Current Legislation

Status of Selected Bills that Relate to Education and/or Psychological Practice:

SB 320 Carona- related to LPAs- Left pending in committee

HB 142- Laubenberg- related to LPAs exactly the same text as SB- Passed in Public Health Committee, current status is Engrossed

HB 387- Turner- right of parent of spec ed child to have time off from work to meet with school personnel related to the education of the child- Left pending in committee

HB 359 Allen- allow corporal punishment in public schools- Passed by the House and Senate and sent to Gov. Perry for signature
TASP would like to be considered as a resource to legislators regarding the impact of these types of bills on children’s education and mental health.

HB 711 Related to disciplinary placements- has to do with requiring districts to conduct and study a prepare a report that includes various demographic statistics and that describe various outcome measures for students in placements- Left pending in committee

HB 1 Related to school funding, including removing the cap on class size in K-2.- Considered in special session

HB 622- Hochberg- and HB 195 Walle- relating to expulsion for persistent misbehavior, the house bill simply replaces Or with And- Sent to calendars

TASP has not taken an official opinion on the following at this time:

HB 692 – Farias- Related to high school graduation requirements for students with physical disabilities, specifically related to substituting fine arts courses- Passed in house and senate, sent to Gov. Perry for signature

HB 677- Lucio- related to cognitive-linguistic assessments for athletes who have received concussions and must receive a physical exam before returning to play- Passed in house, pending in committee in senate

HB 2038- Related to return to play requirements for athletes who have sustained concussions- Passed in house and senate and sent to Gov. Perry for signature

HB 675- Lucio- related to football helmet safety- Passed in house and senate, sent to Gov. Perry for signature

SB 242- and SB 245- Davis, Wendy- and SB 205 Whitmore- and HB 224- and HB 170- related to bullying in public schools-

SB242- Left pending in committee

General Legislative Priorities for the 2011 Legislative Session

Coordinate with NASP and other state and national organizations on federal oriented issues, including but not limited to: the Re-authorization of IDEA, No Child Left Behind (NCLB), school based prevention and mental health services for children, and other federal concerns.

Provide psychological and mental health services in the school setting: Various factors such as low socio-economic status, violence, and substance abuse can increase overall demands and stresses on children, their families, and the schools who educate them. Some children are unable to learn because of emotional problems brought on by events and/or circumstances outside of the school setting, but it is still necessary for the schools to provide a safe and successful environment for them. It is necessary to deal with these learning difficulties through prevention and intervention programs in schools. Staff trained to provide appropriate psychological and mental health services should be available in all schools. Legislation should reflect the provision of appropriate mental health services in schools by trained professionals and should require coordination of school-based efforts with those of state and local agencies that direct or provide mental health and social services to both children and their families.

Increase the visibility of the LSSP role/profession: Licensed Specialists in School Psychology are vital assets to the public school system and community. LSSPs help children and youth succeed academically, socially, and emotionally. They collaborate with educators, parents, and other professionals to create safe, healthy, and supportive learning environments for all students that strengthen connections between home and school. LSSPs are qualified to perform a variety of psychological and psychoeducational assessment, create, implement, and evaluate prevention and intervention programs, provide consultation to parents, teachers, and other professionals, and provide in-service trainings when appropriate. LSSPs should be recognized for their efforts to increase mental health in the schools. Also individuals in the community and the schools should have an increased understanding of the roles the LSSP can provide to children and families.

TASP Supports Legislation Which Promotes:

• Safe Schools and Safe Communities
• Fund additional student services personnel to implement violence prevention and school safety programs in all public schools
• Form cooperative violence prevention teams which include school psychologists, school social workers, and school counselors
• Promote constructive alternatives to external suspension and expulsion for all students
• Increase funding to prevent and to combat juvenile crime and violence
• Provide interventions to increase school attendance and to improve graduation rates School Psychological Services in Educational Settings
• Promote increased access to school psychological services for all children
• Provide funding for school districts to hire additional LSSP’s in order to ensure compliance with the 60 day timeline for evaluations and to move toward the nationally recommended school psychologist to student ratio of 1:1000
• Promote increased access to Medicaid funding for behavioral health services
• Ensure that all those who provide school psychological services are appropriately credentialed
• Maintain current high standards of training and experience for LSSPs
• Fully fund an integrated continuum of school psychological services including consultation, functional assessments, prevention and intervention services, and evaluation of outcomes for general and special education students
• Provide LSSPs with professional development activities in critical areas such as suicide and violence prevention, consultation and comprehensive problem-solving, and prevention and intervention services for all students
• Provide technical and financial assistance to districts and schools to improve mental health services
• Provide academic and mental health counseling for children with educational and emotional needs Prevention and Intervention Services
• Increase early identification of and treatment for students’ mental health problems
• Provide support for families and community initiatives to promote readiness for kindergarten
• Encourage interagency collaboration to address mental health needs of children and families
• Provide resources and support services to teachers to improve reading and math levels of poorly achieving students
• Reduce class size in ways that are fiscally responsible and which do not supplant current student support services
• Promote evidence-based interventions to increase overall academic success resulting in grade promotion
• Give priority in funding to programs which are researched-based and which demonstrate improved collaboration between parents and schools