U.S. Senate to Consider Major Dyslexia Proposal
The proposal would not require universal dyslexia screening, change IDEA eligibility standards, mandate specific reading programs, or provide additional federal funding for evaluations, staffing, or professional development. Students would still need to meet IDEA eligibility requirements and demonstrate a need for special education and related services.
The bill has a long way to go, but if enacted, Texas would likely need to revise eligibility criteria, evaluation templates, ARD documentation, parent notices, PEIMS coding, and staff training to reflect a new federal disability category. Because Texas has already shifted many students receiving dyslexia services from Section 504 to IDEA, districts could face another significant implementation effort if federal guidance follows.
The committee will also consider the Special Education Administration Protection Act, which would prevent the transfer of the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS) to another federal agency. The proposal comes as the administration continues to explore restructuring the Department of Education, making the future oversight of IDEA a key issue for states and school districts.
Also on the agenda is the bipartisan RISE Act, which would require colleges and universities to accept existing documentation, such as an IEP, Section 504 plan, or school evaluation, as evidence of a disability when students request accommodations. Supporters believe the bill would reduce unnecessary costs and delays for students transitioning from K-12 to higher education.
For Texas special education leaders, these proposals highlight the continued national focus on improving outcomes for students with disabilities while underscoring the importance of preparing for potential changes in implementation and compliance. TCASE will continue monitoring the July 30 hearing and any federal actions that could affect Texas districts. If you would like to watch the hearing, you can do so here.
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When "Full Funding" Doesn't Match District Reality
For many in public education, however, the use of the term “full funding” stands in stark contrast to the financial realities facing school districts across Texas, where campuses are closing, staff positions are being reduced, and many districts continue to grapple with budget deficits despite recent legislative investments.
Please make sure to be discussing your district budget realities with your elected officials so they are aware of what fully funding public education means. To find out who represents you and how to contact them, click here.
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Committee to Review Early Childhood Data System
While HB 3963 does not create new district reporting requirements or change ECSE eligibility or service obligations, special education administrators might be interested in how implementation could affect areas such as Early Childhood Intervention (ECI) transitions, child-find efforts, evaluations, and access to early childhood services.
TCASE will monitor the hearing and implementation discussions and will keep members informed if issues emerge that could impact special education programs or district operations.
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The conversation comes at a time when debates over local control, flexibility, and state direction continue to shape education policy discussions across the country, including in Texas.
For special education leaders, this discussion is particularly relevant. While states have an essential role in ensuring compliance with the Individuals with Disabilities Education Act (IDEA), lasting improvements in outcomes for students with disabilities depend on strong collaboration with local districts that understand the needs of their students and families.
In Texas, where the state continues to implement reforms stemming from the federal corrective action plan related to special education, the challenge is balancing meaningful state oversight with the flexibility districts need to provide effective, student-centered services and improve outcomes.