, would you like to present to us? Yes, please. Can you all hear me? Okay. U greetings, friends. Um, I am Linda Litzinger, the public policy and advocacy director at Texas Parentto Parent. Speaking on behalf of parent, Texas parent to parent today. Um, SP 57 passed. It instructs TEA um to instruct the LEAS to create a multi-hazard operations plan for individualized students. It stopped short of placing the individualized plan in each IEP. And I can understand that there were teachers that were worried about um needing to of course every um um emergency is different from the next one. And they were afraid that if they changed the plan on
033the fly that they would be responsible for it. And so we in the end we didn't put the plan into each IEP. Um but it's still important to have that plan and know what device is being used for the students with mobility issues and practice with it and know how many adults it takes for the transfer. For example, the new chairs, it takes one person to take them up or down the steps. They have a tractor tread on them and a battery. And so, one person can drive it. But you've got to know what's which student can stand, pivot, and sit down in it. Which ones need a twoerson transfer at knees and chest? And which ones need a fourperson transfer for each limb. And you've got to practice and you've got to know. And
034I'm saying that as because I know somebody who only had one practice in 13 years of public education in five schools. And so um that takes me to the second half of my um comment and that is Char's um bill SB1 1952 passed. It instructs um that there be that HHSC create a memorandum of understanding with TEA to train staff who work with students and evaluate their readiness. And this would be a good place while you're working with that child with mobility and um getting them in or out of their wheelchair to also dur during the training do the emergency transfer device that the school has purchased for that child. And so I recommend that um in thatou and in that training they actually cover the emergency device as well. Thank you very much. Do
035you have any questions? Um, do any members of the committee have any questions related to the new bills that passed for any of our um, public commenters today? Thank you. Oh, I want to add if I were a parent, I would also be asking the principal to see what that transfer looks like just to put it on their uh radar. Thank you. Sorry. All right. Um, are you all ready to move to our legislative presentation or do we need a 5m minute break? [Music] I'm ready. I'm ready to keep going. I'm sorry. I'm going to take that as being ready. Um, okay. So, we're going to start with bills that have already been signed by the governor. Um, some of these Kristen has covered for us already. Um, SP2, we have the education savings account,
036otherwise known as vouchers, launching for the 2627 school year. We also have HP 118, also known as the Caitlyn Henley Act. Schools must refer families to the local ID authority for waiver waiting list info and eligibility determination. Education bills on the governor's desk. HP 2310. A strategic 4-year plan for the improvement and expansion of early learning and educational opportunities. And I'm going to share my screen cuz I forgot to do that. [Music] Okay. SB ensures that funding moves from a setting based model to a service intensity mo model. meaning instead of getting more funding for a more restrictive environment, it's based on what a student needs and not where they're placed. SB57 requires TEA to create guidelines for LEAs to create individualized multi-hazard emergency operation plans to ensure individualized student and faculty safety. But they
037stopped short of placing it in each IEP as we heard in our public comment. More on the governor's desk. SB1952 HHSC has oversight of the school health and related services program. They must enter into anou with tea to train staff and evaluate ready readiness. [Music] HB6 school discipline management and access to telealth mental health services in public schools. Okay. Education bills that failed to pass SP 2735 and HP 5271 relates to child fine requirements of students with cortical vision impairment. A SP 154 and HP 1011 would have given pediatric feeding screenings for dysphasia and helped ensure student safety with swallowing issues. HB2292 is the school initiative undoc initiated undocumented early pickups for out of school suspensions. This was filed by representative Almar Allen. Jose Menendez filed SB1447 which is assisted technology standards in 504 or
038IE programs. HB 2807. It would have been our statewide ID coordinating council, which would include a member from TEA. Um, and that was filed by Representative Tony Gross. more bills that failed to pass. SB 159 would have been a training program for staff who transport students with ID. Um SB would be the employment of a special education liaison in ISTDs. um SP 198 or HP1706 would have passed additional requirements for students with autism. SP 544 would have required IEP supplements for certain public school students placed in alternative special education settings. SB1671 would have made IEP requirements placed in those alternative settings and monitoring for those settings. Those were both menas. Um there was an educational representative bill that failed to pass that was HB 446 and also the stars advisory council which is HB5262 also
039failed to pass. Does anyone have any questions before we talk about our next legislative report? [Music] Y'all are a quite group today indeed. Um Kristen, is there anything I missed that you would like to fill in? [Music] We can't hear you. Well, still can't hear me, huh? Maybe now you can. I don't know. We can. Okay. The phone on my left doesn't like me today. The one I think I would just fill in a couple of pieces from House Bill 2 on special education and this is also of course in SP 568. um is um there will be a requirement um starting this school year for um at least at least one board meeting per year. Um that uh students receiving special education services um will be discussed by the board. So the outcomes and
040the data of students receiving special education services. So at at least one be one board meeting per year um there needs to be a discussion on um on student level data and the agency has to adopt certain performance indicators as sort of the minimum standard of what needs to be discussed in these local schoolboard meetings and this is both for charter schools as well as school districts. So that I would say would be of interest. Um also the special education transportation mileage uh reimbursement was increased um from $18 to $1.13. Um I would say probably the only other thing I would mention is that the state will now give um kind of a um a cost offset for special education evaluations. So students who receive an initial evaluation for special education um as districts since
041they report those obviously to us um given that that is a federal requirement um for timely evaluations um they will receive um $1,000 uh essentially as a kind of cost offset for those initial evaluations. So that is um that's definitely something new. Um I will say that the um these uh um S SES program which is the supplemental special education services which is now called the parent directed special education services program. That is the $1,500 grant um for parents of students receiving special education services. the funding for that stayed at um $30 million um each year of the bienium. Um we received um over 80,000 applications um this year. uh even just assuming 90% of those are eligible, we will have a pretty lengthy wait list um going into um this this coming year um
042this you know starting September 1 with the 30 million and we'll quickly deplete that um uh with with uh and still have a waiting list. So, just, you know, letting you know that that um that funding stayed at 30 million. Um I would probably be um yeah, I'll stop there. Lots lots still to unpack. So, you know, next meeting I'm sure we'll have a lot more meat um to give you or to offer you on implementation of bills. Hi Christian, this is Adrien Gerna about the the requirement to present at board meetings and the discussion. Will we be getting some guidance from TEA as to what needs to be presented and Yes. So we have there is a requirement in that piece of the statute that will require us to adopt rules. So obviously that
043will be a um you know somewhat of a length of time before we can do that. Um but uh but in terms of um you know I think we plan on putting out just some general guidance before then as far as you know just letting districts know hey here's the here's the statute the you know the the there's one specific piece that of course it talks about that the college career and military readiness outcomes bonus um that has to be one part of the discussion as far as how um students receiving special education services um you know how many of those met the criteria for the outcomes bonus. Um other than that it requires the agency to to adopt the kind of minimum performance indicators to to discuss in that meeting. So until the final
044rule is set you know obviously school districts can um uh can basically kind of choose the data that they want to present um to the board. But uh I would imagine Dr. G that we'll put out, you know, just guidance as far as, you know, this is to help you uh until uh those rules are adopted. Great. Thank you very much. Sure. anything else that stood out to people? um any ideas based on those um bills of things that we might want to talk about in our next few meetings or um our next um section of the agenda is to talk about the report and which sections we might want to extend to the next report. But did anything particularly um pop out to you guys as we were going over the bills before we
045started? Yeah, this is uh this is Kevin with TWWC. Uh just one uh clarification on SB2. Uh so that take that will take effect uh school year 2627. So rules will be developed around that uh this upcoming school year. I I gather this program. So I think they have until May of of 26 to adopt rules. However, I do know they've already established a website. I'll see if I can find it. So, they'll probably start adding, you know, detail to that as they um you know, start building out kind of their their processes. Okay. Okay. Thank you. Thank you for that link, Kristen. Um, in previous iterations of this report, we have gone through and um checked which ones of our recommendations have gone through and which ones hasn't. uh because so few bills at
046all uh went through the process, I um decided it would be faster to go through each of our topics and sort of um talk about um what the legislature was interested in and talking about in those topics. And then we could talk about um as a group whether we think there is still more to be done on that area of recommendation. And then we could use that discussion to decide whether we need to um keep our same subcommittees or form new ones. Um and then out of that discussion um if we find that certain subcommittees need to put items on the agenda for presentation or um data research needed then we'll go from there today. Um does that sound like a plan that everyone um agrees with at the moment? Yes. Yes. Worked for me.
047Okay. So, let me pull our subcommittees back up. So for the finance section of report um they talked a lot about special education funding. ing. We might um lose some funding to some vouchers. Um again, they changed to a service intensity model versus a setting base model. So, the implementation of that may need some recommendations. Um, I had a suggestion that to the education savings accounts we might want to recommend that we add parent directed evening employees for students with a service intensity need. for example, um there there's not a way under the contracted employees um for ESAs right now for a parent to for example hire a student's um current or former par professional to write for them to do their homework. work because they need a scribe for their homework or to hire
048an a behavioral therapist um one on- one to work with a student. Um and that's just something off the top of my head that I thought may need a recommendation. Um does that make sense to everyone? or does anyone have further questions? I guess is my and then can you hear me, Amy? Yes. Sorry, it's Kristen again. I I I would I would want to check. I mean, I think that's I think that's fine to keep on your list. I do want to check in terms of allowable uses. It may just be a matter of clarifying or adding a particular um you know, use for the ESA. I do know that it essentially says in SP2 that whoever is a kind of an approved provider or vendor under PDSCs can be added to this list
049over on SB2 as well. So yeah, that's something to consider in terms of, you know, how it ends up being implemented and any changes you might recommend next session is um, you know, to to make sure that it encompasses the opportunities that you're speaking about, right? And then um, we need to talk about whether we still need a health and safety se section. Um, that would be a good place to put the new SHAR's implementation andor training for parents regarding all of these new discipline protocols in HB6. Um, as far as um the staffing section of our report, um, there weren't any bills specifically related to staffing, but um the the piece of the STARS bill that calls for staff training and evaluations. um a recommendation surrounding that could go in this subcommittee. Um we
050may also be able to put in a recommendation in there for what to do when students with vouchers um suddenly leave or return and it might affect our student teacher ratios. Um for behavior section again the training for parents about the new discipline protocols could also go here. Um the digital literacy and accessibility. Um we could do a little bit about the personal technology issue here. or um the bill that Senator Mendez proposed about assisted technology. Uh dyslexia didn't have anything come up this session. Uh so we need to talk about whether dyslexia needs some recommendations or not. um justice. Um, for HB6, we might need a recommendation about protecting a student's due process prior to assigning um alternate placement either temporary or indefinite and I in in school suspension, out of school suspension, DAP
051or juvenile justice alternative placement. So, um, that being stated, um, do y'all think there are any subcommittees that we need to add or take out given what we've said in the legislative update? I'm good with keeping the committees as stated. Okay. Does anyone want to switch to another subcommittee or add themselves on any particular committees? And I know that we are going to add some new people. Um I hope soon because we have some people that have turned off the committee. Amy, just to make sure I'm I'm understanding what we're saying is the committees that we were on for the last legislative report, you're saying we're saying cuz just to your earlier Yes. um conversation about dyslexia. I would like to continue working on that. I think there is some a lot of stuff still
052coming up, especially with the right the new update and whatnot um from 2024. So just want to make sure. Yeah. So we're we're having this discuss I what's on the table is that we're keeping the subcommittees we have. Um so I don't think we need a motion for that. Um but and also we're having a discussion about if we keep the subcommittees we have does anybody want to move around within those subcommittees. Do we need a motion for that? Do you think to uh have the subcommittees remain as they are and that could be something you decide to do unless it's I mean we can try to double check your bylaws and if so you know you can we can set it and and have a motion next time. But I I think I think
053that's fine. And it may end up being once you get into it and start development, but someone might want to switch. Yeah, I think we would need a motion if we were changing anything, but since we're not, I don't think we Amy, this is Kevin. Uh, I was just curious if there was any feedback uh that you may have received uh from this most recent report that was submitted. Um, from legislative staff. No. Yeah. But um I did receive some feedback that um other advocates um thought it was wellreceived. Um I Yes. The one piece of feedback I did receive on the report legislatively was um that it was very thorough um but not on specific pieces of our report. Um, I know that many other advocates used our our report um in making their
054one pagers for bills. So, right, it was helpful for people. Good deal. Thank you. If that answers any part of your question. Yes. Thank you. So, um, as as you think about your subcommittees, are there any pieces of data or um, presentations that you would like um us to request from TEA or any other um data source um for next time so you can start developing recommendations. I would just like to see if they um if we have updated numbers for this dyslexia identification once it went underneath special education if it was subcategorized to see if that changed identification numbers um with the new um with that new law. So just some some new numbers on dyslexia identification. Uh Kristen, do you have a way to get to get us that data or do you
055need to hunt for it longer than next time? Can you hear me? No. Yes. Barely. Next time. And also um uh because of changes to these early literacy assessments, you know, that will have an impact to dyslexia screamers and you know, so we can talk about that, too. And also, I think we need to put on the agenda um another legislative update so we can see what actually passed as well. um versus what was vetoed. Kristen, do we ever um ask districts to tell us which programs they're using throughout the state for dyslexia remediation? That is not a direct data collection requirement. And so it it somewhat depends on if they are going through monitoring um you know through special education monitoring um and dyslexia monitoring they essentially have to show us that their program
056meets the requirements. So it's not necessarily a name that's required, but nowadays it's kind of hard. You can't really separate the two, right? So um so it's not directly required, but it does what what is required of course is for the program to meet the requirements of the handbook, which ultimately kind of ends up being one and the same. Um, right. But we don't keep because of that d no direct sort of requirement to collect it. We don't necessarily keep a list of this district uses this, this district uses this. Um uh there there was um a piece in HB2 that would allow the agency to develop like a recommended right evidence-based dyslexia program list. Um I imagine if we were to do that it would be several years down the road just because of
057everything else capacitywise. I don't think we could get to that. Okay. So we we do have a resource list that's out there that that we um basically kind of solicited interest of hey if you think your program meets meets the requirements um you know so we so we did develop kind of a resource list for districts that said hey you know these programs um based on what they submitted um have kind of the minimum you know we see this as the minimum requirements of compliance. So, it's definitely not like a recommended list um you know or like a full vetting. So, we have authority to now do that, but I think that would just um you know, take some some time to figure out if that's something that would be beneficial or if it's more
058about, you know, I I would be more apt to making sure that the LEAs, the districts have the resources to to to purchase the programs, you know. I don't know. So yeah, could be a a long conversation, but yeah, just looking at the um just knowing how these students are progressing through the programs that that the eleas have chosen um or allowed in their districts. I feel like that's going to be um highlighted through the ESAs um and how that um begins to affect the districts. Um, so just thinking that we should be really monitoring that at the at the TEA level because I do think that that's going to be a very large um reality um of the use of ESAs. Okay. Yeah, that would be good a good data point to try to
059find out. Thank you. So yes, I think Amy to to the point I think I can be prepared for your next meeting to just try to have I mean you know I'll present as much uh up to-date data on students with disabilities and um uh you know including dyslexia as I can just to just so you have it for you know any of your subcommittees and so if there's anything in particular um you know that that you would want um in relation to I imagine you would probably want you know 504 data as well as if there's anything we can glean from 504 transition you know for it's hard to make a direct correlation but 504 impact you know associated with dyslexia to special education as well as you know special education identification and uh
060by disability category um and then probably number of evaluations completed. So I'll get you, you know, the the kind of essential sort of demographic information that your subcommittees can make sure they have. Some of you have been very quiet today. Um, April, Claudia, anything? No, I was taking a lot of notes because as y'all are talking through several of those things are so many implications that we're kind of waiting as Kristen knows we're waiting to see how they um you know one if they get signed and then also just several things that start right away but yet we won't probably have guidance from TEA on for a little while. Um I know a hot question for us um at Spedex and um different groups has been the two things the aotment for um the fie
061um and how that's going to play out but then a lot of stress around the amount of the case load around evaluating students who are potentially going to use the vouchers to go to private schools. um and if the districts are going to be able to handle that load of those requests um and if TEA is going to give some guidance on how to handle that. So I would say that's the top two. The other area that um and this was really important to this group before, but really understanding the implications of the um the se the restraint guidelines. And then um I personally have some concerns probably not the best word but just some really some uh understanding around there was a lot of changes in the discipline bill um around what's going to
062be allowed and um it's kind of really freed up some administrator options for discipline like removal to a virtual DAP to uh basically not limit that um in school suspension to three days anymore. that that that's open back up. So, the implications for special ed students is um one that I've been um and I already have a lot of superintendents calling asking like how do we need to adjust our processes and and things like that. Um and of course you all brought it up, but the cell phones and if there's, you know, how we're going to adjust for the the cell phones and the devices that are needed for our students who need them for accommodations and things like that. So, so just a lot of thinking for me today because I don't think there's
063a lot of um I don't think we know for sure how to move on some of this um action right now. Yeah, the the out of school suspensions uh bring up a lot of questions for me too. Um and the virtual DAP is going to be really interesting. I know that that's I know just internally that that's a lot of that came from a lot of special ed students not being able to be removed due to different reasons or some and I think that there will be an attempt to use virtual DAP as a placement for special ed students and so just thinking through how our special ed teams support the kids in these placements. Um that'll be some things that we'll need to work through. Yeah. Questions. Um so, um we need updates on
064a lot of those. Um and potentially a lot of public comments from people about how it's going on the ground. Um, so if any of y'all know some parents or some students that could uh give us some real life examples of how this would affect them or is affecting them, uh, tell them to come talk to us. Um, hey Amy, this is Lori. I've got the the phone thing. Just to touch on that for a moment. My daughter has epilepsy and that was huge for her at school because she had a sensor on her phone that would automatically call me if she had a seizure. So if she would not have been able to have her phone could have been catastrophic because someone's not with her all the time, right? Um, I actually have several
065sensors on me right now that are connected to my phone that I didn't have in high school that uh, looking back at it, I probably should have. Um, but I did have permission to have my phone on on me at all times in case I got stuck in an elevator or behind a door. So, yeah. And I can't imagine, right Kristen, you might be you might be know more than me, but I can't imagine that there won't be exceptions based off of IEPs and it's in the I mean it's in the bill that requires those, you know, those kinds of exceptions. But I think how how does that get implemented in a culture where then you have to explain to all the rest why does so and so get to keep their phone and keep
066their right to privacy because then you have to out somebody's medical diagnosis to still let them have their phone. Yeah. Is that complicated? So, more remains to be seen. Um, is there anything that we need to add to our list of future agenda items that is not in our chat yet? Oh, student discipline um a few I think we at least done you know discussion points some policy questions for you all to weigh in at the next meeting on discipline funding. Yeah. Crisis prevention that we've talked about and the safety um during the drill, school drills and then yes, Laura added and then probably a discussion of your bylaws. Uh if not at the next meeting, maybe the following this just depend. And then right um and then a general another legislative update which can
067be part of my comments if you'd like. Amy, yes, please. Oh, um, Erin has a question about bylaws for you, Kristen. Um, I it's more refreshing content. Um, just because, you know, it has been quite a few years. So, I just want to make sure that the current committee is, you know, content with with what's on there. So, nothing in in particular. Um, do we have any updates from the governor's office about when we should be expecting new committee members? Um, I do not um at this time, but that is definitely with the changes to the statute. um for that, you know, for that section too, that was um on our to-do list to to touch base with them. Okay. Um and we do not have another committee meeting scheduled at this time, do we?
068I don't I don't believe so, but we'd be looking at October. probably. Does October 15th work? It's a Wednesday. Um maybe we'll have to uh pull the members. Um since Janie isn't here. Um, which uh member would like to um put their notes in our minutes format. Amy, in the past uh when I served as secretary and I was absent, I was sent a recording of the meeting and then I formed my notes from that recording and any uh notes that the team shared with me. So perhaps that could be an option for today's meeting. I think that might be our best option. Uh Laura, do you have a way to send that to Janie? Yes. Mhm. I will do that. Um, so we are looking at October 15th as an or the week of
069October 15th as an option. Um, does anyone want to look at their calendars real fast so that we can officially propose that as a date? So, I I will move that we propose um October 15th as a date. Um, can I have a second? Kevin, I'll second it. Um, does anybody else have their calendars out? Does that not work for anybody? And Laura, have you already checked with um region 13 that the room will be available? I have not, but I will confirm with them today. Okay. Um, all those in favor of setting our Next meeting date is October 15, 2025. Say I. I. I. I. I. Any opposed? I. Did I hear an opposed? all saying I we uh we will set our next meeting date for October 15th and uh I appreciate you
070all working hard to uh have a quorum for today and I hope that uh continues cuz we've got a lot of work to do in this very big state of ours. Um and hopefully we will uh approve our minutes when we see each other in October. And um let me know in your subcommittees if there's anything else that you want to add to our agenda or if there's any information that you need either from Laura, from TEA or from me. And with that, um, I would like to say have a great week and we will see you on the 15th. Thank you. I will. Thank you. Thanks, Amy.