The Situation
The recent announcement that seven elementary schools in Fort Bend ISD may close for the 2026–2027 school year has understandably raised concerns for many families.
The schools currently proposed for closure include:
• Austin Parkway Elementary
• Dulles Elementary
• Arizona Fleming Elementary
• Edgar Glover Jr. Elementary
• Mission West Elementary
• Ridgegate Elementary
• Sugar Mill Elementary
School transitions affect all children. But for students receiving special education services, these changes can be particularly complex and require thoughtful planning.
Many students rely on predictability, familiar routines, and trusted relationships in order to feel safe and successful at school. Over time, teachers, therapists, and families work together to build systems that support learning, communication, and emotional regulation.
When a school closes, those systems can suddenly change.
Students may face:
• A new campus
• New teachers and support staff
• New classmates
• Different classroom routines
• New sensory environments
For children who experience challenges with transitions, emotional regulation, sensory processing, or social communication, these changes can significantly affect their comfort level and ability to learn.
With careful planning and clear communication, however, school transitions can be far more manageable for students.
Questions Many Parents Are Asking
As families begin processing these changes, many parents are wondering how the district plans to support students through the transition.
Some important questions include:
• How will students be prepared ahead of the move?
• Will there be transition visits or orientation opportunities?
• How will IEP services remain consistent during the transition?
• What supports will be available if students experience regression or behavioral challenges?
• How will the district ensure continuity between the current school and the new campus?
These questions matter because transitions affect more than schedules or buildings.
They influence a child’s sense of stability, confidence, and ability to continue learning.
The Cully Personalized Transition Plan
When school transitions are thoughtfully planned, students are far more likely to adjust successfully.
At Cully, we support families through a structured approach called the Cully Personalized Transition Plan.
The goal is simple: ensure that the student arrives at the new school with a clear, well-prepared support plan already in place.
This process focuses on three phases designed to ensure that the student’s needs remain clearly understood and supported throughout the transition.
Phase 1 – Comprehensive Record Review and Transition Planning
The first step is gaining a deep understanding of the child’s educational history and learning profile.
This begins with a Comprehensive Record Review, which often reveals a wealth of information about how a child learns best and what supports help them succeed.
This review may include:
• Psychological and educational evaluations
• Current and past IEPs
• Behavior Intervention Plans
• Therapy reports and progress data
• Notes from teachers and specialists
• Patterns of progress, regression, and support needs
When carefully analyzed, these records often contain a goldmine of insight into how a child learns and what supports allow them to succeed.
To ensure that the plan reflects the child’s current strengths, needs, and personality, a Cully representative also meets the student in person. This allows us to observe how the child learns, communicates, and regulates in real-world settings.
Combining the data from the record review with direct observation of the child helps ensure that the final transition plan is both accurate and personalized.
This step becomes the foundation for the Cully Personalized Transition Plan.
Phase 2 – Beginning Implementation Through a Transition ARD
Once the Cully Personalized Transition Plan has been developed, the next step is ensuring that the plan is formally introduced and documented through the school process.
This typically occurs through a Transition ARD meeting at the student’s current school.
During this meeting, the transition strategy can be reviewed with the school team and incorporated into the student’s IEP documentation. This allows key supports and preparation strategies to begin while the student is still in their current environment.
Beginning implementation before the move can help students gradually prepare for the upcoming change.
This phase may include steps such as:
• Gradual exposure to the new campus
• Visual supports and social stories explaining the transition
• Communication between current and receiving school staff
• Sensory regulation strategies
• Reinforcing routines that can transfer to the new environment
Starting the transition process early helps ensure that the student is not encountering the change all at once, but instead is gradually building familiarity and confidence.
Phase 3 – Supporting the Student During the First Months at the New School
Once the new school year begins, the focus shifts to monitoring how the student is adjusting in the new environment.
Transitions can take time, and it is important to ensure that the supports outlined in the transition plan and IEP are being implemented consistently.
During this period, collecting ongoing data and observations becomes essential.
This may include monitoring:
• Emotional regulation and stress levels
• Classroom participation and engagement
• Behavioral changes
• Academic progress
• The effectiveness of accommodations and supports
Carefully reviewing this information helps determine whether the transition is progressing smoothly or whether adjustments to the support plan may be needed.
Early monitoring helps ensure that any concerns are addressed quickly so that students can regain stability and continue making progress in their new school environment.
Key Takeaway
School transitions can be especially challenging for students receiving special education services because they often rely on predictable routines, familiar environments, and established support systems.
When a school closes, thoughtful preparation can make a significant difference in how successfully a student adjusts.
A structured transition approach—beginning with a Comprehensive Record Review, followed by a clear transition plan, implementation through a Transition ARD, and ongoing monitoring after the move—can help ensure that students continue receiving the support they need during this change.
With the right preparation and collaboration, students can transition to their new school environment while maintaining stability and continuing to make progress.
Supporting Families Through School Transitions
School transitions can be a significant moment in a child’s educational journey.
With thoughtful planning and the right supports in place, students can successfully adjust to their new school environment and continue making meaningful progress.
If your child attends one of the Fort Bend ISD schools proposed for closure and you would like support preparing for this transition, Cully is here to help.
Call us now at 281-822-2482 or schedule a free 30-minute consultation at your convenience.
