Board hears district special‑education and intervention update; district cites $300,000 dyslexia support and 100% desk‑audit compliance
May 28, 2024 | PASADENA ISD, School Districts, Texas
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District leaders gave the PASADENA ISD Board of Trustees a comprehensive briefing on academic interventions, behavioral supports and special education programming during the May 28 meeting.
The intervention team described the district’s multi‑tiered system of supports (MTSS), diagnostic assessments, progress monitoring tools and teacher resources designed to reduce guesswork in interventions and accelerate student identification and support. A district presenter summarized the goal: provide campuses and teachers “the tools in their toolbox” so interventions can be systematic and targeted.
On dyslexia supports, presenters said the district received “about $300,000” in grant funding to expand dyslexia services. The district said 29 dyslexia teachers are progressing through a certification program and dozens of elementary and secondary staff have received specialized training to improve identification and instruction for students with dyslexia.
The behavior‑support briefing described a Behavior Response Team composed of seven behavior specialists and seven paras who deliver classroom coaching, observations and individualized behavior intervention plans. Presenters said the team works with mental‑health providers and campus leaders, collects data, and aims to reduce discipline incidents by addressing underlying needs rather than only the visible behavior.
Special education staff reported enrollment trends and program breakdowns by primary disability (the largest group identified as learning‑disabled students, followed by students with autism). Speakers noted that some placements remain contracted with outside providers when district capacity is exceeded and described adult transition services and industry partnerships that place students in work experiences.
The district reported a recent cyclical audit comprised of a desk audit and a stakeholder survey; staff said the district was 100% compliant on the desk audit and that parent survey responses were above a 70% mark in key areas of understanding, engagement and competency in services.
Board members asked about statewide benchmarks for special‑education enrollment; a presenter reported the state average had been about 8% a few years ago and said it was around 10% at the time of the briefing.
Trustees did not take policy action during this presentation; staff said many of the programs discussed are ongoing and tied to grant and staffing timelines.
The intervention team described the district’s multi‑tiered system of supports (MTSS), diagnostic assessments, progress monitoring tools and teacher resources designed to reduce guesswork in interventions and accelerate student identification and support. A district presenter summarized the goal: provide campuses and teachers “the tools in their toolbox” so interventions can be systematic and targeted.
On dyslexia supports, presenters said the district received “about $300,000” in grant funding to expand dyslexia services. The district said 29 dyslexia teachers are progressing through a certification program and dozens of elementary and secondary staff have received specialized training to improve identification and instruction for students with dyslexia.
The behavior‑support briefing described a Behavior Response Team composed of seven behavior specialists and seven paras who deliver classroom coaching, observations and individualized behavior intervention plans. Presenters said the team works with mental‑health providers and campus leaders, collects data, and aims to reduce discipline incidents by addressing underlying needs rather than only the visible behavior.
Special education staff reported enrollment trends and program breakdowns by primary disability (the largest group identified as learning‑disabled students, followed by students with autism). Speakers noted that some placements remain contracted with outside providers when district capacity is exceeded and described adult transition services and industry partnerships that place students in work experiences.
The district reported a recent cyclical audit comprised of a desk audit and a stakeholder survey; staff said the district was 100% compliant on the desk audit and that parent survey responses were above a 70% mark in key areas of understanding, engagement and competency in services.
Board members asked about statewide benchmarks for special‑education enrollment; a presenter reported the state average had been about 8% a few years ago and said it was around 10% at the time of the briefing.
Trustees did not take policy action during this presentation; staff said many of the programs discussed are ongoing and tied to grant and staffing timelines.
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