The Texas Education Agency released a comprehensive draft strategic plan March 19 in response to a Jan. 11 report in which the U.S. Department of Education found the TEA failed to ensure all special education students in the state were given access to appropriate services. According to the federal report, the TEA failed to identify, locate and evaluate children with disabilities and to monitor districts to ensure they met requirements outlined in the Individuals with Disabilities Education Act. The heart of the violation can be tied to an 8.5 percent indicator set in 2004 as a general target for the number of students in a school district that should have received special education services. Although TEA officials said the requirement was not enforced, the U.S. Office of Special Education Programs found it caused some school districts to take actions intended to decrease the percentage to 8.5 percent or lower. The indicator was eliminated in 2016. “The purpose of special education is to provide sufficient support to our students with disabilities on an individualized basis so that they can obtain the same level of academic success typical of their peers,” TEA officials stated in the draft strategic plan’s executive summary. “Working together, we will significantly improve outcomes for our special education students.” According to the TEA, about 8.8 percent of all Texas students—a number that has continued to decrease over the last 15 years—receive special education services, compared to the national average of 13 percent. While 75 percent of all Texas students are approaching grade level in reading and math, only 41 percent of the state’s special education students are attaining the same standards. Prior to releasing this plan, on Jan. 18 the TEA drafted an initial corrective action response under the orders of Gov. Greg Abbott which addressed the issues identified in the federal report. Among the initial responses included in the March draft are implementing a statewide special education professional development system and bolstering resources allocated to special education to increase on-site support. The strategic plan was designed based on existing budgets because the TEA can only use funds appropriated by the state and federal governments.

Students served in Spring, Klein ISDs

In Spring ISD, 3,018 of the 36,134 students enrolled in 2017-18 were identified as special education students—about 8 percent of enrollment, according to SISD statistics. In 2006, about 11 percent of SISD students received special education services. The number of students receiving services in the district has decreased slightly during that time, while the total enrollment has increased, according to SISD statistics. Peg Sherwood, SISD executive director of special education services administration, said the decrease in the number of students receiving services could be related to initiatives in the district designed to offer more support in its general education classrooms. “Looking back on the enrollment statistics, it does look like the percentage of students eligible for special education supports and services in Spring ISD did decline,” Sherwood said. “It should be remembered, however, that the district also strengthened its plan for working with struggling students in the general education classroom at about the same time.” In Klein ISD, 4,768 of the 53,068 students enrolled in 2017-18 were identified as special education students—about 9 percent of enrollment. The percentage of students served dropped between 2006 and 2010 but then began to increase to its current level, according to district statistics. KISD Deputy Superintendent Jenny McGown said each district campus has a consultant to support identifying students in need of these services. “The district reviews student-specific information for every student that is suspected of having a disability and is committed to serving every student in Klein ISD,” McGown said. The TEA’s final corrective action plan is scheduled to be submitted to the U.S. Department of Education in April.