Edgewood ISD outlines special education services, staffing challenges and 18–22 transition program

Edgewood Independent School District staff on Sept. 16 presented a detailed overview of special education services, describing program types, eligibility, and challenges while outlining steps the district is taking to recruit specialists and expand family engagement.

The presentation, delivered by Joe Hinojosa, senior director of educational operations, and Special Education Director Jennifer Bernal, summarized the district’s mission to provide a free appropriate public education (FAPE) to students with disabilities under the Individuals with Disabilities Education Act (IDEA) and described privacy protections under FERPA. Hinojosa said the district currently serves 1,261 students in special education and emphasized the district’s continuum of services from general education accommodations to self-contained classrooms and specialized placements.

District leaders said transition planning begins at age 14. The board heard details about an 18–22 program housed at the Burleson School of Innovation, run in partnership with Texas A&M, that focuses on career exploration, college readiness and independent living; program enterprises include a flower shop, a coffee shop, a garden and a bike shop.

Presenters identified staffing shortages—particularly of licensed school psychologists (LSSPs)—and the constraints of legislative funding rules as the program’s principal challenges. As solutions, Bernal and Hinojosa said the district is contracting LSSPs, shifting central-office staff to campus roles where needed, increasing parent training and reworking “Donuts with the Director” into a parent advisory council for better two-way communication. They also said special education staff provided summer training for general education teachers on accommodations and specially designed instruction.

Officials noted House Bill 1188 (as cited in the presentation) affects first IEPs for students qualifying under intellectual disability or minimal delay and that Edgewood is coordinating with outside providers, including Morgan’s Wonderland, to inform parents about available services and resources.

Board members and staff emphasized outreach and recruitment partnerships with universities, and staff displayed a QR code on slides for attendees to access a more detailed breakdown of disability categories and program placements.

District leaders characterized the district’s immediate priorities as improving family engagement (raising parent portal signups), addressing staffing shortfalls, and increasing case manager communications to families. No formal action was taken; the presentation was for information and planning.

For follow-up information, the presenters asked parents to use the district parent portal and contact the special education office for meeting dates and resources.