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RCISD special education report: 2,196 enrolled; TEA moving to intensity-based funding
Summary
The district reported 2,196 students enrolled in special education (19.9% of enrollment), 4,76 evaluations completed, and upcoming TEA funding-model changes shifting to an intensity model with eight tiers; the district outlined training and program initiatives to address performance gaps.
Leslie Plasowski presented Royse City ISD's 2025–26 special education annual report, including enrollment, staffing, outcomes and planned responses to statewide funding changes.
Plasowski reported the district's special education enrollment at the end of the year was 2,196 students, representing 19.9% of students served. She said the district has 74 centrally deployed staff (evaluators and therapists), 88 special education teachers and 113 paraprofessionals. The report noted 4,76 evaluations completed with full compliance and 152 referrals pending. Plasowski said only 7% of evaluated students did not qualify, indicating MTSS practices are functioning before formal evaluations.
On outcomes, Plasowski said special education students' passing rates on state assessments were mixed: reading and math were consistent with state passing rates, science and social studies lagged in places, and some high-school EOC areas (Algebra I and Biology) dipped below state comparisons. In response, the district will prioritize targeted professional development and program adjustments.
Plasowski also described TEA's significant funding-model update: TEA is transitioning from a service-location model to an intensity model with eight tiers that better tie funding to student need; this year is a transition period and the district will report both methods. Proposed district initiatives to support outcomes include launching an SDI academy, a dyslexia academy and expanded work-based learning and transition programs for upper grades.
The board received the report and thanked staff for compliance and planning work.
