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Godley ISD special‑education report shows gains and flags discipline and representation concerns
Summary
The district presented Results Driven Accountability data showing increases in several academic indicators and a rise in special‑education representation from 18% to 22%; staff outlined classroom reconfigurations, training and supports to address discipline-related and placement indicators.
Angie Gonzalez, director of special education, presented Godley ISD’s Results Driven Accountability (RDA) report to the board, summarizing 2024–25 findings, program changes and planned supports.
Gonzalez said district special-education representation increased to about 22%, in part because dyslexia services moved under special education. She reported gains in math and other content areas measured by state assessments for special-education students, while noting a dip in social studies performance and areas of concern in discipline metrics that can affect federal funding set‑asides for targeted supports.
The district plans classroom reconfigurations for next year—two behavior classrooms, three life‑skills rooms and two functional‑academics classes—to provide better instruction matching student needs. Staff also underscored ongoing teacher training (PLAs, behavior de‑escalation CPI, trauma-informed practice) and increased collaboration with community mental‑health resources as ways to better serve students with complex needs.
Trustees asked how the board and county could support mental‑health capacity; staff said there are limited county-level mental‑health resources and urged advocacy to expand services.
What’s next: district staff said they will continue quarterly monitoring under the district improvement rhythm, implement classroom reorganizations for 2026–27, and bring training summaries to the board.
