ARD-IEP Process Framework

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• Each local educational agency (LEA) must establish an admission, review and dismissal (ARD) committee for each eligible child with a disability and for each child for whom an initial Full and Individual Evaluation is conducted,  19 TAC §89.1050(a). The ARD committee is the: (1) Eligibility team defined in 34 CFR §300.306  Individualized education program (IEP) team defined in 34 CFR §300.321 . Placement team defined in 34 CFR §300.116. The term IEP means a written statement for each child with a disability that is developed, reviewed and revised in accordance with the ARD committee framework. The ARD committee must review the child's IEP periodically, but not less frequently than annually, to determine whether the annual goals are being achieved. The ARD committee must determine the child's placement at least annually, 34 CFR §300.116 (b)(1).

  The ARD committee may meet more often than annually to revise the student’s IEP, as appropriate, to address: (a) any lack of expected progress toward the annual goals, (b) the results of any reevaluation, (c) information about the student provided to, or by the parents, (d) anticipated needs of the student or (e) other concerns, 34 CFR §300.324(b)(1)(ii).

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PERSONS RESPONSIBLE

• The ARD committee means a group of individuals composed of:

  • The parents of a child with a disability

  • Not less than one regular education teacher of the child

  • Not less than one special education teacher

  • A representative of the local education agency (LEA)

  • An individual who can interpret the instructional implications of the evaluation

  • Other individuals who have knowledge or special expertise regarding the child

  • The child with a disability, whenever appropriate

  • A teacher who is certified in the education of children with auditory impairments for a child with a suspected or documented auditory impairment including suspected or documented deaf-blindness

  • A member of the language proficiency assessment committee (LPAC) when determining participation in state and district-wide assessments for a child with limited English proficiency, to address the child's language needs; and

  • A representative from Career and Technical Education (CTE), preferably the teacher when considering initial or continued placement of a child in CTE.

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TIMELINES

• The IEP must be in effect at the beginning of each school year for every student with a disability and addressed at least annually.

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METHODS (WHAT WE DO)

• A parent may request an ARD committee meeting (at a mutually agreeable time) at any time to discuss educational concerns such as placement, IEP goals and objectives, and the extent of services being provided to the student,19 TAC §89.1050(e). The school must either grant the parent’s request to have a meeting or contact the TEA Special Education Mediation Program to ask for assistance through mediation.