Our Projects
Fort Bend Independent School District
The Challenge
Fort Bend ISD, one of Texas’ largest and most diverse school districts, recognized the need to conduct a thorough review of its special education programs to ensure students with disabilities were receiving high-quality, legally compliant services. Amid rapid district growth, increasing program complexity, and evolving legal requirements, the district’s leadership sought an objective evaluation of how well its special education services were meeting student needs and where systemic improvements were necessary.
Our Support
Gibson was retained to conduct an independent Special Education Audit of Fort Bend ISD. The audit aimed to:
Evaluate compliance with federal and state requirements;
Assess the effectiveness and efficiency of special education services;
Examine staffing levels and organizational structure;
Review instructional practices and inclusion efforts;
Identify areas for systemic improvement.
The audit team reviewed extensive documentation, conducted stakeholder surveys and interviews, observed classroom instruction, and analyzed key performance and staffing data. Special attention was paid to equitable service delivery across schools and the degree to which students with disabilities were included in general education settings.
Results
The audit produced a comprehensive set of findings and actionable recommendations. Highlights include:
Inclusion Practices: Students with disabilities were often educated in more restrictive settings than their peers across the state. Gibson recommended increasing co-teaching models and professional development to expand inclusive practices.
Staffing and Caseloads: The audit revealed that special education teachers and related service providers faced significant caseload imbalances, leading to concerns about service delivery quality. Gibson recommended reviewing allocation formulas and investing in additional staff.
IEP Compliance: The review uncovered inconsistent documentation of individualized education programs (IEPs) and service minutes. Gibson advised implementing new monitoring systems and standardizing documentation practices.
Professional Development: Educators expressed a strong need for more targeted and job-embedded professional learning focused on special education law, instruction, and behavior management strategies.
System-Level Coordination: The audit found that decentralized decision-making contributed to inconsistencies in service delivery across campuses. Gibson recommended stronger central oversight and improved collaboration between special education and general education departments.
The final report served as a roadmap for Fort Bend ISD’s leadership, guiding both immediate corrective actions and long-term strategic improvements. The district’s public release of the findings reinforced its commitment to transparency and continuous improvement in serving students with disabilities.