HOUSTON – Houston ISD is preparing to roll out a major restructuring of some of its special education services for the 2026-2027 school year, according to district leadership and a leaked internal draft document obtained by KPRC 2.
The district says the new model, referred to as “Special Education Success Program” sites, is designed to centralize specialized programs at designated campuses across the district.
Under the plan, some students receiving intensive special education services may be required to change campuses next school year in order to access those programs.
The district says the changes are meant to improve instructional quality, increase staffing support and concentrate specialized expertise — not reduce services or cut spending.
“We are really focused on three main goals to support our special education students,” HISD Deputy Superintendent Kristen Hole said in an interview posted by the district.
Hole said those goals include ensuring students’ IEPs are properly implemented, increasing access to inclusive classrooms when appropriate, and improving instruction for students in self-contained special education settings.
Which students are affected?
According to HISD’s website, the district’s designated Success Program sites would serve students in:
- Early Childhood Special Education (ECSE)
- Skills for Living and Learning (SLL)
- Structured Learning Classroom–Alternate (SLC-ALT)
- Structured Learning Classroom–Standard (SLC-STD)
- Behavior Support Classroom (BSC)
The programs are intended for students who spend 50% or more of their instructional day in those settings.
HISD says the programs will not be available at every campus because the district wants to centralize specialized resources and staffing.
“Some students though will be required to move campus locations so that they can access the services in the self-contained setting,” Hole said.
The district says more than half of HISD campuses will still offer self-contained classrooms.
Parents fear disruption and instability
Some parents told KPRC 2 they worry the proposal could uproot vulnerable students from campuses where they feel supported and understood.
Mireille Patman, says her eighth-grade son at Frank Black Middle School is expected to be affected by the changes as he prepares to transition into high school.
Patman said students with disabilities often require extensive transition planning before changing campuses.
“It takes a little more than just changing schools,” Patman said. “There are things that you have to visit and meet teachers and become acquainted.”
Patman said her family has spent years building routines and support systems to help her son gain independence.
“He’s two blocks away from Heights High School,” she said. “We’ve been working on independent skills on walking to school.”
Patman said she fears the district’s centralized approach could undermine progress families have spent years building.
“I think it’s closer in line to segregating kids,” Patman said. “I think it’s farther away from where we should be.”
She also questioned whether the district can realistically implement the changes before next school year.
“I haven’t seen an implementation plan,” Patman said. “I have really little faith that that can be executed.”
Jessica Campos, a parent with two children HISD receiving accommodations, echoed that sentiment.
“Children with disabilities need stability,” said Campos.“They need relationships with people that know them.”
Campos said one of her children has dyslexia while another has ADHD and behavioral challenges.
Although she received a letter saying her children are not currently expected to be impacted, she said she remains deeply concerned about the district’s direction.
“It very much feels like we’re going in reverse,” Campos said. “It doesn’t feel like diversity, it doesn’t feel like equity, it doesn’t feel like inclusion.”
Campos argued removing students from inclusive environments could negatively affect emotional development, social skills and confidence.
“You’re segregating these children,” Campos said. “Children with disabilities need to be in their local community schools with people that know them.”
She also worries about the impact on the Spanish speaking community.
“It’s even worse for the Spanish speaking community because we already struggle with the education system, whether it be because of our work schedule, because of transportation, because of not getting enough information about our rights in our language," said Campos.
Leaked draft outlines smaller class sizes, more staffing
The leaked draft teacher FAQ provides new details about how the district plans to structure the specialized campuses.
According to the document, proposed classroom caps would include:
- Up to 12 students in SLC-Alt and ECSE classrooms
- Up to 9 students in BSC classrooms
- Up to 15 students in SLL and SLC-STD classrooms.
The district says the model would allow for:
- Smaller and more structured class sizes
- Increased collaboration among specialized teachers
- Greater access to behavior supports and related services
- More targeted instruction and staff expertise.
Hole also said the district plans to increase the number of adults and certified special education teachers in self-contained classrooms while grouping students more intentionally by age and skill level.
“We’re really looking to make sure that students are learning that are similar ages together and similar skill levels so that again we can increase that quality of instruction,” Hull said.
District emphasizes IEPs will not change
Throughout both the public messaging and the leaked draft document, HISD repeatedly stresses that students’ Individualized Education Programs, or IEPs, will continue to drive placement decisions.
Hole said HISD’s goal is to ensure “every single student has the support that they need based on their IEP.”
Families to receive calls, transition support
HISD says families are already beginning to receive notifications.
According to the district, every family with a child enrolled in ECSE, SLL, SLC-STD, SLC-ALT or BSC programs will receive a personalized phone call.
HISD maintains the changes are about improving outcomes for students receiving intensive support services.
“The district will not reduce spending on Special Education in 2026-2027,” the district states on its website.