Transforming Special Education in Houston ISD: Progress, Challenges, and the New Education System
Houston Independent School District (HISD) is undergoing a significant transformation in its approach to special education, driven by the leadership of Superintendent Mike Miles and his "New Education System" (NES). While progress has been made, challenges remain in ensuring that all students with disabilities receive the high-quality instruction and support they need. This article examines the recent changes, achievements, ongoing struggles, and various programs within HISD's special education framework.
A History of Challenges and the Push for Reform
For years, HISD's special education department has faced scrutiny and criticism. Numerous reports over the past decade have documented violations of state and federal law, highlighting a systemic weakness within the district. The families of nearly 19,000 students receiving special education services in HISD are relying on Miles to turn around a well-known weakness of the district. These violations have resulted in delayed or inadequate services for students with disabilities, hindering their academic and developmental progress. Recognizing the urgency for change, Superintendent Miles has made special education a key priority, aiming to restructure the system and improve outcomes for students with disabilities.
The "New Education System" (NES) and its Impact on Special Education
A cornerstone of HISD's reform efforts is the implementation of the "New Education System" (NES), a comprehensive overhaul of instructional practices and resource allocation. The district has roughly doubled the number of full-time special education staff working in the district, with many of the extra staff members clustered at the 85 campuses receiving the biggest overhaul, payroll records show. The goal is to provide more intensive support to students with disabilities, particularly at campuses receiving the most significant changes.
One notable change within NES schools is the incorporation of mandatory re-teach time in English and math classes. At those campuses, teachers in English and math now dedicate roughly 30 minutes at the end of each lesson to re-teaching concepts. This dedicated time allows teachers to revisit concepts and provide additional support to students who may be struggling. According to HISD special education parent and advocate Marifi Escobar, "The lesson can be fast-paced, but … if you didn’t get it, then you get that mandatory re-teach time with your teacher".
Early Progress and Positive Outcomes
Despite the challenges, HISD has demonstrated significant progress in several key areas. District officials also said they’re holding many more legally-required meetings with parents on time, with the number of missed deadlines falling from 515 last school year to nine this year. By holding these meetings on time, HISD is ensuring that students are evaluated and receive services in a timely manner. "Missing timelines means that our students aren’t receiving the services that they need,” HISD Deputy Chief of Special Education Stacy Venson said.
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Moreover, HISD officials reported that the number of students receiving special education services rose from about 17,320 last school year to 18,910 this year, the biggest single-year increase in at least seven years. This increase suggests that the district is becoming more effective at identifying students who need support and connecting them with appropriate services.
For some parents, like Martinez, the changes implemented under the NES have been transformative. Employees at the campus on Houston ISD’s north side would say they were stretched too thin and could not provide all the services and accommodations laid out in Joel’s education plan, Martinez said. But this year, Martinez’s experience has completely flipped with Berry Elementary joining new HISD Superintendent Mike Miles’ “New Education System,” or NES. “This year has been one of our best years,” Martinez said. “I’ve seen great progress in the NES setting,” Martinez said.
Lingering Challenges and Areas for Improvement
Despite the positive developments, challenges remain in ensuring that all students with disabilities receive a high-quality education. When the state-appointed monitors received a sample of student records this winter, they found about 4 in 10 students with disabilities showed no measurable progress toward their goals set by families and campus staff.
Some parents have expressed concerns about the lack of individualized support and the use of technology as a substitute for direct instruction. LaMonica Hollins, the mother of a second-grader with autism at Frost Elementary School on HISD’s south side, said teachers repeatedly punish her son for minor behavior issues, like putting his head down on his desk. “They are extremely limited with what they can provide him because of the short staff at that location,” Hollins said. “When I ask him what he does in school, all he tells me is he’s on the computer all day,” Sanders said. “He’s supposed to know his short vowels and his long vowels, and that’s what I’m teaching him at home. He’s not learning it at school. These concerns highlight the need for HISD to ensure that special education services are tailored to meet the unique needs of each student and that technology is used as a tool to enhance, rather than replace, effective instruction.
HISD's Commitment to Support and Intervention
HISD is committed to providing a multi-tiered system of support for all students, including those with disabilities. West University Elementary offers a Structured Learning Classroom (SLC) program, designed to support students with autism or other significant learning needs. In an SLC-sometimes referred to as SLC‑Standard or SLC‑ALT-students receive instruction in a more structured, smaller group environment. West U offers dyslexia support classes on campus. Guided by TEA’s Special Education Strategic Plan, our dyslexia program uses evidence-based, multisensory structured literacy approaches. We also host on-campus speech therapy, one of the related services mandated under IDEA and provided at no cost to families . Our licensed Speech-Language Pathologist (SLPs) delivers pull-out sessions, focusing on articulation, expressive and receptive language, pragmatic communication, and fluency.
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Response to Intervention (RTI) and Early Identification
At West University Elementary, we adhere to Response to Intervention (RTI) practices as part of Houston ISD’s multi-tier educational framework. Early screening and ongoing progress monitoring allow teachers to identify students who may need additional support. Typical RTI strategies include targeted supplemental instruction for underperforming students, with progress checks and structured intervention cycles. Our Intervention Assistance Team (IAT) meets to review academic or behavioral concerns and decide on next steps. The IAT team, comprised of teachers, specialists, and administrators, evaluates whether modifications in the general education setting could support a student or if a formal referral for a Section 504 plan or special education evaluation is warranted. Parents are an integral part of the process, participating in conversations and decisions.
Section 504 Plans and Accommodations
When a student is eligible under Section 504, our team develops a tailored plan to provide a free, appropriate public education (FAPE). The multidisciplinary 504 committee reviews evaluation data, such as grades, behavior, medical or evaluation records, and parent input, to determine eligibility and necessary accommodations. These accommodations may include preferential seating, extended time on assignments, or differentiated instruction methods. By integrating RTI, IAT review, and Section 504 procedures, West University Elementary ensures that all students receive timely, appropriate support. From classroom interventions to formal accommodations, we are able to meet the diverse needs of our learners while maintaining collaboration between teachers, specialists, and families.
A Holistic and Inclusive Approach
Our special education team at West University Elementary strive to embody a holistic, inclusive, research-based model. HISD's commitment to providing a continuum of services and supports, from early intervention to specialized programs, aims to ensure that all students with disabilities have the opportunity to reach their full potential.
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