A recent audit has uncovered serious flaws in La Joya Independent School District’s special education (SPED) program, prompting district leaders to launch a long-term plan to fix the issues.
The audit, conducted by Bellwether Education Partners, reviewed four years of data, documents, and classroom practices. It also included interviews with families, students, and staff. The report highlighted several concerns, including low student achievement, limited teacher training, and a vague process for identifying students with special needs. These problems led to many students being referred to special education too early.
Currently, 14% of students in La Joya ISD are in the SPED program, compared to the Texas average of about 10–12%. According to the audit, many of these referrals stem from general education teachers struggling to manage student behavior, which results in them referring students to special education prematurely.
“What we’ve seen in this district, and what the audit confirmed, is that we are too quick to say, ‘That student has a problem—they must need special ed,’” said Dr. Derek Little, the district’s Chief of Academics and School Leadership.
These early referrals have also strained the district’s budget. Last year, La Joya ISD spent $14 million from its general fund to cover special education costs—far more than it received in special ed funding. This financial imbalance led Superintendent Dr. Marcey Sorensen to request the audit and report the issue to the Texas Education Agency.
Dr. Little said the root of many of the problems is the absence of a multi-tiered system of supports (MTSS). This framework helps schools support students before referring them to special education. With MTSS, educators can provide targeted help and make more informed decisions about each student’s needs.
“There are many things educators should be doing before special education is even considered,” said Little. “We haven’t done that well. We don’t have a functioning MTSS in place yet.”
Developing an MTSS system is now a top priority for the 2025–2026 school year. This includes training staff, setting up clear instructional support tiers, and creating a shared district-wide plan.
“We can’t improve special education until we’re sure that only the students who truly need it are there,” Little said. “And that the referrals we get are more accurate, with better information to help determine the student’s needs.”
Superintendent Sorensen said the district’s goal is to build “an ecosystem of support” that includes everyone—from classroom teachers to families. She emphasized that MTSS isn’t just a pipeline to special education, but a broader effort to support all students and prevent them from falling through the cracks.
Another major issue uncovered in the audit is the inconsistent quality of Individualized Education Programs (IEPs), which are plans created for every special education student. These documents outline a student’s needs, goals, and services. Parents told the district that IEPs often looked copied and pasted, even across students with different needs. Little said this points to a need for better training and updated methods—not a failure by staff.
Sorensen compared IEPs to blueprints for helping students succeed. The district now aims to make these plans data-driven and wants at least 85% of IEPs to meet high standards by the 2028–2029 school year.
Another focus will be increasing the number of special education students learning in general education settings—known as the least restrictive environment (LRE). Research shows this inclusion benefits all students. Little acknowledged the district has not done enough in this area, but plans to change that.
“In La Joya, like in many other places, the mindset has been: ‘Once SPED, always SPED,’” Little said. “That’s not the purpose of special education. We have to do better at meeting IEP goals and helping students move back into general education when they’re ready.”
While some parents may worry about losing support if their child leaves the SPED program, the district plans to build stronger relationships with families to gain their trust. Little added that students can always return to special education if needed.
“Student needs change over time,” he said. “From pre-K to 12th grade, we have to stay flexible. That starts with better IEPs and stronger supports.”
Little admitted the scale of the needed changes feels overwhelming, but said the district has already mapped out a plan to make steady progress through the 2028–2029 school year.
“We’re being honest with the community,” he said. “We can’t fix everything at once. But we’re fully committed to better outcomes for our students and transforming how special education works in this district.”
