The receiving school district may charge a tuition fee to the extent that the district's actual expenditure per student in average daily attendance, as determined by its board of trustees, exceeds the sum the district benefits from state aid sources as provided by Section However, unless a tuition fee is prescribed and set out in a transfer agreement before its execution by the parties, an increase in tuition charge may not be made for the year of that transfer that exceeds the tuition charge, if any, of the preceding school year. In each contract, the districts also shall agree to the transfer of school funds or other payments proportionate to the transfer of attendance.
The amount of the tuition paid may not exceed the greater of the amount provided for by Section Any child entitled to attend the public school of any school district situated on the border of Louisiana, Arkansas, Oklahoma, or New Mexico who finds it more convenient to attend the public school in a district in the contiguous state may have the apportionment of the state and county available school funds paid to the school district of the contiguous state and may have additional tuition, if necessary, paid by the district of the child's residence on terms agreed on by the trustees of the receiving district and the trustees of the residence district.
A school-age child or ward of an employee of a state school for the mentally retarded constituted as a school district who resides in the boundaries of the state school property but who is not a student at the state school is entitled to attend school in a district adjacent to the state school free of any charge to the child's or ward's parent or guardian provided the parent or guardian is required by the superintendent of the state school to live on the grounds of the state school for the convenience of this state.
A tuition charge required by the admitting district shall be paid by the district constituting the state school out of funds allotted to it by the agency. A school-age child of an employee of a facility of the Texas Juvenile Justice Department is entitled to attend school in a school district adjacent to the district in which the student resides free of any charge to the student's parents or guardian.
Any tuition charge required by the admitting district shall be paid by the district from which the student transfers out of any funds appropriated to the facility. During an appeal, the multiple birth siblings shall remain in the classroom chosen by the parent. Section et seq. Added by Acts , 80th Leg. May 15, Text of subsection as added by Acts , 85th Leg. If a school district would be required to provide student instruction on Memorial Day to compensate for minutes of instruction lost because of school closures caused by disaster, flood, extreme weather conditions, fuel curtailment, or another calamity, the commissioner shall approve the instruction of students for fewer than the number of minutes required under Subsection a.
A school district may:. A the district has a student enrollment of , or more;. B the district at the beginning of the school year provides, financed with local funds, days of instruction for students at the campus or at each of the multiple campuses, in addition to the minimum number of days of instruction required under Section C the campus or each of the multiple campuses are undergoing comprehensive reform, as determined by the board of trustees of the district; and.
Exploring the secondary transfer of gifted and talented pupils
D a majority of the students at the campus or at each of the multiple campuses are educationally disadvantaged. Added by Acts , 84th Leg. Section 4; and. Sections and Chapter , Government Code, in each campus classroom to which a student is assigned at the time the pledges of allegiance to those flags are recited.
A district or school is not required to spend federal, state, or local district or school funds to acquire flags required under this subsection. A district or school may raise money or accept gifts, grants, and donations to acquire flags required under this subsection.
During the one-minute period, each student may, as the student chooses, reflect, pray, meditate, or engage in any other silent activity that is not likely to interfere with or distract another student. Each teacher or other school employee in charge of students during that period shall ensure that each of those students remains silent and does not act in a manner that is likely to interfere with or distract another student. Added by Acts , 85th Leg. At a minimum, the policy must limit announcements other than emergency announcements to once during the school day.
A district may not remove a student from a regularly scheduled class for remedial tutoring or test preparation if, as a result of the removal, the student would miss more than 10 percent of the school days on which the class is offered, unless the student's parent or another person standing in parental relation to the student provides to the district written consent for removal from class for such purpose. June 10, If a school district adopts a year-round system, the district may modify:.
- Clinical Assessment of Dangerousness: Empirical Contributions!
- Transfer from the primary classroom;
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A school district may revoke for the remainder of the school year the enrollment of a person who has more than five absences in a semester that are not excused under Section A person whose enrollment is revoked under this subsection may be considered an unauthorized person on school district grounds for purposes of Section Section Sections June 18, ; Acts , 78th Leg. May 10, A is attending a course of instruction to prepare for the high school equivalency examination, and:.
Section ; or. B has received a high school diploma or high school equivalency certificate;. A the child is recommended to take the course of instruction by a public agency that has supervision or custody of the child under a court order; or. June 19, ; Acts , 75th Leg. C appearing at a governmental office to complete paperwork required in connection with the student's application for United States citizenship;.
D taking part in a United States naturalization oath ceremony;. F if the student is in the conservatorship of the Department of Family and Protective Services, participating, as determined and documented by the department, in an activity:. A a policy to determine when an absence will be excused for this purpose; and. B a procedure to verify the student's visit at the institution of higher education.
A school district may not excuse a student under this subsection more than five days in a school year. An excused absence under this subsection must be taken:. A student whose absence is excused under Subsection b , b-1 , b-2 , b-4 , b-5 , or c shall be allowed a reasonable time to make up school work missed on those days. If the student satisfactorily completes the school work, the day of absence shall be counted as a day of compulsory attendance.
June 18, ; Acts , 76th Leg.
June 16, The school attendance officer may be selected by:. A applying truancy prevention measures adopted under Section B if the truancy prevention measures fail to meaningfully address the student's conduct:. A a behavior improvement plan on the student that must be signed by an employee of the school, that the school district has made a good faith effort to have signed by the student and the student's parent or guardian, and that includes:. A the school applied the truancy prevention measures adopted under Subsection a or a-4 to the student; and.
B the truancy prevention measures failed to meaningfully address the student's school attendance; and. At least annually, the truancy prevention facilitator shall meet to discuss effective truancy prevention measures with a case manager or other individual designated by a truancy court to provide services to students of the school district in truancy cases.
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A student under the jurisdiction of a court in a criminal or juvenile justice proceeding may not receive credit or a final grade under this subsection without the consent of the judge presiding over the student's case. Classroom teachers shall comprise a majority of the membership of the committee. A committee may give class credit or a final grade to a student because of extenuating circumstances. Each board of trustees shall establish guidelines to determine what constitutes extenuating circumstances and shall adopt policies establishing alternative ways for students to make up work or regain credit or a final grade lost because of absences.
The alternative ways must include at least one option that does not require a student to pay a fee authorized under Section A certified public school employee may not be assigned additional instructional duties as a result of this section outside of the regular workday unless the employee is compensated for the duties at a reasonable rate of pay. The decision of the board may be appealed by trial de novo to the district court of the county in which the school district's central administrative office is located.
Two or more offenses under Subsection a may be consolidated and prosecuted in a single action. If the court orders deferred disposition under Article A the school district in which the child attends school;. B the open-enrollment charter school the child attends; or. C the juvenile justice alternative education program that the child has been ordered to attend; and. A the general fund of the county, if the complaint is filed in the justice court or the constitutional county court; or. B the general fund of the municipality, if the complaint is filed in municipal court.
Transfer from the Primary Classroom: 20 Years On
The burden is on the defendant to show by a preponderance of the evidence that the absence has been or should be excused. A decision by the court to excuse an absence for purposes of this section does not affect the ability of the school district to determine whether to excuse the absence for another purpose. The notice must:. The same was true of about two-thirds of pupils in the low group. The numbers of pupils in the ORACLE sample for whom scores for two years in the feeder school and one year after transfer were available were relatively small less than a hundred , and the question of whether these results were generalizable to other transfer schools was therefore at issue.
Unfortunately, few subsequent studies of school transfer included measures of pupil performance. A notable exception has been the Su! OFSTED9 inspectors, for example, are required to estimate the degree of progress they expect pupils will make by the end of the year on the assumption that the lessons continue to be of a standard observed during their brief visits to schools.
These ratings are then aggregated over all inspections and summarized in the Annual Report of the Chief Inspector of Schools. On the other hand, the inspectors also reported on a steep rise in the number of unsatisfactory lessons in Year 7 compared to Year 6.
Given that the pupils take the high status National Curriculum Tests at the end of Year 6 it is not surprising that performance was judged to fall o! The di! Nevertheless, regardless of how these e! This con"rms the pattern established in the ORACLE study Croll, where the raw score losses were generally within one standard deviation for the test. For this reason it is important to talk about a hiatus rather than a decline in pupils' progress when they transfer to a new school. The e4ect of the English National Curriculum In a National Curriculum was introduced into English schools and for the "rst time at the primary level the content of the curriculum was speci"ed in terms of statutory programmes of study.
From the beginning, as recounted by Galton , the National Curriculum debate was dominated by secondary concerns with only the token primary teacher being placed on various subject committees. Being in a minor- ity, these primary school representatives were hard pressed to stand up to the secondary subject experts' views.
Indeed, the survey by Su! In mathematics, for example, pupils who had achieved level 4 on the Key Stage 2 tests were engaged in tasks of level 2 standard after moving to the new school Su! All in all, therefore, the problem of curriculum continuity at transfer appears to be a somewhat intractable one.
He pointed out, however, that many secondary schools still appeared to start pupils on the same level, regardless of their individual achievement on leaving the primary school, and argued that the National Curriculum does little to solve this problem. Although the schools he surveyed now focussed to a greater extent on transfer procedures with the appoint- ment of special coordinators to manage the transition, Gorwood suggested that discussions needed to extend beyond the teachers charged with managing liaison and those in Year 6 in the feeder schools.
In English, di! Stables draws similar conclusions in her study of teaching in Year 6 and Year 7 design and technology lessons. She found strong discontinuities in the approach used in the di! The ORACLE replication study Since the introduction of the National Curriculum, until recently, no systematic research of substance had been carried out examining the impact of transfer on pupils' progress. Returning to the same schools and using updated versions of the same tests and observation instruments, some pupils were followed as they transferred to Year 5 and to Year 7.
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