FAQs - Initial Evaluations & Initial ARD/504 Process

If you notice your child struggling academically, socially, behaviorally, or in other developmental areas compared to their peers, it’s okay to be concerned. As a parent, you know your child best. Bring your concerns to your child’s teacher or school team. The school can review existing data and determine if further support or an evaluation is needed.

You are encouraged to share a copy of any private evaluation with the school. The school will consider the results, though they may not adopt every recommendation. The team will review the evaluation alongside other information to determine the best next steps for your child.

If you have concerns, you’re always welcome to reach out to your child’s principal to talk through what you’re seeing and get guidance on next steps. You can also request an evaluation. It helps to clearly describe your concerns and note that you are asking for an evaluation under IDEA (for an IEP) or Section 504

Under IDEA, students can be evaluated for the following:

• Autism
• Deaf-Blindness
• Deaf or Hard of Hearing 
• Developmental Delay
• Emotional Disability
• Intellectual Disability
• Multiple Disabilities
• Orthopedic Impairment
• Other Health Impairment
• Specific Learning Disability, including Dyslexia
• Speech or Language Impairment
• Traumatic Brain Injury
• Visual Impairment

Once you make a request:

The school must respond within 15 school days with either:

• A written notice proposing the evaluation and requesting your consent, or
• A written notice explaining why the district is refusing to test your child at this time.

Once you give written consent, the evaluation occurs during school on school days. If the evaluation staff need additional information from you, they will contact you to obtain the information. 

Once you give consent, the evaluation must be completed within 45 school days.

After the evaluation is completed, the ARD meeting must be held within 30 calendar days from the date of the evaluation.

A multidisciplinary team will take part in the evaluation process. The parent is a key member of this team. Other members may include your child’s teacher(s), evaluation staff such as a diagnostician, school psychologist or speech therapist.

Yes. Your child continues to receive general education support during this time. If an immediate need is identified, schools may provide temporary interventions while the evaluation is pending.

The evaluation team will contact you to review the results of the evaluation.

If you don’t agree with the results, you’re encouraged to talk with the evaluation team to review the findings and share your concerns. Families also have specific rights in this situation, which are explained in the Notice of Procedural Safeguards. 

The Notice of Procedural Safeguards is a document that explains your rights as a parent in the special education process. It covers things like how to request an evaluation, how to participate in meetings, what to do if you disagree with decisions, and other protections under IDEA or Section 504. Schools provide this notice to ensure you know your rights and how to advocate for your child.

Some common acronyms are:

• IEP – Individualized Education Program
• ARD – Admission, Review, Dismissal committee
• LRE – Least Restrictive Environment
• FAPE – Free Appropriate Public Education
• IDEA – Individuals with Disabilities Education Act
• BIP – Behavior Intervention Plan
• FIIE – Full Individual and Initial Evaluation

The Texas Education Agency has a Special Education Acronym Quick Reference Guide that you may find helpful.

An IEP is for students who need specially designed instruction because of a disability covered under IDEA.

Section 504 is for students who need accommodations or support because a disability affects a major life activity, like learning, but they don’t require specialized instruction.

An IEP can include special education services, instructional services, related services, and accommodations to support learning, while a 504 plan provides accommodations and supports to help a student access the general education curriculum.

 A special programs clerk will contact you to set up the initial meeting. The meeting will be scheduled at a mutually agreeable date and time so you can participate fully.

You will receive a Prior Written Notice that includes the meeting’s date, time, location, purpose, and who will attend. For ARD meetings, you should receive a draft present levels of academic achievement and functional performance statement with proposed IEP goals.

Meetings are usually scheduled virtually, but parents can request an in-person meeting if preferred. They typically last 30 to 50 minutes, depending on the topics to be covered.

Yes. The team still meets to review the evaluation results and formally document the eligibility decision, even if your student does not meet the criteria for services.

The purpose of the initial meeting is to review the evaluation results, determine your child’s eligibility for services, and, if eligible, develop an IEP or 504 plan to support your child’s needs.

The meeting will include parents, your child’s general and special education teachers, an administrator, and evaluators. You are welcome to bring a guest, such as an advocate or family member, but please notify the campus diagnostician in advance so consent for the disclosure of confidential information can be obtained. Students may attend when appropriate, especially those age 14 and older for transition planning.

The meeting agenda typically includes introductions, a confidentiality statement, and a review of the purpose of the meeting. The team will review the evaluation results, determine any disability condition, and decide on eligibility. If your child is eligible, the team will review present levels of academic achievement and functional performance, discuss goals and objectives, determine the services to be provided, consider the least restrictive environment, and plan transition services if applicable. The meeting concludes with assurances and endorsements.

Services are determined by the ARD committee based on your child’s individual needs as described in the present levels of academic achievement and functional performance statements. The committee reviews this information to decide what specially designed instruction, related services, and supports will best help your child access the curriculum and make progress toward their goals.

Best practice is that your student liaison will contact you before the meeting to discuss proposed changes, though this may vary. Ideally, this happens 5 school days before the meeting. Schools often prepare a draft, but the final plan is developed together during the meeting. You have the right to provide input and help shape the plan. Your input is very important as you know your child best. 

The IEP outlines your child’s accommodations, goals, services, and the time and location for each. These details are reviewed and explained during the ARD meeting, and you can also refer the Parent’s Guide to the ARD for additional guidance.

A multidisciplinary team reviews evaluation data to determine whether your child meets the disability criteria under IDEA for an IEP or has a disability under Section 504 that substantially limits a major life activity.

For an IEP, you are signing to indicate that you participated in the meeting and whether you agree or disagree with the plan that was developed. For a 504 plan, you are signing to acknowledge your participation in the meeting.

Parents are entitled to a 5-school-day waiting period to review the IEP before it is implemented. If you choose to waive this waiting period, the IEP services can begin sooner, as agreed during the ARD meeting. Otherwise, the IEP will be implemented after the 5 school day waiting period.

Most ARD meetings develop a schedule of services for the current school year and commonly propose a plan for the following year. This ensures continuity of support and helps the team plan for your child’s needs in advance. IEPs and 504 plans are reviewed at least annually and follow your child from school to school, even if your child moves to a different school within the district or to another district or state.

The ARD or 504 meeting is held at least once annually, but you can request additional meetings at any time if you have concerns or feel changes are needed for your child’s plan.

If you disagree with the IEP recommendations, the district will offer to reconvene the ARD meeting within 10 school business days to review the concerns. You may choose to attend or decline the reconvene meeting. You are also encouraged to consult the Notice of Procedural Safeguards, which explain your rights and the available options for dispute resolution.