Parents and advocates tell Socorro ISD trustees disciplinary policies harm some special‑education students

Parents and advocates urged the Socorro Independent School District board on Wednesday to revise discipline policies and involve families in planning alternatives for students with disabilities.

Alfredo Aguero, who identified himself as founder of a parent group focused on special education, said he still could not find the district’s interpreter‑request application on the SISD website and asked that parents be included in conversations about alternative programs for students with disciplinary problems. “We are not against having disciplinary rules, but what we are talking about is the policies have to be reviewed and if necessary, to make changes to them,” Aguero said.

Julia Vera spoke on behalf of her brother, a freshman at Eastlake High School who receives special‑education services. “When someone else hurts or bothers him, he’s taught to go to an adult for help. But what happens when that help doesn’t come?” Vera asked. She said her brother follows his IEP and behavioral intervention plan but is sometimes punished when staff do not follow those plans.

Diana Serrano read a statement from her son, David Serrano, a ninth‑grade special‑education student, who said he feels “sad, frustrated, and sometimes angry” when bullied and sometimes punished when he defends himself. The family requested clearer steps to ensure staff comply with IEPs and BIPs and asked the board to revise the student code of conduct and provide more training to staff who work with special‑education students.

Aguero also asked the district to form a special‑education community oversight committee or include parent representatives in future discussions about disciplinary programs and alternatives. He said parents and students need to be part of future conversations so changes do not inadvertently harm students who do not understand accusations or cannot defend themselves.

Why it matters

Speakers described recurring concerns that students with disabilities face disproportionate disciplinary outcomes when staff do not follow IEPs and behavior plans. The board did not take immediate action during the meeting, but several trustees and staff heard the requests and were asked to follow up.

What trustees heard from staff

Interim Superintendent James Vasquez had earlier introduced district staff who have engaged with parent groups; at open forum, district staff were asked to ensure the interpreter‑request application is accessible and to consider further parent involvement in program planning.