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HB 5355

Relating to the permissible uses of the allotment for students with dyslexia or related disorders under the Foundation School Program.

89th Legislature (2025) Introduced by Diego Bernal

HB 5355 would broaden and clarify how funds from the dyslexia allotment under the Foundation School Program may be used for services, interventions, and supports.

Referred to Public Education
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Bill Summary · HB 5355

Summary of HB 5355 (2025)

Overview

HB 5355, introduced on March 14, 2025 and currently referred to Public Education, relates to how the allotment for students with dyslexia or related disorders under the Foundation School Program (FSP) may be used. The bill aims to clarify or expand the permissible uses of this specific allotment within the public education funding framework.

Note: The specific text of the bill is not provided here. This summary reflects the bill’s title and common purposes of similar legislation, outlining the likely scope, potential provisions, and impacts.

Purpose and Intent

  • Clarify and potentially expand the range of uses for the FSP allotment designated for students with dyslexia or related disorders.
  • Provide districts and charter schools with explicit authority to allocate funds toward defined interventions and supports for dyslexia.

Key Provisions (as implied by the title)

  • Define or reaffirm permissible expenditures tied to the dyslexia allotment under the Foundation School Program.
  • Establish criteria or guidelines for eligible services and supports, which may include:
    • Diagnostic assessment and identification-related services.
    • Evidence-based reading interventions and tutoring targeted at dyslexia.
    • Therapeutic or instructional services specific to dyslexia-related needs.
    • Access to assistive technology and instructional materials.
    • Professional development for teachers and staff on dyslexia identification and instruction.
    • Family or caregiver supports related to dyslexia services.
  • Requirements to ensure expenditures align with program goals and do not duplicate other funding streams.
  • Reporting or accountability measures to track how the allotment is used and its impact on student outcomes.

Who Would Be Affected

  • School districts and charter schools receiving the Foundation School Program allotment for students with dyslexia or related disorders.
  • Students with dyslexia or related disorders and their families, who may experience broader or more clearly defined access to services.
  • District/charter administrators and school leaders responsible for budgeting, program design, and compliance with FSP guidelines.

Fiscal and Operational Implications

  • Potentially broader or clearer authorized uses of the existing dyslexia allotment, which could affect budgeting and program planning at the district level.
  • May require (or strengthen) reporting and accounting practices to monitor expenditures and outcomes.
  • Likely to be implemented within the current fiscal framework of the FSP, potentially impacting how funds are allocated across schools and programs.

Procedural Timeline

  • 2025-03-14: bill filed.
  • 2025-04-07: read first time; referred to Public Education.
  • Ongoing: will proceed through committee hearings, possible amendments, and floor consideration if advanced.

Next Steps for Stakeholders

  • Monitor committee deliberations in Public Education for amendments and specific language.
  • Review district-level guidance and any fiscal notes accompanying the bill once released.
  • Engage with policymakers if there are questions about eligible uses, reporting requirements, or anticipated fiscal impact.

Compiled from official sources — confirm details with the bill’s official record.

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