ARD/IEP Meeting Expectations

You will have the right to ask any questions regarding your child's education. You will receive a copy of the new evaluation to review prior to the ARD meeting. You will receive the proposed annual goals at least 5 school days in advance to review.

The law requires a specific group of people,  called the ARD committee, to attend every IEP meeting:

• A parent or guardian of the student 
• At least one of the student’s general education teachers
• At least one of the student’s special education teachers
• A school district representative who has the power to approve services and resources
• Someone that can speak to the interpret the instructional implications of evaluation results 
  • In AISD, this is usually the special education instructional facilitator, speech and language pathologist, LSSP, or educational diagnostician
• A representative of the public agency who:
  • Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities
  • Is knowledgeable about the general education curriculum
  • Is knowledgeable about the availability of resources of the public agency
• At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate
• Whenever appropriate, the child with a disability.

Once the committee begins to develop a transition plan for after high school, the student must also attend. This happens at age 16. Sometimes, students attend even earlier if they’re ready.

It’s also possible to invite others to the meeting.  For example, a parent might ask that a health care provider or other adult that supports the student with their disability attend. 

If parents and the school agree, some IEP team members can be excused from attending.

If a new evaluation has been completed, the committee will review the evaluation and decide if the child has a disability, and if there is an educational need for supports and services.

The ARD committee decides if a student is eligible for special education and related services and his/her disability category. The decision is made only after the child has been evaluated.

Texas uses the following list of disability categories to determine if a student (aged 3-21) is eligible for special education and related services:

• Auditory Impairment (AI)
• Autism (AU)
• Deaf-Blindness (DB)
• Emotional Disturbance (ED)
• Intellectual Disability (ID) (formerly called Mental Retardation)
• Multiple Disabilities (MD)
• Orthopedic Impairment (OI)
• Other Health Impairment (OHI)
• Learning Disability (LD)
• Speech Impairment (SI)
• Traumatic Brain Injury (TBI)
• Visual Impairment (VI)
• Non-Categorical Early Childhood (NCEC)

If the ARD committee determines that a child is not eligible for special education, the school must notify parents of this decision in writing and explain why the child has been found not eligible.

Present levels of performance is reviewed with the ARD committee. This describes how the child is currently doing in school and how the child’s disability affects his or her involvement and progress in the general curriculum

• A PLAAFP is the foundation to building the IEP and includes the following:
• clear, objective data
• description of student strengths, needs, and skill gaps
• explanation of how these gaps affect their learning and participation 
• explanation of how the student's disability impacts his/her progress in the general curriculum
• information the ARD committee uses to determine what the student can achieve in one year 

The ARD committee considers multiple factors in a PLAAFP, including strengths and academic and nonacademic needs. This is an overall baseline of the student's strengths and needs across academic and functional areas so the ARD committee can effectively develop the IEP.

The ARD committee utilizes the PLAAFP to identify areas of critical need that are keeping the student from accessing and/or progressing the in the general curriculum. 

Transition:

IDEA and state law requires that IEP's address transition services no later than when the student turns 14.  At this point, the student will be invited to attend the ARD as well.  The following must be addressed by the ARD committee: 

• Appropriate student involvement in the student's transition to life outside of  the school system
• If student is younger than 18, appropriate involvement in the student's transition by student's parents/guardians or the school district
• If student is at least 18, involvement in the student's transition and future by the student's parents/guardians if  they are invited  to attend or have student's consent to participate  under a supported decision-making agreement
• Appropriate post secondary options including preparation for post-secondary level coursework 
• Appropriate functional vocational evaluation
• Appropriate employment goals and objectives
• If student is at least 18, availability of age-appropriate instruction environments including community settings or environments that prepare the student for post secondary education or training
• Appropriate independent living goals and objectives 
• Appropriate circumstances for facilitating a referral of a student or student's parent to a government agency for services

You and the student will each fill out a survey and questionnaire in regards to transition.  It is important that you fill it out so it can be reviewed at the ARD meeting.

The proposed annual goals for the child are reviewed. These are goals on what the committee thinks the student can reasonably accomplish in a year. Measurable goals are designed to meet the student's needs to enable the child to be involved and make progress in the general education curriculum.

• The annual goals may consist of academic and/or functional goals, which are based on the needs documented in the PLAAFP
• The annual goals identify specific areas where a student with a disability needs assistance from a special education professional

There are four critical components of a measurable goal, which include: 

• Timeframe-identifies the amount of time in the goal period for completion (for example: Within 36 instructional weeks)
• Condition-specifies how progress toward the goal occurs and what resources must be present in order for the student to reach their goal
• Behavior-identifies the performance that is being monitored; the action that is observed and measured
• Criterion-identifies how much, how often, or what level the behavior must occur to show mastery of the goal 

You will be provided a progress report concurrent with the report card schedule which includes how the student is progressing on their goals and objectives. 

After the ARD committee determines the goals, they will determine the schedule of services. The goals drive the schedule of services. Special education services means the specially designed instruction the school will provide your student to meet their individual needs to meet their goals. 

Related Services are any services the school provides to help the student access or benefit from their specially designed instruction. Some related services include but are not limited to:

• Occupational Therapy
• Physical Therapy
• Special Education Counseling
• Personal Care Services 
• Transportation
• Music Therapy

Supplementary Aids and Services are any supports offered so the student can be included to the maximum extent possible with their nondisabled peers. The ARD committee decides on what services are needed to:

• Enable the child to advance appropriately toward attaining the annual goals
• Be involved and make progress in the general curriculum including participation in extracurricular and nonacademic activities 
• Be educated and participate with children without disabilities

The committee will decide on the type of accommodations (things that support your child in the classroom) and/or any modifications (changes to what is expected of your student) they may need.

Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and can do. Accommodations can include changes in the following:

• presentation and/or response format and procedures
• instructional strategies
• time/scheduling
• environment
• equipment
• architecture

Modifications are changes in what a student is expected to learn. The changes are made to provide a student opportunities to participate meaningfully and productively along with other students in classroom and school learning experiences. Modifications might include changes in the following:

• instructional level
• content
• performance criteria

The ARD committee must address state and district assessments during the ARD meeting. The ARD committee will determine if your child will participate in district assessments or certain district assessments. If the district assessments are taken for a  grade, they will be provided their accommodations.

If you child is in grades 3-8, your child will take the STAAR test for his/her respective grade level.

• Grades 3-4 will take Reading and Math
• Grades 5 will take Reading, Math, and Science
• Grades 6-7 will take Reading and Math
• Grades 8 will take Reading, Math, Science, and Social Studies 

If your child is in Grades 9-12 will take STAAR End of Course exams for the specific courses they are taking.

• Grades 9 typically take English 1, Algebra 1, and Biology
• Grades 10 typically take English 2
• Grades 11 typically take US History

There are only 2 options for the STAAR test, which include STAAR (with or without accommodations) and STAAR Alternate 2

• STAAR Alternate 2 is for students with a significant cognitive disability who are performing multiple grade levels behind and who are instructed on an alternate curriculum
• A participation requirement form must be completed by the ARD committee for the STAAR Alternate 2

ARD committee will discuss appropriate approve and allowable accommodations your child may need for the STAAR Assessments. 

If your child does not perform satisfactorily on the STAAR assessment, the ARD committee must address an accelerated instruction program.  This is required for any student who fails Math and/or Reading on the STAAR assessment. No less than 30 hours and no less than 1 time per week of intensive instruction is required. This instruction may take place during school hours or outside of school hours. 

Aledo ISD ensures that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled.

The district ensures that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

In providing or arranging for the provision of nonacademic and extracurricular services and activities, Aledo ISD ensures that each child with a disability participates with nondisabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of the child.

You play an important role in decisions about where and how your child will be taught. This is referred to as “placement.” This term covers not only which classroom or school your child is placed in, but also which services will be included in the IEP. Services can include services such as small group sessions with a speech therapist or small group sessions with an occupational therapist. This could be provided in the special education setting or general education setting depending on student's needs and goals.

The ARD committee must consider whether your child qualifies for ESY services. Your child may qualify for ESY services if your child has exhibited regression of skills and has not been able to regroup those skills after a reasonable amount of time (ex. 6-8 weeks). They may also qualify for ESY if your child is expected to regress and could result in a more restrictive instructional arrangement.

If the ARD committee determines that your child needs ESY services, the IEP must identify which of the goals and objectives in the IEP will be addressed during ESY.

Aledo ISD's ESY services take place in the summer. However, location and schedule are communicated to parents prior to the end of the school year.

Beginning in 8th grade, graduation will be discussed during the ARD meeting.  Students must meet certain standards in order to graduate with a regular high school diploma. The ARD committee plays an important role in some of the decisions related to graduation.

The ARD committee will develop a 4 year plan during the ARD meeting and will discuss with the student/parent what graduation track they want to take (ex: graduation with foundations), what endorsements they will have, and what type of classes they will take in high school.

The ARD committee must also review certain supplements during the meeting if they are applicable.  The supplements will be attached to the IEP. The following supplements will be attached if they are applicable to your child:

• Assistive Technology
• Autism
• Behavior Intervention Plan
• Communication Needs (DHH)
• Compensatory Services 
• COVID-19 Special Education Recovery Act
• Extended School Year (ESY)
• Failure Review
• Graduation 
• Graduation with Foundations
• Language Proficiency Assessment Committee (LPAC)
• Manifestation Determination Review (MDR)
• Medically Fragile 
• Out of District Placement
• Personal Care Services 
• Referral to Regional Day School for the Deaf 
• Transition
• Visual Impairment

Assurances will be read by the administrator at the end of every ARD meeting (except for students who are dismissed or who have not qualified for services).

The following are the assurances that will be read:

• The committee assures that special education placement is not based on deficiencies identified as directly attributable to a different culture, lifestyle, or lack of educational opportunities
• The IEP committee assures that the student is being educated with students his/her age who do not have disabilities to the maximum extent appropriate to his/her overall educational needs (including academic and developmental areas such as language and socialization)
• The committee assures that all instruction and related services specified in the IEP will be provided to the student at no cost. Fees normally charged to students without disabilities or their parents as part of the general education program may be charged (i.e., art or laboratory fees)
• The district assures that each teacher who provides instruction to a student with disabilities will receive relevant sections of the student's current IEP and that each teacher will be informed of specific responsibilities related to implementing the IEP, such as goals and benchmarks, and of needed accommodations, modifications, and/or supports for the child

A decision of the ARD committee concerning the IEP must be made by mutual agreement. The only voting members of the ARD committee include the parent/guardian and LEA Representative. The IEP must indicate whether you and the LEA Representative  agree or disagree with the decisions of the ARD committee.

If you disagree with the decisions, you will be offered a single opportunity to have the committees recess for a period of time not to exceed 10 school days unless you and the school mutually agree otherwise. If you accept to recess and reconvene, the ARD committee must schedule the reconvened meeting at a mutually agreed upon time and place. During a recess, the members will consider alternatives, gather additional information, and/or prepare further documentation. If the ARD committee meets again and you continue to disagree, unless the disagreement involved the initial provision of services for which consent is required, the school must implement the IEP that the school has decided is appropriate for your child. When mutual agreement is not reached, a written statement of the basis for the disagreement must be included in the IEP. If you disagree with an ARD committee decision, you must be offered the opportunity to write your own statement of disagreement. Aledo ISD will provide you with prior written notice at least five school days before implementation of the IEP unless you agree to a shorter time frame.

Signatures will need to be obtained of all committee members in attendance.

A prior written notice (PWN) is a procedural safeguard provided to parents that notes proposes to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child or refusal to initiate or change the identification, evaluation, or educational placement of the child or the provision of FAPE to the child.

A prior written notice is attached to every ARD or amendment, noting the decisions that were made during the meeting and why.

The prior written notice will be given to parent at least five school days prior to the implementation of changes that are listed. However, you can waive the five days to have the changes implemented the next school day or when the district notes they are ready to implement the changes.