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Texas
10th September 2026
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THE HOT STORY

Texas revamps special education funding

Texas has introduced a new funding model for special education services, effective this school year. The Texas Education Agency (TEA) has shifted from a system based on service delivery to one that assigns funding tiers based on individual student needs as documented in their individualized education program (IEP). Each student will be categorized into one of eight tiers, reflecting the level of support required in areas such as learning, behavior, and communication. TEA emphasized that funding tiers should not dictate service placement or the services provided. For the 2026-27 school year, Texas is set to allocate an additional $250m for special education compared to the previous system, ensuring that schools receive at least as much funding as before. However, starting in 2027-28, funding will be determined solely by the new model, which may result in varying amounts for different districts.

SPECIAL EDUCATION AS AN INTERVENTION

A Powerful Lens for Supporting Students with Learning Differences

Every school year, meetings take place across the state as Texas educators collaborate to support student learning through multi-tiered systems of support (MTSS). These meetings represent a significant investment of time and effort aimed at improving outcomes for all learners, especially those with learning differences who face the greatest challenges in progress and achievement.

To make the most of this time, school teams must focus on identifying effective interventions. But what exactly is intervention in the context of special education? How does it differ from specially designed instruction (SDI)? And how can tools like MTSS and response to intervention (RTI) guide our decisions?

Read this article to explore special education as an intervention

 

NATIONAL NEWS

Special education chief steps down as Ed. Dept. transfers get underway

Kelly Rogers, the U.S. Department of Education’s top special education official, has unexpectedly resigned after four months in the role, as the agency begins transferring more than 100 Office of Special Education and Rehabilitative Services (OSERS) employees to the Department of Health and Human Services (HHS). Rogers had previously indicated that she would continue supervising OSERS staff from the Education Department following their move, but officials have not said who will replace her or how oversight will now work. The transfers are part of a wider restructuring that will also move 57 Office for Civil Rights employees to the Department of Justice. Disability advocates have criticized the changes, arguing that splitting responsibilities among federal agencies could increase bureaucracy, disrupt coordination, and create uncertainty for educators, families, and people with disabilities. The Education Department is proceeding despite congressional efforts to halt the changes. A Senate committee has advanced legislation that would prevent OSERS from being transferred to another agency, while a similar bipartisan proposal has been introduced in the House.

Microsoft, teacher unions set new AI data protections for Schools

Microsoft, the American Federation of Teachers (AFT), and the United Federation of Teachers (UFT) have introduced a National AI Safety and Privacy Standard giving U.S. school districts greater control over student and educator data used by AI products. Districts can add the safeguards to Microsoft agreements, making them contractual requirements rather than voluntary guidelines. The standard prohibits covered data, including prompts, AI-generated responses, and uploaded files, from being sold, used for unrelated purposes, or used to train general-purpose AI models. It also restricts behavioral tracking, requires human oversight for significant AI-driven decisions, and requires providers to notify affected education customers within 72 hours of a confirmed or reasonably suspected data breach. Districts can terminate agreements or pursue other available remedies for unresolved material violations. Other AI providers working with AFT’s National Academy for AI Instruction can also adopt the standard if they agree to its full set of protections.

DISTRICTS

Austin mayor backs parent petitions to head off state school takeover

Austin Mayor Kirk Watson has proposed closing Webb and Burnet middle schools through parent petitions in an effort to prevent the Texas Education Agency (TEA) from taking control of Austin ISD. Both schools received preliminary fifth consecutive failing accountability ratings, triggering a state law that requires intervention if the ratings become final. Under Watson’s proposal, parents representing a majority of students at each school would petition for closure rather than a district-wide takeover. The petitions must be submitted to Superintendent Matias Segura for validation by October 15 and, if validated, sent to Education Commissioner Mike Morath by December 1. State rules generally require Morath to order the action requested by parents, although he could side with Austin ISD’s board if trustees formally oppose the petitions. Watson argued that the approach would give affected families more control over the district’s future. He also pointed to Austin ISD’s improved B rating and a 42% increase in A- and B-rated campuses since 2024 as evidence of broader progress.

New opportunities for intermediate students

Clear Creek ISD is enhancing educational opportunities for intermediate students with the launch of its STREAM of Innovation program, which focuses on space, technology, robotics, engineering, arts, and medicine. Laura Mackay, CCISD's Innovative Programs Coordinator, said: “The state is seeing that we have a lot in elementary and a lot in high school, but intermediate was sort of needing a little bit more.” The program began at Space Center Intermediate in the 2025-26 school year and has since expanded to three additional schools, offering specialized courses and clubs. Principal James Dinardo noted that students can earn high school credit in engineering, allowing them to advance quickly in their studies. Looking ahead, CCISD plans to introduce STREAM programs at more campuses, aiming for all intermediate schools to provide robust opportunities by 2030.

TECHNOLOGY

AI revolutionizes student assessment

Artificial intelligence (AI) is set to transform how teachers assess students' academic and soft skills through innovative report cards that eliminate traditional A-F grading. Legend.org, which acquired the Mastery Transcript Consortium, is developing AI tools to provide immediate feedback on various student works, including papers and presentations. Co-founder Matt Sornson emphasized that the AI will assist teachers by evaluating technical aspects of student work, while the final grading will remain in teachers' hands. "It does the first pass of assessing... It's always the teacher choosing the final grade," Sornson said. The technology aims to streamline the grading process and enhance the evaluation of soft skills, such as communication and collaboration. As educators explore the ethical use of AI in grading, the focus remains on how to integrate these tools effectively while ensuring transparency and fairness in assessments.

Students voice concerns on AI use

Concerns are rising among students and parents in Fort Worth regarding the use of AI-generated materials in classrooms. Jordan Grimsley, a junior at Arlington Heights High School, expressed frustration over receiving "materials that are riddled with mistakes," stating: "To sit in class and be handed materials that are riddled with mistakes, to be told that this is my rigorous education is infuriating and demoralizing." Margarita Cordova, a sophomore, highlighted the negative impact on students with learning disabilities, emphasizing the importance of teachers' expertise. Parents also voiced their discontent, with Sabrina Ball, a parent and co-leader of Indivisible 12, stating: "What we have seen in the takeover is not an improvement; it is a massive step backward." The Fort Worth school district has yet to clarify how it plans to utilize its partnership with OpenAI.

Tech in classrooms: a balanced approach

The Sherman ISD Board of Trustees is prioritizing balanced technology use in classrooms to enhance learning experiences. They are collaborating with teachers and district leaders to evaluate current device usage and gather feedback from students and families. The district aims to reduce unnecessary screen time while promoting direct, teacher-led instruction. Key strategies include prioritizing pen and paper, hands-on learning, and using technology as a supplementary tool. “In Sherman ISD, we want technology to be a purposeful tool that strengthens learning,” said Amy Pesina, assistant superintendent of curriculum and instruction. The district plans to review device use and make recommendations to the Board, which may include screen time limits and instructional guidance.

GOVERNANCE

Parents protest Fort Worth ISD changes

Parents of Fort Worth ISD students gathered outside the administrative building before a school board meeting, expressing their dissatisfaction with the district's new leadership and curriculum changes. “What we have seen in the takeover is not an improvement,” said parent Sabrina Ball, highlighting concerns over a rigid curriculum and lack of transparency. The Texas Education Agency (TEA) took control of the district after a campus received failing grades for five consecutive years, leading to the appointment of new managers and Superintendent Peter Licata. Parents reported that nearly 800 teachers resigned in the months following the takeover, raising fears about teacher retention and the quality of education. The district has attempted to increase transparency through community meetings, but many parents feel their voices are not being heard.

WORKFORCE

Fidelity checks shift toward support

Bridget Farr, a Ph.D. student in education policy at the University of Texas at Austin, discusses the need to transform fidelity checks from a surveillance mechanism into a supportive process for teachers. She reflects on her experiences as a principal, noting that frequent fidelity checks can lead to feelings of confusion and frustration among educators. To foster a more positive environment, Farr suggests naming processes and expectations clearly, involving teachers in program evaluations, and focusing on a limited number of impactful areas to monitor. She emphasizes the importance of providing teachers with preparation time and feedback opportunities. As a result of these strategies, over 95% of classrooms were using the new curriculum effectively, leading to improved student outcomes and increased state assessment scores. Farr concludes that classroom visits can strengthen teacher relationships and enhance instructional practices.

Free supplies for teachers in need

Teacher Closet, a nonprofit initiative by All Heart Inc., provides free school supplies to over 800 educators in Bryan and surrounding areas. Located behind the former Bryan ISD Central Distribution building, the organization allows school employees to shop without charge, easing financial burdens. Monica Martinez, the Initiative Director, said, “I know as a teacher, if I was struggling, there were others struggling.” The program, which began after Martinez visited a similar initiative in Dallas, has expanded significantly since its inception, now operating from four storage units. Teacher Closet serves not only classroom teachers but also nurses, custodial staff, and others with valid school district IDs.

Teachers in tears over pay cuts

At a recent Hutto ISD board meeting, teachers expressed deep concerns over a new pay redistribution plan linked to the Teacher Incentive Allotment (TIA). Jo Ann Champion, a teacher with 20 years of experience, warned that the plan could lead to significant pay cuts, stating: “Excellence comes in many forms. We teacher elders are the backbone of our communities.” The plan bases pay increases on performance scores, which could disadvantage non-performing teachers and create competition among colleagues. Educators fear this could undermine collaboration and community within the teaching staff. The board also approved a slight decrease in the school district tax rate, reflecting ongoing efforts to ease financial burdens on residents.

CAREER & TECHNICAL EDUCATION

Brownsville ISD launches aviation pathway program

Brownsville ISD is set to introduce a CTE aviation pathway for its students, with the program being hosted at the Brownsville-South Padre Island International Airport's Flight Academy of South Texas, known as START. The inaugural class includes 40 students, with plans for a cohort of 25-30 students from early college high schools. The program aims to provide students with the necessary flight hours to obtain their FAA pilot's license while also preparing them for further education in aviation.

SAFETY AND SECURITY

Fort Worth ISD boosts classroom safety

The Fort Worth ISD Board of Managers has approved the installation of new safety systems in classrooms, including the Centegix crisis alert system, which provides staff with wearable panic buttons. The Sid Richardson Foundation will fund the first year of the program, which aims to enhance student safety through features like visitor management and emergency notifications. The board will review the program annually, and while some members expressed cost concerns, the district plans to integrate the costs into its budget if additional funding is not secured. The safety systems are expected to be installed during the 2026-27 and 2027-28 school years.  

INTERNATIONAL

Ontario raises stakes for students

Ontario high school students are adjusting to a new grading system for the 2026-2027 school year that places greater emphasis on final exams, attendance, and classroom participation. For Grades 9 and 10, classwork accounts for 65% of the final grade, final evaluations for 20%, and attendance and participation for 15%. For Grades 11 and 12, the breakdown is 65%, 25%, and 10%, respectively. Several students said the heavier weighting of final exams could increase anxiety and argued that schools should provide more support as they prepare for higher-stakes assessments. Reactions to attendance grading were mixed: some students questioned whether attendance should affect grades when work is completed, while others said the policy could discourage skipping. Excused absences, including illness and cultural days, will not negatively affect students’ grades.
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