Venus ISD special education staff presented an update to the board on Oct. 20 showing an increase in overall special‑education identifications, expanded dyslexia identifications and a shift in placement patterns that is creating scheduling and staffing pressures.

The presenter reported dyslexia identifications rose from 75 in 2023–24 to 112 this year. She noted that while 112 students were identified with dyslexia, 84 received pull‑out dyslexia instruction; not all identified students receive pull‑out services. The presenter described a district shift in which some students previously served under Section 504 are now served through special‑education eligibility when appropriate.

Campus‑level slides showed distribution of services: the primary, elementary, middle and high school campuses each have different mixes of speech‑only, resource/pull‑out, inclusion and life‑skills placements. The presenter said resource placements (pull‑out classes with modified instruction) have increased while full inclusion numbers have declined, which requires additional certified special‑education teachers rather than paraprofessionals.

Staff reported 3 dyslexia teachers (one assigned as a middle school resource teacher) and said the elementary campus is “on the cusp” of needing additional staff because case‑management averages approach typical workload limits (presenter gave case‑management averages of roughly 20–24 students per manager at some campuses). The presentation listed 22 additional special‑education students district‑wide compared with the prior year and said the elementary campus experienced much of that growth.

The presenter described efforts to avoid long‑term self‑contained behavior placements by using reintegration plans and temporary self‑contained options only as needed. She said the district will continue to meet with principals and the superintendent to evaluate whether additional staff should be added.

No formal board action was requested at the meeting.