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HISD reports special education caseload changes after dyslexia services shifted under special‑education umbrella
Summary
The district27s special education director reported that dyslexia services were moved under special education, increasing special education caseloads and reducing 504 counts; staff described program expansions (Special Olympics, social learning labs), a planned automated assessment system and preparation for a TEA system/fiscal review window in
HUNTSVILLE — Dr. Stephanie Dominique, the district27s special education director, updated trustees on caseload changes after dyslexia services were brought under special‑education eligibility rules, staffing and program supports, and compliance preparation ahead of a Texas Education Agency (TEA) review window.
Dr. Dominique told the board that, after the statutory change, the district27s special‑education caseload increased and the number of students on Section 504 plans decreased accordingly; she reported the current special‑education caseload as "1,712" students and said districtwide special‑education prevalence is about "15.4%." She described ongoing staffing work with district leaders to ensure adequate evaluators and instructional staff and said the district has fully staffed campus‑level 504 support positions while continuing recruitment for special‑education teachers and instructional aides.
Dominique highlighted program expansions: Special Olympics competitions, collaboration with Sam Houston State University for adaptive PE, and two social learning labs (currently at Sam Houston and Stewart campuses) with plans to expand to Scott Johnson and the elementary campus. She said IT staff are building an automated assessment‑management system to replace manual Google‑sheet tracking and to feed Skyward data into a single, compliant system.
Dominique also said the district will prepare for a TEA fiscal/system review scheduled to occur in the January–March review window and that she plans a mock system review and a proposed corrective‑action plan in case TEA identifies issues.
Why it matters: Shifting dyslexia services into special education affects eligibility counts, staffing needs, program planning and compliance monitoring. Trustees heard staff plans to expand inclusion supports, improve tracking and prepare for state review.
What happens next: Staff will continue recruitment and training, expand social learning labs and automated tracking, and run an internal mock review ahead of the TEA review period.
