HB 6 Compliance and ISS

The information on this page is not a legal interpretation of Texas House Bill 6. TEA has not yet issued comprehensive guidance on how all parts of HB 6 apply to in-school suspension. The content provided here reflects best practices, practical implications, and reasonable interpretations for school operations based on the text of the law and the limited TEA communication released so far. School leaders should consult their district’s legal counsel or policy office for official guidance. 

We will continue to update this page as we get more information from TEA and other relevant sources. 

What Texas School Leaders Need to Know About ISS Under House Bill 6

Texas House Bill 6 created one of the biggest shifts in school discipline policy in recent years. For administrators, this law changes how ISS must operate, how long students can remain there, how academic services must be delivered, and how documentation flows to families. Many campuses are still adjusting to the new expectations and trying to understand what practical compliance looks like on a daily basis.

This page breaks down HB 6 in plain language and explains how to bring your ISS program into full alignment without adding unnecessary complexity. It also shows how Intervention Based ISS naturally meets the intent of the law by keeping students connected to learning.

HB 6 was designed to increase structure, transparency, and oversight within school discipline. For ISS, the law focuses on a few critical areas that every campus must follow. 

Key requirements that directly impact ISS:

Students can be assigned to ISS for any length of time
HB 6 removes the previous limits. ISS placements can extend beyond the traditional one to three day window when needed. However, they cannot be left open ended.

Schools must review ISS placements every ten school days
This is one of the most important parts of the law. A student cannot remain in ISS indefinitely. Administrators must review the placement every ten instructional days to determine if the student should continue.

Students must receive access to the same or comparable instruction
This is where many campuses are currently out of compliance. Students in ISS must have every assignment for every class. Instruction cannot pause. Lesson access must be comparable to what their peers receive.

Parents and guardians must receive required notifications and documents
TEA’s August 14, 2025 TAA letter outlines what must be sent and posted. Districts must share a discipline report that includes information about ISS requirements and recent legislative changes.

These requirements reshape the entire foundation of ISS. A program that relied on filler work, packets, or downtime cannot meet HB 6 standards.

Traditional ISS was never designed to meet legal expectations for instructional continuity or structured review. Under HB 6, the classic worksheet room model creates immediate compliance problems.

Problems with the traditional ISS model that conflict with HB 6:

• Students often do not receive all daily assignments.
   
• There is no system for comparable instruction.
   
• Skill deficits create barriers that prevent students from accessing the content.
   
• Lack of structure produces mid placement disruptions and lost instructional time.
   
• There is minimal documentation for ten day review decisions.
   

A program that does not track assignment completion, skill gaps, or behavior patterns cannot support legally required placement reviews.

HB 6 requires ISS to operate more like a Tier 2 intervention center than a holding room.

If your campus is already moving toward an Intervention Based ISS model, you are ahead of the curve. The design of this model fits HB 6 requirements without major changes. 

Why The Model Aligns so Well

Continuous access to instruction
Daily assignments for every class are required. Intervention Based ISS already treats this as the core function.

Academic support for comparable learning
Students are not simply given work. They receive one to one help that allows them to complete work at the same level as peers. This satisfies the “comparable instruction” requirement.

Structured data to support ten day reviews
Intervention Based ISS collects assignment completion data, recidivism patterns, mid placement disruptions, and skill deficits. These datasets provide clarity for each ten day review decision.

Transparency and communication with parents
The trauma informed roots of Intervention Based ISS emphasize communication and clarity. This supports HB 6’s goal of increased parental awareness.

In short, HB 6 pushes schools toward a more intentional, structured, instructional version of ISS. Intervention Based ISS already lives in that space.

Create or update a system for assignment collection

Teachers must send assignments by first period. This is the only way to guarantee comparable instruction.

A shared spreadsheet is the simplest and most reliable tool for this purpose.

Document student progress daily

You need assignment completion records, behavior logs, and skill deficit notes. These form the basis of the ten day review meeting. 

Schedule ten day review checkpoints at time of placement

Never rely on memory. When a student is placed in ISS for more than a few days, create a calendar reminder for the legal review. 

Train facilitators on instructional support

If ISS is not supporting learning, the campus is out of compliance. Facilitators need training in:

• scaffolding
   
• checking for understanding
   
• working backward from assignments
   
• targeted intervention

Communicate with families clearly and consistently

HB 6 requires that parents receive meaningful information. This includes:

• The purpose of ISS
   
• What instruction will look like in placement
   
• How the school supports student learning
   
• When reviews will occur
   

Consistency protects both the school and the student.

Research is clear. Instructional loss is the primary harm of any exclusionary discipline placement. HB 6 reinforces this by requiring active instruction inside ISS.

A campus may not be in compliance if:

• Students sit in ISS without access to current classwork
   
• Work arrives late or inconsistently
   
• Assignments do not match classroom instruction
   
• Students complete filler packets
   
• ISS becomes a quiet room instead of a structured learning environment
   

As of now, it appears HB 6 does not explicitly ban traditional ISS models, but it makes them functionally impossible. Schools must treat ISS as an instructional environment, not a holding space.

 As of the most recent updates:

• The August 14, 2025 TEA TAA letter remains the primary guidance for HB 6 communication requirements.

• The 2027 Accountability Manual discusses preserving ISS related data inside the RDA framework.
   
• The July 2025 RDA update adjusted how discipline indicators are used in accountability.
   
• TEA has not yet published additional ISS specific guidance beyond these notices.
   
• Districts must still meet all HB 6 expectations even without additional commentary.
   

This creates an environment where schools must interpret the law through best practice. Intervention Based ISS is the clearest path to safe compliance.

HB 6 does not simply regulate ISS. It reshapes it.

The law forces schools to make ISS an academic environment with:

• structured routines
• clear expectations
• ongoing communication with teachers
• parent transparency
• skill based intervention
• daily data collection
• instructional continuity
   

The future of ISS in Texas is intervention. Not removal. Not punishment. Not worksheets. A learning based model is no longer optional. It is the only version that meets the expectations of HB 6 and the needs of students.

Related Articles:

A Deep Look at How Texas HB 6 Affects In-School Suspension

What the 2027 Accountability Manual Tells Us About HB 6 and ISS

Scaling Impact: How Schools Can Build Sustainable ISS Systems

How to Communicate ISS Consequences to Parents

Best Practices for Academic Scaffolding in In-School Suspension