Texas Education Code

Sec. § 37.023
Transition From Alternative Education Program to Regular Classroom


(a)

In this section:

(1)

“Alternative education program” includes:

(A)

a disciplinary alternative education program operated by a school district or open-enrollment charter school;

(B)

a juvenile justice alternative education program; and

(C)

a residential program or facility operated by or under contract with the Texas Juvenile Justice Department, a juvenile board, or any other governmental entity.

(2)

“Licensed clinical social worker” has the meaning assigned by Section 505.002 (Definitions), Occupations Code.

(b)

As soon as practicable after an alternative education program determines the date of a student’s release from the program, the alternative education program administrator shall:

(1)

provide written notice of that date to:

(A)

the student’s parent or a person standing in parental relation to the student; and

(B)

the administrator of the campus to which the student intends to transition; and

(2)

provide the campus administrator:

(A)

an assessment of the student’s academic growth while attending the alternative education program; and

(B)

the results of any assessment instruments administered to the student.

(c)

Not later than five instructional days after the date of a student’s release from an alternative education program, the campus administrator shall coordinate the student’s transition to a regular classroom. The coordination must include assistance and recommendations from:

(1)

school counselors;

(2)

school district peace officers;

(3)

school resource officers;

(4)

licensed clinical social workers;

(5)

campus behavior coordinators;

(6)

classroom teachers who are or may be responsible for implementing the student’s personalized transition plan developed under Subsection (d); and

(7)

any other appropriate school district personnel.

(d)

The assistance required by Subsection (c) must include a personalized transition plan for the student developed by the campus administrator. A personalized transition plan:

(1)

must include recommendations for the best educational placement of the student; and

(2)

may include:

(A)

recommendations for counseling, behavioral management, or academic assistance for the student with a concentration on the student’s academic or career goals;

(B)

recommendations for assistance for obtaining access to mental health services provided by the district or school, a local mental health authority, or another private or public entity;

(C)

the provision of information to the student’s parent or a person standing in parental relation to the student about the process to request a full individual and initial evaluation of the student for purposes of special education services under Section 29.004 (Full Individual and Initial Evaluation); and

(D)

a regular review of the student’s progress toward the student’s academic or career goals.

(e)

If practicable, the campus administrator, or the administrator’s designee, shall meet with the student’s parent or a person standing in parental relation to the student to coordinate plans for the student’s transition.

(f)

This section applies only to a student subject to compulsory attendance requirements under Section 25.085 (Compulsory School Attendance).
Added by Acts 2019, 86th Leg., R.S., Ch. 803 (H.B. 2184), Sec. 1, eff. June 10, 2019.
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Last accessed
Jun. 7, 2021