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Tomball ISD reports 68% increase in special‑education enrollment since 2021; district cites funding and workload impacts
Summary
At a June 1 workshop Tomball ISD officials said special‑education enrollment rose from about 9.4% in 2021–22 to 13.8% currently (a roughly 68% increase). District leaders described funding shortfalls, reporting changes under the new TEA intensity model and operational strain from increased evaluations tied to Education Savings Account applications.
TOMBALL, Texas — Tomball ISD’s special‑education department told trustees on June 1 that district enrollment of students receiving special‑education services has risen about 68% since 2021–22, and administrators warned that funding has not kept pace with that growth.
Director of Special Education Carrie Williams and Chief Academic Officer Dr. Michael Webb presented the district’s annual House Bill 2 special‑education report. Williams said the share of students receiving services grew from about 9.38% in 2021–22 to 13.75% in the most recent reporting period, an increase she characterized as substantial.
"Special education in Tomball ISD has experienced a growth of over 68%," Williams said, noting the largest disability category is specific learning disability including dyslexia.
Funding and operational pressures
Williams and Dr. Webb told the board the district’s special‑education funding is made up of state, local and federal sources but that increases in student need have not produced commensurate funding growth. They cited two developments: the TEA’s pending move to a service‑intensity tier funding model (districts must report under both the old and new frameworks for the coming year) and the effect of the state’s Education Savings Account program, which generated a spike in private‑school and homeschool evaluation requests that the district had to process at no additional state funding.
To reduce campus workload, the district plans to centralize private‑school and homeschool evaluations at the Tomball Innovation Center and hold ARD (admission, review, dismissal) meetings there so campus teams can concentrate on enrolled students.
Performance and compliance
Despite growth and funding pressure, Williams said Tomball ISD ranked among the top districts in Texas on results‑driven accountability indicators for special education, with more than 85% of indicators at the highest rating. The district also reported 100% compliance on initial‑evaluation timelines and transition‑planning documentation during its most recent state cyclical monitoring review.
Next steps
District leaders said they will work through PES (PES = Public Education Service) coding and tiering this summer to meet TEA’s reporting deadlines and to better model the fiscal impact of the new funding rules. Administrators added that they will continue to centralize certain services to manage workload and preserve campus focus.
Reporting note
Numbers and operational plans described here are taken from the district’s June 1 presentation to the board. The special‑education funding framework remains subject to final TEA rule‑making and reporting requirements.
