(a) Each school shall establish a three-member committee to determine placement of a student when a teacher refuses the return of a student to the teacher’s class and make recommendations to the district regarding readmission of expelled students. Members shall be appointed as follows: (1) the campus faculty shall choose two teachers to serve as members and one teacher to serve as an alternate member; and (2) the principal shall choose one member from the professional staff of a campus. (b) The teacher refusing to readmit the student may not serve on the committee. (c) The committee’s placement determination regarding a student with a disability who receives special education services under Subchapter A, Chapter 29, is subject to the requirements of the Individuals with Disabilities Education Act (20 U.S.C. Section 1400 et seq.) and federal regulations, state statutes, and agency requirements necessary to carry out federal law or regulations or state law relating to special education.

(a) Each school district shall provide a disciplinary alternative education program that: (1) is provided in a setting other than a student’s regular classroom; (2) is located on or off of a regular school campus; (3) provides for the students who are assigned to the disciplinary alternative education program to be separated from students who are not assigned to the program; (4) focuses on English language arts, mathematics, science, history, and self-discipline; (5) provides for students’ educational and behavioral needs; (6) provides supervision and counseling; and (7) employs only teachers who meet all certification requirements established under Subchapter B, Chapter 21. (a-1) The agency shall adopt minimum Standard for the operation of disciplinary alternative education programs, including Standard relating to: (1) student/teacher ratios; (2) student health and safety; (3) reporting of abuse, neglect, or exploitation of students; (4) training for teachers in behavior management and safety procedures; and (5) planning for a student’s transition from a disciplinary alternative education program to a regular campus. [...] (k) A program of educational and support services may be provided to a student and the student’s parents when the offense involves drugs or alcohol as specified under Section 37.006 or 37.007. A disciplinary alternative education program that provides chemical dependency treatment services must be licensed under Chapter 464, Health and Safety Code. (l) A school district is required to provide in the district’s disciplinary alternative education program a course necessary to fulfill a student’s high school graduation requirements only as provided by this subsection. A school district shall offer a student removed to a disciplinary alternative education program an opportunity to complete coursework before the beginning of the next school year. The school district may provide the student an opportunity to complete coursework through any method available, including a correspondence course, distance learning, or summer school. The district may not charge the student for a course provided under this subsection. (l-1) A school district shall provide the parents of a student removed to a disciplinary alternative education program with written notice of the district’s obligation under Subsection (l) to provide the student with an opportunity to complete coursework required for graduation. The notice must: (1) include information regarding all methods available for completing the coursework; and (2) state that the methods are available at no cost to the student.

(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, 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; 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.