Trustees at a Nov. 17 Belton ISD budget workshop were told that the district’s special‑education population has increased substantially and now represents about 20% of total enrollment, slightly above a statewide range staff estimated at 18–19%. District staff and trustees said the rise is driven in part by broader changes in identification criteria (including dyslexia and other health impairments) and post‑pandemic learning effects.

"We are sitting right at 20 percent now," said a district staff member during the workshop, noting that the statewide rate is "18 to 19 percent across the state." Staff explained that changes in how conditions such as dyslexia are classified and expanded eligibility for other health impairments have increased the numbers eligible for special‑education services.

Board members and staff discussed funding uncertainty. The superintendent and finance staff said the district will not know the full fiscal impact of recent legislative funding changes until after the school year when state funding templates and attendance data are finalized. A district official said any additional special‑education funding increases, if authorized, are unlikely to be large and the district would likely continue to provide services while awaiting reimbursement details.

Trustees asked whether the district receives additional weighting for special‑education students; staff confirmed those students are funded on a weighted scale but said precise changes tied to recent legislation remain to be clarified. Trustees also noted that rising special‑education enrollment has driven the need to add staff (teachers and aides), which offsets some reductions made elsewhere.

Next steps: staff will monitor state guidance and report back to the board when the effect of legislative changes on special‑education funding is known.