Kilgore ISD board approves planning for adaptive behavior units for students with significant needs

The Kilgore ISD Board of Trustees voted to move forward with planning and implementation of adaptive behavior units (ABUs) for elementary and secondary students with significant behavioral needs. The motion, made during the board iscussion of special education program options, passed by voice vote with the board recording the motion as carried.

Miss Thurston, who led the presentation, said ABUs are structured, closely supervised classrooms intended to support students whose behaviors substantially disrupt learning. She described the TEA-recommended maximum enrollment of 6 to 8 students per unit and an overall student-to-staff ratio of about 2.5 to 3 to 1; each unit would include a certificated teacher and one to two instructional aides or behavior technicians, with district oversight by a board-certified behavior analyst (BCBA) or an additional school psychologist.

"This creates a safe, supportive environment that fosters self-regulation and social-emotional growth while preserving instructional time in general education classrooms," Miss Thurston said. She added that the program would include a separate safe room and restroom access, curriculum aligned to TEKS, trauma-informed practices and reintegration planning that ARD committees would use to determine students—ligibility and transitions.

Trustees pressed administrators on costs and staffing. Trustee Trent asked how the district would cover ABU expenses if a pending tax ratification election did not pass. Director of special education said current short-term coverage uses existing staff and locations for the small number of students presently served, but long-term expansion would require budget planning and could necessitate tradeoffs in priorities if additional local funding is not secured.

Trustee 15 (clarifying) asked whether students would be ARD-placed into ABUs. Miss Thurston confirmed that placement would follow ARD procedures and require documented data showing the unit is the least restrictive appropriate environment for the student.

Support staff training and certification pathways were described: staff would receive region-led training, use evidence-based behavior supports, and follow a handbook and rubrics developed with legal review before students are admitted. Miss Thurston said expected outcomes include fewer in-class disruptions, fewer crisis interventions, increased instructional time and better teacher morale.

The trustees approved a motion to continue planning and to develop detailed implementation materials, including staffing plans, handbooks and transition rubrics. The motion carried by the board (motion recorded as carried; no roll-call tally beyond a voice vote was provided in the minutes).

Next steps: staff will draft ABU handbooks, identify potential campus locations, start hiring or contracting for specialized staff and present a detailed implementation timeline and budget to the board for future approval.