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Boerne ISD reports rise in special‑education identifications and outlines 18+ transition program
Summary
Boerne ISD told trustees that special‑education identifications have risen—driven in part by dyslexia screening—with 384 students in 504 plans for dyslexia and 801 students in special education who qualify for dyslexia; staff described the district’s 18+ Transitional Life Skills program and community employer partnerships.
Boerne ISD presented special‑education data to the board March 23 showing sustained growth in special‑education identification, with district staff citing dyslexia screening and state changes in dyslexia policy as contributing factors.
Special education director Annie Cider said the district’s special‑education population has steadily increased over a five‑year span, noting both increased identification and the district’s alignment with Region 20 trends. “This graph depicts special education identification is continuing to increase,” she told the board and described eligibility counts across categories including autism, speech and intellectual disability.
Cider provided specific counts for dyslexia: 384 students currently in 504 plans who qualify for dyslexia supports and 801 students in special education whose primary eligibility includes dyslexia. She explained that recent state guidance treats dyslexia intervention as specially designed instruction when it is required, which can move a student into the special‑education population for services and monitoring under TEA.
The presentation also described the district’s 18+ Transitional Life Skills program located at the Mitchell Learning Center. Cider said students must meet four criteria to participate—be 18 to 21, qualify for special education, have completed high‑school graduation requirements, and have received a modified curriculum—and the program focuses on independent living, self‑advocacy, vocational exploration and a PAES Lab for hands‑on assessments. Staff noted community partnerships (The Arc of San Antonio, Believe It Bike Foundation) that supply resources, adaptive bikes and employment opportunities for students aging out of school services.
Board members asked whether BISD’s growth in special‑education identification outpaced the state and whether local screening practices contributed to earlier identification; staff said the district trends closely with Region 20 data and emphasized early screening and intervention at the campus level. The board expressed appreciation for screening teams and outreach such as the district’s dyslexia family night.
No formal board action was required; the report will inform budget and staffing considerations during upcoming budget deliberations.
