ARD Prep & Facilitation Reference

Scope: This reference covers ARD procedures grounded in federal IDEA requirements and TEA guidance. Local district procedures (paperwork routing, archive systems, scheduling tools) vary by district. This is not a substitute for your district's ARD framework or IEP platform documentation.

Types of ARD Meetings

🆕

Initial / Admission ARD

First eligibility determination

Reviews the FIE, determines eligibility, and — if eligible — establishes the student's first IEP including placement, services, goals, and accommodations. If the student does not qualify, this becomes an Initial/DNQ ARD. Held within 30 calendar days of the completed FIE.

Eval Staff Leads 30 Cal Days

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Annual Review ARD

Every 12 months from Initial

Reviews the student's progress, updates PLAAFP, revises or continues goals and objectives, reviews accommodations and services, and confirms placement. Must be held by the anniversary date of the previous annual ARD. Does not require new evaluation.

Facilitator Leads Annual Date

🔁

Annual / REED / Re-Eval ARD

At the 3-year reevaluation

Combines the annual review with a reevaluation. A REED is completed to determine whether new assessment is needed. If new assessment was conducted, evaluation results are reviewed, and continued eligibility is addressed alongside the updated IEP. Coordinate annual and re-eval dates as closely as possible to avoid two separate meetings.

Eval Staff Required 3-Year Cycle

🚌

Transfer Agreement

New student entering district — not technically an ARD

Technically a Transfer Agreement — not an ARD, though the two terms are used interchangeably in practice. For students transferring in with an existing IEP, the district reviews records, provides comparable services, and documents the agreement with the parent. In-state transfers: hold an Annual ARD within 20 school days of verifying services. Out-of-state transfers where eligibility is accepted: same process. Out-of-state where eligibility is not accepted: treat as initial evaluation — FIE within 45 school days, ARD within 30 calendar days. Any time a reevaluation is conducted for a transfer student, a full placement ARD must follow — an amendment is not sufficient to make placement decisions based on new evaluation data.

20 School Days Varies by Type

✏️

Brief / Revision ARD

Mid-year IEP changes

Held when changes to the IEP are needed between annual meetings — parent or staff concerns, service adjustments, goal revisions. Required (vs. Amendment) when the change involves a change of placement, IA code, eligibility, manifestation determination, or when the parent or staff requests a meeting. Amendments are appropriate for minor, non-placement changes with parent agreement.

Facilitator Leads Parent Agreement

⚖️

Manifestation Determination Review

Disciplinary change of placement

Required when a student's placement is changed due to a discipline violation and the removal constitutes a pattern or exceeds 10 consecutive school days. Must be held within 10 school days of the placement decision. Determines whether the conduct was caused by the disability or resulted from failure to implement the IEP.

Eval Staff Leads 10 School Days

🎂

Eligibility Age-Out ARD

DD → new eligibility before 10th birthday; NCEC before 6th

Students served under Developmental Delay (DD) or Non-Category Early Childhood (NCEC) eligibility age out of those categories at specific birthdays. A full ARD must be held before the birthday to reevaluate and establish new eligibility (e.g., Autism, Intellectual Disability, Other Health Impairment, SLD) or determine the student no longer qualifies. This ARD cannot be held after the birthday — even if it falls in the summer. The FIE must be completed before the ARD, so evaluation timelines need to be planned well in advance. These students do not automatically carry over to a new eligibility category — the ARD committee must make that determination based on current evaluation data.

Before Birthday — No Exceptions Eval Staff Leads

Diagnostician ARD Responsibilities

🔬 When Evaluation Staff Run the ARD vs. When They Attend

Evaluation staff (diags, school psychs, SLPs, OT/PT, counseling) are responsible for facilitating and processing paperwork for: Initial ARDs, Transfer Agreements where evaluation is requested, REED Amendments, and Manifestation Determination Reviews.
Evaluation staff are required to attend all non-initial ARD meetings in their entirety when evaluation is discussed — even if they are not the facilitator.
When an MDR is scheduled, eval staff should consult with campus administration about the disciplinary incident and proposed consequence before the MDR meeting, not for the first time at the table.
Assessment personnel must be invited to any ARD where an FBA is being reviewed or requested.
For REED Amendments (when new assessment is determined necessary), evaluation staff coordinate the review of existing data with the full MDT — including the parent — and obtain evaluation consent before testing begins.

✏️

Amendments vs. Revision ARDs — When Each Applies

Procedural▼

Amendments allow IEP changes without holding a full ARD meeting — but only with parent agreement, and only for certain types of changes. If a parent requests a formal meeting instead, an ARD must be held.

✅ Amendment Appropriate

Minor service minute adjustments (no placement change) · Adding an accommodation · Adding a goal · Transportation address/schedule changes · Removing a service no longer needed

🚫 Requires Full ARD

Eligibility determinations · Changes of placement · Adding or discontinuing a service · Changes to IA code · Manifestation Determination Reviews · Placement ARD following a reevaluation for a transfer student · Parent or staff request for a meeting

REED Amendments specifically: When any team member determines that new assessment is needed at a reevaluation, evaluation staff complete the REED amendment, obtain multidisciplinary team input (including parent), issue Notice of Proposal to Evaluate, and collect consent before testing. A formal meeting is not required for the REED itself — but all team members and the parent must be consulted.

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Not Everything Needs an ARD — What Amendments Can Handle

Amendments▼

An amendment is a written change to an existing IEP that does not require convening a full ARD committee meeting — as long as the parent and the district agree to make the change without a meeting. Either party can initiate an amendment, and either party can decline and request a formal ARD instead. The parent always retains the right to request a meeting.

When used appropriately, amendments save time, reduce the burden on families and staff, and allow the IEP to stay current without the logistical overhead of scheduling a full committee. They are a legitimate and often underused tool — not a shortcut around the process.

✅ Changes that can typically be handled by amendment:

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Adding or modifying a goal — A new area of need has emerged, or an existing goal needs to be revised mid-year based on data. No placement change involved.

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Adding or adjusting an accommodation — A new classroom or testing accommodation is needed, or an existing one needs to be updated to reflect current practice.

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Minor service minute adjustments — Small changes to the frequency or duration of an existing service, where the service type and placement are not changing.

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Transportation changes only — not new eligibility — Updating pickup/dropoff location, days of service, or logistics for a student who already qualifies for specialized transportation. Note: adding or removing transportation eligibility requires a full ARD. Be aware that administrators sometimes offer transportation to parents informally — if a student has not been determined eligible through the ARD process, that eligibility determination must happen at an ARD before any transportation amendment can be processed.

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Correcting an error or omission — Fixing a factual mistake in the IEP (wrong date, misspelled name, missing service that was discussed and agreed to at the ARD).

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Updating contact or demographic information — Changes to parent address, phone, or other non-programmatic information.

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BIP revisions for progression or regression — Updating intervention strategies based on student response to the current plan, when the function of behavior is not changing. If the function is changing, a new FBA is needed first.

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REED to request new assessment — When reevaluation data review determines new testing is needed, evaluation staff process a REED amendment. This initiates the evaluation process without requiring a full ARD meeting, though all team members and the parent must be consulted.

The amendment process in brief: The case manager or service provider contacts the parent to discuss the proposed change and confirm agreement. If the parent agrees to proceed without a meeting, the amendment is completed, PWN is issued, and all required signatures are collected (parent, administrator, case manager, and evaluation staff if it's a REED amendment). A copy goes to the parent and teachers. The parent always has the right to decline an amendment and request a formal ARD instead — and that request must be honored.

Initial Evaluation (FIIE) Timelines

Situation	FIIE Due	Initial ARD Due
Full and Individual Initial Evaluation (FIIE)
ECI services for 90+ days	Before 3rd Birthday "3 is 3" rule	Before 3rd Birthday Even if in summer
ECI services for less than 90 days	45 School Days or 6/30	30 Calendar Days or +15 School Days
At least 45 school days before last instructional day or fewer than 35 school days before last day	45 School Days	30 Calendar Days
At least 35 but fewer than 45 school days before the last day of instruction	6/30	+15 School Days into next year
Transfer from out of state — needs evaluation	45 School Days or 6/30	30 Calendar Days or +15 School Days
Reevaluation
Triennial — due	By Triennial Date	Timely Manner
Triennial not due, but reevaluation needed	Determined by ARD	Timely Manner
Transfer from in state — needs evaluation	Determined by ARD	Timely Manner
NCEC Age Out	Before 6th Birthday	Before 6th Birthday
DD Age Out	Before 10th Birthday	Before 10th Birthday
Reevaluation as part of SOP (19 TAC 89.1070(b)(2) or (b)(3))	Prior to End of Final Year	Timely Manner

Critical Timeline Footnotes

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45 School Day Rule — Absence Extension

Important▼

If a student is absent 3 or more days during the 45-school-day window, the FIIE deadline extends: the report must be completed no later than 45 school days plus the number of days absent following the date written consent was received. Track absences from the day consent is signed.

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The 6/30 Rule — When It Applies and When It Converts

6/30▼

The 6/30 timeline applies when consent is received close to the end of the school year, giving the evaluator until June 30 to complete the report. However: if a student is absent 3 or more days during the 6/30 window, the timeline automatically converts to the standard 45-school-day timeline — it is no longer a 6/30 deadline. The initial ARD is then due +15 school days into the next school year.

Watch this closely: A 6/30 timeline that flips to 45 school days mid-summer can catch teams off guard. Build in a buffer and track absences from consent date.

📌

ECI / NCEC / DD — Birthday-Tied ARDs

No Exceptions▼

For ARD meetings where the deadline is tied to a student's date of birth (ECI "3 is 3," NCEC age-out before 6th birthday, DD age-out before 10th birthday), the ARD must be completed by the birthday — even if it falls during the summer. There is no summer extension for these. Prioritize scheduling well in advance for any student in these categories with a summer birthday.

DD and NCEC age-outs require a full eligibility ARD — not just an annual review. Students transitioning out of Developmental Delay or Non-Category Early Childhood eligibility must be reevaluated and a new eligibility category established (e.g., Autism, Intellectual Disability, Other Health Impairment, SLD) before the birthday. Students do not automatically carry over — the ARD committee must make an affirmative eligibility determination based on current evaluation data. If the FIE isn't completed in time, the ARD can't happen in time. Build your evaluation timeline backward from the birthday and don't wait.

📌

Out-of-State Transfer — Timeline Starts Day 1

Transfers▼

For out-of-state transfers requiring a new evaluation, the 45-school-day FIIE timeline begins on the first instructional day after consent is received — not the day consent is signed. If the student is new to the building, coordinate quickly to avoid losing days at the start of enrollment.

Other Key ARD Scheduling Rules

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Parent Notice Requirements

Scheduling▼

Parents/adult students must receive written notice of the ARD meeting at least 5 school days before the meeting — and that notice must be received, not just sent, 5 school days prior (unless the parent waives this requirement). Three documented attempts using different methods (phone, parent portal, mail) must be made to notify families who do not respond. If a student is 14 or older, a student invitation is also required.

Schedule with buffer: ARD due dates, campus conflicts, and parent reschedules are predictable obstacles. Build 1–2 weeks of buffer into your scheduling timeline so that delays don't put you out of compliance.

📝

Prior Written Notice — 5-Day Implementation Rule

PWN▼

A student's new or revised IEP cannot be implemented until at least 5 school days after the LEA provides prior written notice — regardless of whether the parent agrees or disagrees. PWN is required whenever the LEA proposes or refuses to initiate or change a student's identification, evaluation, placement, or FAPE. It must include: what is being proposed/refused and why, what data was used, what other options were considered and why they were rejected, and sources for additional information about IDEA.

PWN and language: Prior written notice must be provided in the parent's native language or other mode of communication. If the parent's language is not a written language, steps must be taken to ensure oral translation and written documentation that the requirement was met.

Required ARD Committee Members

Member	Required?	Notes
Parent or Adult Student	✔ All ARDs	Parents may participate by phone or virtually — document mode of participation. Three documented attempts required if no response. ARD may proceed after 3 documented attempts even without parent signature.
General Education Teacher	✔ All ARDs	Must be a teacher of the student if the student is or may be in a general education setting. Cannot be excused without parent permission — if unavailable, do not hold the ARD.
Special Education Teacher	✔ All ARDs	Or special education provider. Cannot be excused without parent permission.
LEA Representative (Administrator)	✔ All ARDs	Must be qualified to supervise special education and authorized to commit district resources. Cannot be excused without parent permission.
Dyslexia/Reading Specialist	✔ Eligibility ARDs	Person with specific knowledge in the reading process, dyslexia, and dyslexia instruction. Required at all ARDs determining dyslexia eligibility or reviewing a dyslexia-related evaluation, including re-evaluations where dyslexia is discussed. Per TEC §29.0031(b), applies to initial eligibility determinations and subsequent meetings where dyslexia eligibility is discussed.
Individual to Interpret Evaluation	◆ When eval discussed	Must be able to interpret the instructional implications of evaluation results. Can be filled as a dual role by the LEA rep, gen ed teacher, sped teacher, or related service provider (see dual roles).
Assessment/Evaluation Staff	◆ When eval discussed	Required at Initial ARDs, Re-eval ARDs, and any non-initial ARD where evaluation is discussed — must attend in its entirety when evaluation is on the agenda.
Speech-Language Pathologist	◆ Speech students	Required when a student with speech/language impairment is being considered. SLP may serve as the LEA representative for speech-only students.
Related Service Providers (OT, PT, Counseling)	◆ When applicable	Must be included when their services are being reviewed or discussed. May request to be excused with parent permission — but must provide written input on their recommended services/schedule before the meeting if excused.
LPAC Representative	◆ EB Students	Required when determining assessment participation for students with limited English proficiency. Must be familiar with the student's language needs and abilities in the classroom.
VI/AI Specialist	◆ Sensory needs	Teacher certified in visual impairment required for students with suspected/documented VI. Teacher certified in auditory impairment required for students with suspected/documented AI or deaf-blindness.
CTE Representative	◆ CTE placement	Preferably the student's CTE teacher, when considering initial or continued CTE placement.
Student	◆ Age 14+	Must be invited beginning at age 14 when transition planning begins. Written invitation required. At 18, all IDEA rights transfer to the adult student.

Best practice: Invite all service providers to all ARDs for their caseload — even if attendance isn't required. The required members list is a legal floor, not a ceiling. OT, PT, the Provider of Dyslexia Instruction (PDI), counseling, and other related service providers all have relevant knowledge about a student that can be invaluable mid-ARD — and you can't predict when a discussion will go somewhere unexpected. An uninvited provider can't help you. A provider who was invited but chose not to attend can still submit input in writing beforehand. The cost of sending an extra invitation is zero. The cost of realizing mid-meeting that the OT should have been there is much higher. When in doubt, invite everyone on the student's team and let them decide whether to attend.

Dual Role Membership Rules

🔀

Which Roles Can Be Combined — and Which Cannot

Dual Roles▼

Under IDEA, certain ARD committee roles may be filled by the same person (dual role), but others cannot. The only two roles explicitly permitted as dual roles are: (1) the individual who interprets evaluation results and (2) the LPAC representative.

✅ Can fill dual role as "Interpreter of Evaluation": LEA Rep · Gen Ed Teacher · Sped Teacher · Related Service Provider (if providing instructional services)

✅ Can fill dual role as LPAC Rep: Gen Ed Teacher (if on LPAC and familiar with student's language needs) · Sped Teacher (if on LPAC and familiar with student's language needs)

🚫 Cannot fill dual role: LEA Rep cannot also serve as LPAC Rep · LPAC Rep may NOT serve as LEA Rep · CTE Rep may not serve as LPAC Rep

Who Is the Parent for Special Education?

Who Serves as Parent	Consent & Actions	Access	Documentation
Biological or adoptive parents (married)	Both	Both	Birth certificate
Biological or adoptive parents (not married, joint managing conservators)	Both during periods of possession	Both	Custody order
Biological or adoptive parents (not married, one sole managing conservator)	Managing conservator	Both unless omitted from order	Custody order, court order
Step-parent	Yes, if acting in place of a parent	Yes, if acting in place of a parent	Parent acknowledgement
Foster parent	Yes, immediately if agreeable	Yes	DFPS assignment
Grandparent or other relative	Yes, if acting in place of a parent	Yes, if acting in place of a parent	Place of residence
Guardian or guardian ad litem	Yes	To child and any otherwise privileged or confidential information	Court order
Attorney ad litem	No	To child and any otherwise privileged or confidential information	Court order
Surrogate parent (no parent can be located, ward of state, no parents)	Yes	Yes	Assignment by LEA or court

Transfer of Rights at Age of Majority

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Rights Transfer at 18 — What That Means for the ARD

Age of Majority▼

When a student reaches age 18 (unless legally determined incompetent), all IDEA rights transfer from the parent to the adult student. The LEA must notify both the adult student and parent in writing at the time of this transfer.

Begin notification process at age 17 — provide written notice about the upcoming transfer of rights and information about guardianship alternatives including supported decision-making agreements. At 18, the student — not the parent — holds consent rights. PWN must still go to both, but the parent does not have the right to consent or attend unless invited by the student or LEA.

Track upcoming birthdays: Build a rolling list of students on your caseload turning 17 and 18 each school year so notices are never missed. The ARD closest to but before the 17th birthday is the trigger for the first notice.

Annual/Initial ARD Agenda — With FIE Documentation Connections

How to read this: The left column is the ARD agenda item. The right column shows what your FIE should have documented to give the ARD committee the evidence they need at that point in the meeting. Every agenda item the ARD committee addresses — your evaluation already laid the groundwork for.

📋 ARD Agenda Item

🔬 FIE Documentation That Supports It

1Introductions & ConfidentialityIntroduce all ARD committee members and their roles. Review confidentiality statement. Set purpose and time parameters for the meeting.

No direct FIE connection — procedural opening.

2Procedural SafeguardsOffer parent a copy of Procedural Safeguards and obtain signed receipt. Must be provided at least once annually and at initial referral, first state complaint, or first due process request each year.

No direct FIE connection — legal requirement.

3Purpose of Meeting & Parent ConcernsState the type and purpose of the ARD (Initial, Annual, Brief). Invite parent/student to share concerns, questions, or observations before the committee proceeds.

FIE connection: Parent input from your evaluation — developmental history, parent interview, parent rating scales (BASC-3, ABAS-3, Vineland) — is the documented foundation of family concerns. Reference it here.

4Transfer of Rights (if applicable)For students turning 17: notice about upcoming transfer of rights. For students who turned 18: confirm transfer has occurred, provide required notice to adult student and parent.

No direct FIE connection — procedural/legal.

5Review of Evaluation DataAssessment personnel present FIE findings (Initial ARD) or REED data (Re-eval ARD). All evaluation data — scores, observations, records reviewed — must be shared and discussed with the full committee.

This IS the FIE. Your report drives this entire agenda item. Ensure the report is written for an ARD audience: clear summary of findings, domain-by-domain impact, plain-language score interpretation, and explicit statements about educational implications.

6Determination of EligibilityARD committee reviews all data — evaluation results, parent input, teacher input — and makes the eligibility determination. Committee must reach consensus. If additional assessment is needed, evaluation consent is obtained here.

FIE connection: Your eligibility statement and supporting rationale must clearly establish whether the student meets criteria under each category considered. The committee can only affirm what you documented — vague eligibility language creates vague ARD decisions.

7Special FactorsReview applicable supplements: visual or auditory impairment considerations, autism strategies (11 required considerations), behavior/communication/AT needs of the student.

FIE connection: AU supplement development is informed by your evaluation data. Communication functioning, sensory processing, behavioral needs, and social/adaptive profile from the FIE directly populate the special factors discussion. AT needs noted in the FIE may trigger an AT evaluation or trial.

8PLAAFP — Present Levels of Academic Achievement & Functional PerformanceReview and develop or update the student's present levels across academic, behavioral, communication, functional, and physical domains. Must reflect current data and include how the disability affects access to the general curriculum.

FIE connection: The PLAAFP is built directly from your evaluation. Academic achievement data (WJ-V, WIAT-IV, KTEA-3), cognitive data, behavioral data, and adaptive functioning scores are the source. Your impact statements — how each area of disability affects classroom access — become the PLAAFP narrative.

9Behavior Intervention Plan (if applicable)Review existing BIP for effectiveness. Revise based on current data and progress. If no BIP exists and behavior is impeding learning, discuss need for FBA and BIP development.

FIE connection: Your FBA findings (if conducted) are the evidentiary foundation for the BIP. Behavioral rating scales (BASC-3, Conners-4), direct observation data, and functional hypothesis from the FBA all feed directly into BIP target behaviors and intervention strategies.

10Transition Planning (students 13+)Review student strengths, preferences, and interests. Develop or update transition goals and coordinated set of activities. Establish or review graduation plan. Contact relevant transition agencies if applicable.

FIE connection: Your evaluation of academic achievement, adaptive behavior, cognitive functioning, and vocational interests (if assessed) informs the post-secondary vision. Any transition-relevant assessment data — interest inventories, work samples, community-based observations — should be included in the FIE when the student is approaching transition age.

11Annual IEP Goals & ObjectivesDevelop or review measurable annual goals in each area of identified need. Goals must be derived from the PLAAFP. Determine how progress will be measured and reported to parents.

FIE connection: Goals should emerge from the gaps your evaluation identified. A goal without a corresponding area of need documented in the FIE is hard to defend. Your domain-specific findings and impact statements should make the necessary goal areas obvious to the ARD committee.

12Accommodations & Supplementary AidsDetermine classroom and testing accommodations needed for the student to access the curriculum and demonstrate learning. Must be based on documented need, not convenience.

FIE connection: Your processing profile — working memory, processing speed, attention, phonological processing, executive function — directly informs accommodation selection. Recommendations in your FIE should be specific enough that the ARD committee can translate them directly into IEP accommodations.

13State & District AssessmentsDetermine assessment participation: STAAR, STAAR Alt 2 (with eligibility criteria review), STAAR Alternate 2 exemptions (NAAR or Medical), EOC participation. Document any STAAR designated supports.

FIE connection: STAAR Alt 2 eligibility requires documented intellectual functioning and adaptive behavior deficits that primarily and significantly affect planning, comprehension, reasoning, and practical skills. Your cognitive and adaptive behavior data (ABAS-3, Vineland) are the primary evidence base for this determination.

14Supplemental DocumentsReview applicable supplements: Dyslexia Supplement (required annually for students with dyslexia or a related disorder under 19 TAC §89.1055(i)), Transportation (if needed), Personal Care (if applicable), ESY (if documented regression supports eligibility).

FIE connection: Personal Care needs documented in the FIE (adaptive behavior data, health/medical records reviewed) support the Personal Care supplement. ESY eligibility requires documented regression data — the FIE establishes the baseline skills that are being monitored for regression.

15Least Restrictive Environment (LRE)Consider and document the continuum of placement options. The ARD committee must justify any removal from the general education environment and document the LRE determination and assurances.

FIE connection: Your characterization of how the student learns — what they need that cannot be provided with supplementary aids in general education — is the foundation of the LRE discussion. Avoid language in the FIE that pre-determines placement; instead document what types of instruction the student requires and let the ARD committee make the LRE determination.

16Schedule of ServicesDetermine and document type of service, minutes (not just periods), frequency, duration, provider role, and setting for all special education and related services. This is the primary data source for intensity tier and service group calculations under the SY 2026–27 funding model.

FIE connection: Your recommendations about what type of instruction the student needs (SDI vs. accommodations only), how often, and delivered by whom give the ARD committee the clinical basis for writing the Schedule of Services. Vague FIE recommendations → incomplete schedules → inaccurate tier calculations.

17Deliberations & ConsensusVerbally (and/or visually) review all ARD committee decisions. Reach consensus. Document any disagreements. Offer parent opportunity to write statement of disagreement if needed. Complete signature page — all participants must sign.

No direct FIE connection — ARD process conclusion.

18Prior Written Notice & Procedural SafeguardsComplete and provide PWN documenting the action proposed or refused, rationale, data used, options considered, and reasons other options were rejected. Provide copy of Procedural Safeguards with receipt.

No direct FIE connection — legal requirement. Note: the FIE data cited in PWN must match what you actually included in the evaluation report.

The parallel in plain terms: The FIE says what we found. The IEP says what we'll do about it. Every ARD agenda item is a moment where the committee translates evaluation findings into educational decisions. The stronger and more specific your FIE is at each domain — the smoother that translation becomes.

IEP Completeness Checklist — Before You Open the ARD

For diag-facilitators and campus sped coordinators: Run through this before the meeting begins. An incomplete IEP discovered mid-ARD creates delays, undermines parent confidence, and can affect the accuracy of tier and service group calculations under the new funding model. Completeness isn't just compliance — it's the foundation of every ARD committee decision.

📅 Schedule of Services

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Service type is specifiedSDI, speech, OT, PT, counseling — each service listed separately

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Minutes are documented (not just periods)Actual instructional minutes per session — period-only documentation creates tier calculation gaps

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Frequency and duration specifiedHow often per week/month, and for how long (semester, annual)

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Provider role/credentials identifiableProvider type must be determinable — defaults to minimum qualification if unclear

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Setting is specifiedWhere services are delivered matters for LRE and minutes-in-sped-setting calculations

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1:1 support is explicitly stated if requiredProvider-to-student ratio must be written as a required-for-FAPE service — tools default to "no support required" if not documented

🎯 PLAAFP & Annual Goals

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PLAAFP reflects current dataBased on most recent progress reports, teacher input, and evaluation findings — not copied from last year

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PLAAFP includes all five domain areas if applicableAcademic, behavioral, communication, independent functioning, personal care/health

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Impact on general curriculum is documentedRequired by IDEA — the PLAAFP must state how the disability affects curriculum access

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Goals are measurable and tied to PLAAFP gapsEach goal area should have a corresponding area of need in the PLAAFP

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Progress measurement method is specifiedHow and when progress will be measured and reported to parents

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Goals drafted and shared with parents ≥1 week before ARDBest practice — reduces surprises and supports collaborative ARD discussion

🧠 Behavior & BIP

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BIP reviewed and updated if applicableAnnual review required at every Annual ARD. Note any changes to target behaviors, strategies, or data

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FBA is current (within 1 year) if BIP existsA BIP should be grounded in current FBA data. If function of behavior has changed, new FBA is needed before revising BIP targets

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Behavioral goals align with BIP target behaviorsEach target behavior on the BIP should have a corresponding IEP goal for progress monitoring

✅ Accommodations & Assessment

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Classroom accommodations reviewed and updatedBased on current student needs — not auto-carried from previous year without review

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Testing accommodations match classroom accommodationsStudents may only use testing accommodations that are also instructional accommodations (with limited exceptions)

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STAAR participation decision documentedSTAAR, STAAR Alt 2 (with eligibility criteria), NAAR, or Medical Exemption — each requires explicit ARD documentation

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Dyslexia supplement completed (if applicable)Required annually for students identified with dyslexia or a related disorder under 19 TAC §89.1055(i). Not a universal requirement for all special education students — applies to students whose eligibility includes dyslexia or a related disorder as an SLD.

➕ Supplements & Related Services

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Transportation supplement completed if applicableNot automatic — must document specific student need. Required for Service Group 1 eligibility under the new funding model

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Personal Care supplement completed if applicableRequired if student needs assistance with ADLs or IADLs due to disability — affects Personal Care/Health domain tier scoring

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Autism supplement reviewed if applicableAll 11 strategies must be considered annually. If not implemented, documentation of basis for that decision is required

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ESY supplement completed if applicableMust reflect documented evidence of regression — not based solely on diagnosis or disability category

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Related service providers have submitted their inputPLAAFP contributions, proposed goals, and schedule recommendations from SLP, OT, PT, counseling — should be ready before the ARD

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Parent Training documented if applicableParent training services must appear as a required IEP service to count toward Service Group 1 eligibility

🏫 Placement, LRE & Intensity Tier Data

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LRE justification is documentedAny removal from general education must be justified with specific, individualized rationale — not generic statements about disability category

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Average daily minutes in sped setting is calculable from the scheduleRequired PEIMS data element under the intensity of services funding model — must be derivable from the documented Schedule of Services. Applies to all students SY 2026–27 forward.

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Tier of Intensity is determinable from IEP documentationThe ARD committee (not the diag) assigns the tier — but the IEP must contain sufficient documentation for the calculation. Vague or incomplete IEPs default to the lowest intensity. See the Intensity of Services Funding Reference ↗

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Service Group eligibility is determinable from IEP documentationRelated services, transportation, parent training, and 1:1 staffing must all be explicitly documented as required-for-FAPE services — not assumed from practice. Tools default to "no support required" when not written.

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Day or residential placement noted if applicableRequired for Tier 7 and Tier 8 override evaluation under the intensity model. Placement of services information must be current and accurate.

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Instructional Arrangement (IA) code included during SY 2026–27 transition yearDuring the transition year only, both the old IA/setting code AND new tier/service group data must be reported via PEIMS. IA codes carry forward automatically from Summer PEIMS until an IEP revision triggers an update. This dual-reporting requirement ends after SY 2026–27.

New funding model reminder: Under the SY 2026–27 intensity of services model, accurate tier and service group calculations depend on explicit IEP documentation of services, minutes, provider type, 1:1 ratios, and supports. An IEP that is vague or incomplete doesn't just create compliance risk — it will result in lower tier assignments than the student's actual needs warrant. See the Intensity of Services Funding Reference ↗ for more.

Procedural Scenarios — When Things Don't Go According to Plan

These scenarios are grounded in IDEA and TEA guidance. For situations outside what's covered here, consult your district's Special Education coordinator or director. Do not make judgment calls on unusual situations without support — especially in high-stakes meetings.

❓ What if the special education teacher, gen ed teacher, or administrator cannot attend? ▼

Do not hold the ARD. These three roles are required for all ARD meetings and cannot be excused without parent permission. Reschedule and be mindful of compliance timelines — factor in buffer when setting the new date. Related service providers can be excused with parent permission, but they must have provided written input on their recommendations prior to the meeting, and this must be documented in the deliberations.

❓ What if the ARD is running long and won't finish in one session? ▼

Call a recess. Before everyone leaves, set a continuation date on the spot — don't leave it as a follow-up. Note in the deliberations that the ARD recessed and when it will reconvene. It is good practice to set time parameters at the start of the meeting and surface a realistic agenda so everyone is prepared. Most ARDs can be completed in one hour or less with adequate preparation.

❓ What if it becomes clear the team isn't ready to make good decisions yet? ▼

It is genuinely okay to table an ARD. Tabling is not a failure — it is sometimes the most appropriate and professional thing a facilitator can do. If new information has surfaced that the committee needs time to process, if a parent needs time to review and think, if emotions are running high, or if a key question can't be answered without input from someone who isn't present — reconvening is the right call.

Before recessing, always: get a continuation date scheduled before everyone leaves, document the reason for the recess in the deliberations, and confirm that any compliance timelines are still achievable with the new date.

A good ARD takes as long as it takes. A pressured, rushed committee makes worse decisions — and those decisions live in a legally binding document. Families often need time to absorb information before they can meaningfully participate. Honoring that is good practice, not a procedural problem.

❓ What if the parent disagrees with ARD committee decisions? ▼

The ARD committee must work toward consensus — decisions should never be made by majority vote. If the parent disagrees:

Offer the parent an opportunity to write a statement of disagreement to be included in the ARD record.
Offer a single opportunity to recess for up to 10 school days (unless both parties agree to a different timeframe).
If the parent declines to reconvene, or if the reconvened ARD still results in disagreement, the school implements the IEP it has determined is appropriate — but must provide PWN at least 5 school days before implementation.
Do not archive the ARD while it is in non-consensus status. Leave it in draft form and add to the deliberations at the reconvened meeting.

Exception: If the student's presence poses a danger of physical harm or if the student has committed an expellable offense, the ARD committee is not required to recess even if the parent disagrees.

❓ What if an attorney shows up? ▼

Do not proceed with the ARD. Politely inform the parent that you will need to reschedule for a time when the district's attorney can be present. Immediately notify your Special Education director or coordinator. Do not make substantive statements about the student's program, placement, or evaluation in the presence of opposing counsel without district legal representation present.

❓ What if an advocate shows up? ▼

Parents have the right to bring an advocate to any ARD meeting — you may not prohibit it. Proceed with the ARD.

Important to remember: An advocate is not a member of the ARD committee. They do not hold a committee seat, do not have a deciding role in committee decisions, and cannot direct or control the ARD process. Their role is to support and advise the parent — not to run the meeting or dictate IEP content. You remain the facilitator. Keep the meeting on agenda, redirect calmly if the advocate attempts to take over, and don't cede control of the process.

If the advocate becomes disruptive or overly contentious, you may recess and reschedule for a time when a district coordinator or administrator can attend for additional support. Document what occurred in the deliberations.

❓ What if the parent wants to record the meeting? ▼

The parent does not need district permission to record an ARD — it is their right. The district is required to record only in the case of language translation. However, if the parent records, the school records as well. Bring your own recording device or use a district-approved method, and ensure it is documented that both parties are recording.

❓ What if the parent or advocate asks for a copy of the ARD immediately after the meeting? ▼

You need time to finalize and proof the ARD document before it is distributed. Let the parent know the document needs to be reviewed for accuracy before copies are sent, and arrange a specific time — typically within 1–3 school days — to provide their copy, either by mail, electronically, or for pickup. This is not a refusal; it is standard procedure to ensure document accuracy.

❓ What if the parent asks for an Independent Educational Evaluation (IEE)? ▼

Ask the parent to share their specific concerns about the district's FIE — though they are not required to do so. Document their concerns and the ARD committee's responses in deliberations. If the school believes the evaluation is appropriate, state that clearly and document that the committee stands behind its evaluation. Inform the parent that IEE requests should be submitted in writing to the director of Special Education, and that if an IEE is approved, the ARD committee will meet to review and consider it. Do not agree to or deny an IEE at the table without director involvement.

❓ What if an unexpected eligibility or service frequency discussion comes up and the relevant specialist isn't there? ▼

Delay final decisions on that topic until the specialist with the relevant certification or licensure can participate. You may be able to step out and call the specialist for input while the committee is still convened — document this in deliberations. If that's not feasible, adjourn and schedule a reconvene to address the outstanding item. Do not make unilateral decisions about service levels or eligibility in areas requiring specialized expertise.

❓ What if the parent wants to take the ARD paperwork home to review before signing? ▼

Treat this as a non-consensus situation. Document in the deliberations that the parent requested time to review before agreeing or disagreeing — and that no pressure is being applied. Offer a reconvene date within 10 school days. Provide written notice of the reconvened meeting and a copy of the Procedural Safeguards at the current meeting. The reconvene may not be necessary if the parent returns a signed agreement before that date — but document all outcomes either way. Goals and services offered in the new ARD cannot be implemented until after the 5-day PWN window has passed.

❓ What if a parent asks for something the ARD committee doesn't recommend (e.g., a self-contained placement or 1:1 aide)? ▼

All parent requests must be given genuine consideration — not dismissed at the table. If the committee cannot make an informed decision immediately, tell the parent the district would like to gather more information, give a specific timeline for that process, and set a date to reconvene. After the ARD, consult your Special Education coordinator. Document the request and the district's response in the deliberations. Decisions about 1:1 support and placement must be based on documented student need — not parent preference alone, but also not simply denied without documented rationale.

❓ What if a teacher or staff member (not the parent) disagrees with ARD recommendations? ▼

The 10-school-day recess option applies only when the parent disagrees. If a staff member disagrees with the ARD committee's decision, they may document their dissent in writing — but the ARD committee proceeds. Staff disagreement alone does not trigger a recess or reconvene. Document the dissent in the deliberations and proceed with consensus-based decision-making.

❓ What if the discussion keeps getting pulled off topic? ▼

It helps to make the ARD agenda visible to all participants at the start of the meeting and state the time allotted up front. When conversations drift, redirect gently but clearly: "That's an important concern — let's make sure we note it and address it. Right now let's finish discussing [agenda item]. We can schedule a separate parent-teacher conference for issues outside the ARD scope." If a parent or advocate consistently redirects the meeting, offer to schedule a follow-up conference for non-ARD concerns before they leave.

❓ What if the parent can't or won't attend in person? ▼

Parents may participate by phone or virtually — accommodate their request and document the mode of participation. Annual IEP meetings must be held by their anniversary dates. If three documented and varied attempts (phone call, parent portal, mail) have been made to notify the parent and they do not respond, proceed with the IEP meeting even without a parent signature — documenting all three attempts. A parent may also give advance permission for the ARD to be held without them — document this as well.

What the ARD Committee Does NOT Decide

⚠️ Understanding the Boundary Between Committee Authority and District Authority

The ARD committee has broad authority over a student's educational program — but it does not have authority over district administrative and staffing decisions. These are two distinct spheres, and conflating them is one of the most common sources of ARD conflict. Being able to clearly and calmly explain this distinction is one of the most valuable skills a facilitator can have.

❓ What if a parent requests a specific teacher or service provider? ▼

The ARD committee determines what services a student needs, the qualifications required of the provider, and the type of instruction to be delivered. It does not determine who specifically provides those services. Staff assignment is an administrative decision made by the district — not an IEP committee decision.

A parent may express a preference for a specific teacher, therapist, or paraprofessional, and that preference should be acknowledged respectfully. However, the district is not obligated to honor it. The IEP must specify the type and qualifications of provider needed (e.g., a certified special education teacher, a licensed SLP) — but the specific individual assigned is a personnel decision that remains with the district.

How to respond at the table: "The committee can document in the IEP what qualifications and type of provider are required for this student. The specific staff assignment is an administrative decision — I'll make sure that information gets to the right people, and that any provider assigned meets what's documented here."

❓ What if a parent requests a specific campus? ▼

The ARD committee determines the type of placement a student needs — including the level of restrictiveness and the program type (e.g., a self-contained life skills class, a specialized behavior program). The committee does not determine which specific campus the student attends.

When a district only offers a particular program at select campuses, the district has the authority to assign the student to an available campus that offers the appropriate program. The parent cannot compel placement at a specific campus. The district's obligation is to:

Place the student in a campus that offers the program the ARD committee determined is appropriate
Make a good-faith effort to place the student as close to their home campus as possible
Consider the student's educational needs — including factors like class size, student-to-teacher ratio, and program capacity — when making that assignment

If one campus that offers the program has a full caseload or ratio concerns, the district may assign the student to another campus offering the same program — even if that campus is farther from home. This is an administrative decision, not an ARD committee decision.

How to respond at the table: "The committee's job today is to determine what type of program and placement this student needs. Once we document that, the district will identify the appropriate campus that offers this program and make every effort to place as close to home as possible. Campus assignment is an administrative decision — it's not something the ARD committee makes."

Document clearly: Write the placement decision in terms of the program type and setting needed — not a specific campus name. "Student requires a self-contained setting with a low student-to-teacher ratio and specialized academic instruction" is an ARD committee decision. "Student will attend [Campus X]" is not.

❓ What other decisions belong to the district — not the ARD committee? ▼

A helpful rule of thumb: the ARD committee decides what a student needs. The district decides how to operationally deliver it. Other decisions that rest with the district, not the committee:

Class composition and caseload size — The district manages how many students are in a given classroom or on a teacher's caseload. A parent cannot use the ARD to cap a class size or demand a different classroom configuration based on the other students present.

Schedule and bell times — The ARD committee specifies the minutes and frequency of services. The district determines how those services are scheduled within the school day.

Curriculum materials selection — The ARD committee may determine that a student needs a modified curriculum or a specific evidence-based program type. The district selects the specific materials or programs used to deliver that instruction, provided they meet what the IEP requires.

Transportation routing details — The ARD committee determines that a student requires specialized transportation and documents the need. The transportation department determines the specific route, vehicle, and pickup/dropoff logistics.

The facilitator's job in these moments: Acknowledge the concern, validate that the parent cares deeply about their child's experience, and be clear — without being dismissive — about where committee authority ends. "That's a really important concern and I want to make sure it gets to the right person. That particular decision is made by [district administration / transportation / the principal] — what I can do is make sure this is documented and connected to the right people after today."

📋 ARD Prep & Facilitation Reference