House Bill 3928
House Bill 3928 was passed by the 88th Texas Legislature (Regular Session) and impacts dyslexia evaluation, identification, and services. While the agency works to update the necessary materials, be aware that the law is effective immediately. The State Board of Education’s proposed timeline for its required changes will be communicated as that timeline is determined and communicated to the agency. The agency has created a brief overview video of the bill.
For more information go to: Texas Legislature Online
Updated TEA HB 3928_to Parents
HB 3928 Parent Communication_English & Spanish
HB 3928 Frequently Asked Questions_English
HB 3928 Frequently Asked Questions_Spanish
HB 3928 Frequently Asked Questions_Update 8/16/2023
TEA Overview of Special Education for Parents_English
Senate Bill 1153
Senate Bill 1153 states that each year, parents shall be provided notice of intervention strategies used with their students, regarding the provision of assistance for learning difficulties, including the use of intervention strategies. The notice should be written in the parent’s native language (to the extent practicable). It must include a reasonable description of the assistance, including any instructional strategies used. Information collected regarding any intervention strategies used with the child, an estimate of the duration for which the assistance provided, and the dates on which a report on the child’s progress will be provided to the parent.
For more information go to: Texas Legislature Online
House Bill 3
House Bill (HB 3) 3, a sweeping and historic school finance bill was passed by the 86th Texas Legislature in 2019 and signed by Gov. Greg Abbott. The bill provides more money for Texas classrooms, increases teacher compensation, reduces recapture and cuts local property taxes for Texas taxpayers. HB 3 is one of the most transformative Texas education bills in recent history.
For more information go to: Texas Legislature Online
Dyslexia Allotment
Since the 2013–2014 school year, districts in Texas have been required to report the number of students enrolled in the district who are identified as having dyslexia or a related disorder to the Texas Education Agency (Texas Education Code (TEC) §48.009). Starting with the 2019¬2020 school year, districts are entitled to an annual allotment equal to the basic allotment multiplied by 0.10 or a greater amount provided by appropriation for students identified with dyslexia or a related disorder (HB 3 Dyslexia Allotment) and who are
- receiving services for dyslexia or a related disorder through special education under the Individuals with Education Act (IDEA) or Section 504 of the Rehabilitation Act; or
- receiving instruction that meets applicable dyslexia program criteria established by the State Board of Education (SBOE) provided by a person with specific training (see Chapter IV in the Dyslexia Handbook (2018) for program criteria); or
- permitted to use modifications in the classroom or accommodations in the administration of assessments under TEC §39.023.
Furthermore, districts are entitled to receive the HB 3 Dyslexia Allotment for a student who is identified with dysgraphia only and meets one of the requirements. Although a student identified with dyscalculia may be eligible to receive special education or Section 504 services, dyscalculia is not one of the dyslexia related conditions identified in TEC §38.003(d)(1)-(2). As such, a student with dyscalculia should not be coded in TSDS PEIMS under the Dyslexia or a Related Disorder Indicator, and such a student does not generate funding through the HB 3 Dyslexia Allotment (unless the student has also been identified with dyslexia or a related disorder and meets one of the requirements described above).
To recap, students identified with dyslexia or a related disorder should be identified and coded accurately in TSDS PEIMS using the Dyslexia Services Code. School districts and open-enrollment charter schools are entitled to receive the HB 3 Dyslexia Allotment for students identified with dyslexia or a related disorder (including dysgraphia) and who meets one or more of the bulleted scenarios described above.
Use of Funds
Districts should determine the most effective use of the funds so that students identified with dyslexia or a related disorder receive maximum benefit of the financial resources allocated through HB 3. The following recommendations should be considered when determining the most effective use of funds:
- dyslexia therapist training for teachers
- dyslexia screening, progress monitoring, and/or evaluation tools
- evidence-based dyslexia intervention materials and/or curriculum
- dyslexia identification training for evaluation personnel
- evidence-based early intervention programs in reading
- professional development in the science of teaching reading
- dyslexia therapist positions and/or stipends for dyslexia therapists
In addition, HB 3 stipulates that a district may use an amount not to exceed 20 percent of the allotment provided to contract with a private provider to provide supplemental academic services. A qualifying student may not be excused from school to receive supplemental academic services provided under this provision.
To report the use of funds districts are required to use program intent code (PIC) 37 and districts are required to spend 100% of the dyslexia allotment funds on services for students with dyslexia.
Maintenance of Effort (MOE) Requirement
School districts and open-enrollment charter schools may use HB 3 Dyslexia Allotment funds towards meeting the MOE requirement that specifies they must spend at least the same amount of state and local funds to provide services to students with disabilities that were spent in the previous fiscal year. Districts must comply with the MOE requirement to receive IDEA-B funding each fiscal year (34 C.F.R. § 300.203).
Senate Bill 2075
Senate Bill (SB) 2075 requires school districts to notify the parents or guardians of students determined, on the basis of dyslexia screening or reading instrument results to have dyslexia or a related disorder, or to be at risk for dyslexia or other reading difficulties, to have access to the Talking Book Program (TBP) maintained by the Texas State Library and Archives Commission. The TBP provides students with reading disabilities the ability to borrow audiobooks free of charge, and includes over 100,000 titles, hundreds of which are in Spanish.
Additionally, SB 2075 requires the TEA to
- effectively audit, monitor, and periodically conduct site visits of all school districts to ensure that districts are complying with this requirement, including the program approved by the SBOE;
- identify any problems school districts experience in complying with the requirements, including the program approved by the SBOE under this section; and
- develop reasonable and appropriate remedial strategies to address school district noncompliance.
Along with existing materials accessible through the TEA website, the agency will develop high-quality resources, including minimum-standards guidelines and best practice frameworks regarding dyslexia screening and treatment. Auditing and monitoring as described in SB 2075 will be conducted by the Office of Special Populations and Monitoring. Additional guidance will be provided over the next two years regarding such procedures.
(Source: Texas Education Agency, 2019)
House Bill 1886
House Bill 1886 went into effect 06/15/2017. Relating to dyslexia screening and testing in public schools, the employment of dyslexia specialists by regional education service centers, the development of a list of training opportunities for educators regarding dyslexia, and transition planning for students enrolled in a special education program.
For more information go to: Texas Legislature Online
SECTION 1. Subchapter B, Chapter 8, Education Code, is
amended by adding Section 8.061 to read as follows:
Sec. 8.061. DYSLEXIA SPECIALIST. Each regional education
service center shall employ as a dyslexia specialist a person
licensed as a dyslexia therapist under Chapter 403, Occupations
Code, to provide school districts served by the center with support
and resources that are necessary to assist students with dyslexia
and the families of students with dyslexia.
SECTION 2. Sections 38.003(a) and (b-1), Education Code,
are amended to read as follows:
(a) Students enrolling in public schools in this state shall
be screened or tested, as appropriate, for dyslexia and related
disorders at appropriate times in accordance with a program
approved by the State Board of Education. The program must include
screening at the end of the school year of each student in
kindergarten and each student in the first grade.
(b-1) Unless otherwise provided by law, a student
determined to have dyslexia during screening or testing under
Subsection (a) or accommodated because of dyslexia may not be
rescreened or retested for dyslexia for the purpose of reassessing
the student’s need for accommodations until the district
reevaluates the information obtained from previous screening or
testing of the student.
SECTION 3. Subchapter A, Chapter 38, Education Code, is
amended by adding Section 38.0032 to read as follows:
Sec. 38.0032. DYSLEXIA TRAINING OPPORTUNITIES. (a) The
agency shall annually develop a list of training opportunities
regarding dyslexia that satisfy the requirements of Section
21.054(b). The list of training opportunities must include at
least one opportunity that is available online.
(b) A training opportunity included in the list developed
under Subsection (a) must:
(1) comply with the knowledge and practice standards
of an international organization on dyslexia; and
(2) enable an educator to:
(A) understand and recognize dyslexia; and
(B) implement instruction that is systematic,
explicit, and evidence-based to meet the educational needs of a
student with dyslexia.