1. How to Serve as a Surrogate Parent
For a Student With a Disability
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

2. Table of Contents Surrogate Parent rules Slides 5-10
Appointing a Surrogate Slides
Surrogate Responsibilities Slides 17-18
Surrogate Parent Resources Slide 19
What is Special Education? Slide 20-21
Procedural Safeguards Slides
Child Find Slides 24, 32
Prior Written Notice Slides
Consent Slides 27-29
Eligibility Slides 30-31
Evaluation Slides 34-43
The Admission Review and Dismissal (ARD) Meeting Slides 44-51
Each section is linked so presenter can go directly to the pages… click on the triangle box.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

3. Table of Contents Least Restrictive Environment (LRE) Slide 52
The Individualized Education Program (IEP) Slides 53-59
Special Factors Slide 60
Discipline Slides 61-63
Extended School Year Slide 64
Transition Slides 65-71
Graduation Slides 72-78
Transfer of Rights Slide 79
Complaints Slides 80-84
Due Process Slides 85-86
Each section is linked so presenter can go directly to the pages… click on the triangle box.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

4. Surrogate Parent
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

5. Which students will have a “Surrogate” Parent?
Students with disabilities who need special education services and do not have a “parent” as defined by law.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

6. Parent Definition Parent is defined as the following:
Biological, adoptive, or foster parent (unless a foster parent is prohibited by State law from acting as a parent)
Guardian authorized to act as the child’s parent or authorized to make educational decisions (but not the State if the child is a ward of the State)
Individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or is legally responsible for the child’s welfare
Individual assigned as a surrogate parent
Change from natural to biological parent.
Foster parents may be considered the parent if they meet the requirements of TEC The child has been placed with the foster parent for at least 60 days, the Dept. of Protective and Regulatory Services is the temporary or permanent managing conservator of the child, and there isn’t a conflict of interest. The foster parent must go through surrogate parent training.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

7. When is a Surrogate Parent Needed? 34 CFR §300.519
No parent can be identified
Parent cannot be located after reasonable efforts by the school district
The child is a ward of the State
The child is an unaccompanied homeless youth
A student who is 18 years or more of age does not need a surrogate parent.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

8. Wards of the State
All children in Department of Family Protective Services' managing conservatorship (by court order or through a voluntary relinquishment under the Texas Family Code, §15.03) are considered "wards of the state." By law, they must be represented by a surrogate parent or the court’s appointee in the education decision-making process.
Children in residential care facilities (who are wards of the state) have surrogate parents appointed by the school, or an appointee assigned by the court.
Parental rights may or may not be permanently terminated while the child is under DFPS managing conservatorship. The court’s order will provide more detailed information.
Ward of the State:
A child who is in the custody of the State, overseen by a public child welfare agency.
DFPS is temporary or permanent managing conservator of the child.
The LEA will want to stay in close communication with DFPS concerning if, and when, the student is returned to the parents or if the parents rights are terminated permanently.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

9. Foster Parents
If the student has NOT resided with the foster parent for at least 60 days, the foster parent can be appointed as the surrogate parent if he/she meets surrogate parent qualifications.
After the student has resided with the foster parent for 60 days, the foster parent who was the surrogate parent can now be the parent.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

10. Foster Parents–Texas Education Code § 29.015 cont.
A foster parent who is denied the right to act as a surrogate parent or a parent under this section by a school district may file a complaint with the agency in accordance with federal law and regulations.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

11. How is a Person Appointed as a Surrogate Parent?
The public school district determines which students are in need of a surrogate.
The public school district selects and appoints a person who can serve as a surrogate.
A judge may appoint a surrogate parent for a child who is a ward of the State.
The district provides “surrogate parent training.”
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

12. Surrogate Parent Assignment Timeline
A surrogate parent must be assigned within 30 days after determination that the student needs one.
Regardless of the 30 day requirement, if a surrogate parent is needed to represent the student before that timeline, one must be assigned.
Reasonable efforts to ensure the assignments of a surrogate parent must be made not more than 30 days after it is determined that the child needs a surrogate parent, unless, alternatively, the judge overseeing the child’s care appoints the surrogate.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

13. Surrogate Parent Training
A surrogate parent must complete an approved surrogate parent training program within 90 calendar days of his or her appointment.
The training should consist of the following topics:
the identification of a student with a disability;
the collection of evaluation and re-evaluation data relating to a student with a disability;
the admission, review, and dismissal (ARD) committee process;
the development of an individualized education program (IEP), including the consideration of transition services for a student who is at least 14.
the determination of least restrictive environment;
the implementation of an IEP;
the procedural rights and safeguards
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

14. Who is not Eligible to be a Surrogate Parent?
Employees of the district, the Department of Family and Protective Services (DFPS), the Texas Education Agency (TEA), or any other care agency may not serve as a surrogate parent. T.F.C ; [HB 2619]
Any person with personal or professional interests that conflict with the interests of the student.
Individuals who are not foster parents and who are employed by an LEA, TEA, or a residential facility may not serve as a surrogate parent.
Compensation:
If an LEA chooses to reimburse some expenses for a person for serving as a surrogate parent (e.g., reimbursement of travel cost, etc.), the surrogate parent is NOT considered to be an employee of the LEA solely for this reason.
Nonpublic Agencies Personnel
As of October 13, 2006, LEAs no longer had the option to select as a surrogate parent a person who was an employee of a nonpublic agency that provided only non-educational care for the child.
IDEA 2004 eliminated this option “to ensure that surrogates do not have interests that conflict with the interest of the child.”
In the case of a child who is an unaccompanied homeless youth---
Appropriate staff of emergency shelters, transitional shelters, etc., may be appointed as temporary surrogate parents until a surrogate parent can be appointed that meets all of the requirements of 34 CFR § (d).
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

15. Who Can Be a Surrogate Parent?
“Preferential consideration” should be given to a foster parent of a child with a disability when appointing a surrogate parent.
If not the foster parent, a relative, designated caregiver, or CASA who is serving as guardian ad litem should be considered.
A foster parent who is a school district or TEA employee can be a surrogate parent for his/her foster child as long as they do not have interests that conflicts with the child’s interest.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

16. Who Can Be a Surrogate Parent ?
An individual who has no personal or professional interest that conflicts with the interest of the child he or she represents;
The individual has knowledge and skills that ensure adequate representation of the child.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

17. What are My Responsibilities as a Surrogate Parent?
The surrogate parent is to interact with the school in the same manner that any parent would. State law requires a surrogate to:
Agree to complete a training program.
Visit the child and the child’s school on a regular basis.
Consult with persons involved in the child’s education.
Review the child’s educational records.
Attend Admission, Review, and Dismissal (ARD) committee meetings.
Important note:  Any and all activities performed by those serving as a surrogate need to be documented.  The LEA and the surrogate parent may work together to develop a method that would show sufficient documentation should TEA come to audit a district with a Residential Facilities Monitoring Unit visit.  A log book kept by the surrogate parent and/or school (or both) or sign-in sheets kept at locations where the child is receiving services should be maintained for all activities.  Includes dates and times activity occurred, persons met with.
Training:  Ask for a certificate or some form of verification that training was completed.  LEA may wish to keep copies on file.
Visiting the child and child’s school:  Do this prior to ARD meeting, preferably before the day of the ARD.  If not able to do this a day or so in advance, do so before the ARD meeting itself and document the time. 
Consult with persons involved in the child’s education, including teachers, caseworkers, court-appointed volunteers, guardians ad litem, attorneys ad litem, foster parents and caretakers. Know the child ahead of time and meet the child’s teacher(s) and those who work with the child prior to the ARD if possible.
When reviewing the child’s records, especially the student eligibility folder, sign and date the sign-in sheet.  Do this prior to the ARD meeting.
Attend the students Admission, Review, Dismissal (ARD) committee meetings. A parent or adult student is required to sign the ARD report but is no longer required to indicate agreement with the IEP. The local education agency, however, must allow the parent or the adult student to write a statement of disagreement into the IEP, if the parent or adult student disagrees with the IEP.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

18. What are My Responsibilities as a Surrogate Parent?
Exercise independent judgment in pursuing the child’s interests.
Exercise the child’s due process rights, when appropriate.
Keep a record of all activities in accordance with the school district requirements for surrogates.
Regarding due process, do this when applicable.  This may or may not be an activity that a surrogate parent needs to perform unless the surrogate parent feels this is necessary.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

19. Surrogate Parent Resources
Surrogate Parent Training and Eligibility
What is a Surrogate Parent? Brochure
See A Guide to the ARD Process for more information
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

20. The Special Education Process
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

21. What is Special Education?
The purpose of the Individuals with Disabilities Education Improvement Act (IDEA 2004) is to ensure that all children with disabilities have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.
The Individuals with Disabilities Education Act (IDEA) as amended by Congress in
2004 is the federal law that governs the special education process. The term special
education means specially designed instruction to meet the unique needs of a child
with a disability.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

22. What is Meant by “Procedural Safeguards”?
Procedural Safeguards refers to the rights and privileges afforded to students with disabilities and their parents. The school will give you a “ Notice of Procedural Safeguards, Rights of Parents of Students with Disabilities” at the time of initial referral, parental request for evaluation, the first occurrence of the filing of a complaint, and at your request.
An online copy of the Notice of Procedural Safeguards can be viewed at Region 18 ESC’s Legal Framework.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

23. Procedural Safeguards
The following topics are addressed in the Procedural Safeguards:
Child Find
Prior Written Notice
Parental Consent
Independent Educational Evaluation
ARD Committee
Discipline
Educational Records
Voluntary Private School Placement by Parents
Private School Placements by Parents when FAPE is at Issue
Transfer of Rights when a student turns 18
Resolving Disagreements
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

24. Child Find
Child Find ensures that all children with disabilities residing in Texas who are in need of special education and related services including children with disabilities attending private schools are identified, located, and evaluated.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

25. Prior Written Notice
Prior written notice to parents must be given before the school proposes or refuses to initiate or change a student’s:
Identification
Evaluation
Educational placement
Free appropriate public education (FAPE)
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

26. When Will I Receive Notice From the School?
Prior written notice to parent must be given at least five school days prior to the action.
A prior written notice must:
describe the actions the school proposes or refuses to take;
explain why the school is proposing or refusing the action;
describe the evaluation procedure, assessment, record, or report the school used in deciding to propose or refuse the action (s).
A parent may select to receive notices via electronic mail ( ), if the school makes such an option available.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

27. Parental Consent
There are certain activities under the IDEA that cannot take place unless the school obtains your consent. The school must fully inform you of all the information needed to be able to make a good decision including a description of the proposed activity. The information must be in your native language or other mode of communication. If there are records to be released, the school must list the records and to whom they will be released.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

28. When Will the School Seek my Written Consent?
When the school seeks to:
Conduct an initial evaluation
Conduct any re-evaluation
Place the student in a special education placement for the first time
Change placement
Release educational records
Invite other agencies to the ARD meeting
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

29. May I Revoke my Consent for Special Education Services?
As of December 31, 2008, you now have the right to revoke your consent for the continued provision of special education and related services to your child at any time after the initial provision of special education and related services.
A parent’s revocation of consent must be in writing.
Once the school receives your written revocation, it must honor your decision.
Before the school discontinues services, however, it must provide you with prior written notice that services will cease. (Notice must be given at least 5 school days in advance of discontinuation of services.)
Share the following with participants A GUIDE TO THE ADMISSION, REVIEW AND DISMISSAL PROCESS
ADDENDUM (
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

30. Eligibility
There is a two-part test for determining whether a child is eligible for special education services: (1) the child must have a disability, and (2) as a result of the disability, the child must need special education services to benefit from education.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

31. Steps to Eligibility Step 1: “Child Find” process
Step 2: Interventions
Step 3: Referral for evaluation
Step 4: Full and Individual Evaluation (FIE) is conducted.
Step 5: ARD Committee meeting: The ARD committee (which includes a parent or surrogate parent) reviews the evaluation results and determines if the student is eligible based on educational needs.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

32. Child Find
Educators, parents, or family members may identify a child with a possible disability and request an evaluation for special education services.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

33. Response to Intervention
The federal No Child Left Behind Act of 2001 (NCLB) and the IDEA direct schools to focus more on helping all children learn by addressing problems early on. Both laws stress the importance of providing high quality, scientifically-based instruction and interventions, and holding schools accountable for the progress of all students in terms of meeting grade level standards. This approach is called Response to Intervention (RtI), and the goal of the process is to identify children who are at-risk for not meeting grade-level standards and to intervene early.
The student’s performance and progress are monitored to determine if the student needs to be referred for evaluation. I
Response to Intervention (RTI): A Process of Early Intervention
Many school districts and campuses have begun implementing activities
associated with RTI. RTI activities are expected to have a positive effect on
schools across the state. RTI is a model that addresses the needs of all
children through a continuum of services, which provide:
• high-quality instruction and tiered intervention strategies aligned with
individual student needs;
• frequent monitoring of progress to make results-based academic or
behavioral decisions; and
• application of child response data to important educational decisions
(such as those regarding placement, intervention, curriculum and
Instructional goals and methodologies).
Source: A Guide to the ARD Process
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

34. Referral for Evaluation
The school or parent may request an evaluation of the student when a disability is suspected.
The school must obtain prior written consent from the parent before conducting the initial evaluation to determine if the student has a disability and needs special education services.
The initial FIE is to be done within 45 school days of receiving the signed written consent for evaluation.
If the student is absent three or more days, the timeline is extended day-for-day.
For those not enrolled in school, private school, home school and preschoolers, it is 45 school days.
If a child continues to experience difficulty in the general classroom after the
provision of interventions, school personnel may refer the child for a FIE for special
education services. A referral for a FIE for special education services may be
initiated by school personnel, the child’s parents or legal guardian, or another person
involved in the education or care of the child. If a parent makes a referral for a FIE
for special education services, and the school decides an evaluation is not needed,
the school must give prior written notice to the parent of its refusal to evaluate.
A parent may directly ask for a FIE for special education services. A parent may
begin this process of referral by indicating in writing to the teacher or administrator
that he or she believes that the child is in need of special education services.
A school district has a duty to make a referral for a FIE for special education services
anytime it suspects that a child has a disability and a need for special education
services under the Individuals with Disabilities Education Act (IDEA). If targeted
interventions were tried and the child has not progressed as expected, or the child
requires services beyond what is available in general education, the child may have a
disability and a need for special education services.
ARD Guide
If the school determines an evaluation is needed to determine if the child has a disability and a need for special education, within 60 calendar days of receiving the parent’s written consent, the district must complete the evaluation report.
Source: Procedural Safeguards
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

35. Referral for Evaluation
If the consent is obtained more than 35 but less than 45 school days left in the year, then the FIE must be completed and delivered to the parent by June 30th, and the ARD meeting held within the first 15 schools days of the next school year.
If the parent makes a written request for an FIE to the director of special education, or any other administrative employee, then the district must respond to the request with 15 school days by seeking consent, or giving written notice of refusal along with procedural safeguards.
If a child continues to experience difficulty in the general classroom after the
provision of interventions, school personnel may refer the child for a FIE for special
education services. A referral for a FIE for special education services may be
initiated by school personnel, the child’s parents or legal guardian, or another person
involved in the education or care of the child. If a parent makes a referral for a FIE
for special education services, and the school decides an evaluation is not needed,
the school must give prior written notice to the parent of its refusal to evaluate.
A parent may directly ask for a FIE for special education services. A parent may
begin this process of referral by indicating in writing to the teacher or administrator
that he or she believes that the child is in need of special education services.
A school district has a duty to make a referral for a FIE for special education services
anytime it suspects that a child has a disability and a need for special education
services under the Individuals with Disabilities Education Act (IDEA). If targeted
interventions were tried and the child has not progressed as expected, or the child
requires services beyond what is available in general education, the child may have a
disability and a need for special education services.
ARD Guide
If the school determines an evaluation is needed to determine if the child has a disability and a need for special education, within 60 calendar days of receiving the parent’s written consent, the district must complete the evaluation report.
Source: Procedural Safeguards
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

36. Evaluation
The evaluation must be conducted by a team of qualified professionals and include parent input.
The student will not be determined to be a child with a disability if he/she has not received appropriate instruction in reading, math, limited English proficient, or cultural or lifestyle factors.
After the evaluation is complete the ARD committee will meet within 30 calendar days to determine if the child has a disability and educational needs for special education services.
The school must use technically sound instruments and procedures that are not biased against the child because of race, culture, language, or disability. These materials and procedures must be provided and administered in the language and form most likely to provide accurate information on what the child knows and can do.
Procedural Safeguards
Within 30 calendar days of completing the full and individual initial evaluation, the ARD committee must meet to review the written report and determine whether the child is eligible for special education services. A copy of the evaluation report must be given to the parent at no cost.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

37. Disabilities Categories
Students are eligible when they are evaluated and found to have one or more of the following disabilities and an educational need (§ ):
Auditory Impairment
Autism
Deaf-Blind
Emotional Disturbance
Intellectual Disability (Mental Retardation)
Multiple Disabilities
Orthopedic Impairment
Other Health Impaired
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment and Blindness
Non-categorical early childhood ages 3-5
Students must be evaluated and found to have at least one of the disabilities. The student also must have an educational need . The student disability interferes with the students ability to learn.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

38. Evaluation Data and How it is Used
The school will use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information, including information provided by the parent, that may assist in determining
whether the child is a child with a disability; and
the content of the child’s IEP (Individual Education Program), including information related to enabling the child to be involved and progress in the general education curriculum.
Eligibility
There is a two-part test for eligibility: (1) the child must have a disability,
and (2) as a result of the disability, needs special education services to
benefit from education. In Texas, an Admission, Review and Dismissal
(ARD) committee makes decisions about eligibility. The parent is a member
of the committee. The ARD committee must decide whether the child has a disability.
Not all struggling learners have a disability. If the child’s low achievement is
primarily from a lack of appropriate instruction in reading or math, or due to
Limited English Proficiency (LEP), the child is not eligible for special education
services. A child may still need some special help. In these situations, the
campus-based support team may meet and recommend other services or
programs in general education to help the child. In a Response to
Intervention (RTI) process, the campus-based support team may recommend
additional Tier II services or Tier III services available to children who are not
disabled.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

39. Evaluation Data May Include
Tests of intelligence
Tests of achievement level
Psychological tests
Tests of the child’s speech/language abilities
Medical evaluations
Grades
Conduct reports
Information from teachers
Information from parents
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

40. What is My Role in Connection with Evaluation Data?
Upon completion of the evaluation, and if the child is found to be a child with a disability, you will be asked to give consent for special education services and placement.
If you refuse to consent to services, the local education agency shall not provide special education and related services to the child.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

41. Review the Completed Evaluation Carefully
Ask questions.
Understand what the conclusions and recommendations are.
Understand why those conclusions and recommendations are being made.
If you disagree with the school’s evaluation, you have the right to obtain an “Independent Educational Evaluation” (IEE).
A parent who disagrees with an evaluation by the school district may
request an IEE at school district expense. A parent is entitled to only one
IEE at public expense each time the school conducts an evaluation. The IEE
must meet school district criteria.
When a parent requests an IEE at school district expense, the school must
either pay for this evaluation or file a request for a due process hearing.
The school does not have to pay for the IEE if a hearing officer determines
that the school’s evaluation is appropriate or the parent’s requested IEE
does not meet reasonable school district criteria.
Upon request for an IEE, the school must give the parent information about
where an IEE may be obtained. The school district must also give the
parent a copy of the school district’s criteria for IEEs. The criteria will likely
include the location of the evaluation and the qualifications of the examiner.
Whether or not the school district pays for the IEE, the Admission, Review
and Dismissal (ARD) committee must consider any individual educational
evaluation that meets the district criteria.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

42. How Often is a Student Evaluated?
A re-evaluation shall not occur more than once a year unless you and the school agree otherwise; and will be conducted every three years.
As part of any re-evaluation, a group that includes the ARD committee members, and other qualified professionals, as appropriate, shall conduct a review of existing evaluation data (REED). They may agree to continue eligibility without additional testing.
Parents have the right to request an evaluation be conducted. (§CFR )
Review of Existing Evaluation Data (REED)
Based on the Review of Existing Evaluation Data (REED), the members must
decide what additional assessment, if any, is needed to determine if the
child has or continues to have a disability and a need for special education
services. If the child has already been receiving special education and
related services, the members decide what additional assessment, if any, is
needed to decide whether additions or modifications will be made to the
child’s special education and related services.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

43. Re-evaluation
Review of existing evaluation data should include, but not be limited, to:
Previous Evaluation (e.g. Full and Individual Evaluation-FIE and Review of Existing Evaluation Data-REED) information provided by you.
Current classroom-based assessments and observations.
State testing results
Discipline and attendance data
Updated sociological information which should include information from you.
The results of the re-evaluation will be used to determine:
Whether the student continues to have a disability
Present levels of educational performance
Special education and related services
Specific services needed to meet the IEP and participate in the general education curriculum.
The members must also decide what additional assessment, if any, is
needed to determine the present levels of achievement and related
developmental needs of the child. Parental consent is not required for a
REED.
If the members decide that additional assessment is not needed for the
child to be fully evaluated, the reasons for this decision must be explained
to the parent. After explaining the reasons why the members have
concluded that existing evaluation data are sufficient, the school does not
have to conduct a new assessment to complete a required evaluation unless
the parent requests the school to do so.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

44. What is an ARD Meeting?
ARD stands for “Admission, Review and Dismissal.”
The ARD Committee determines a student’s eligibility to receive special education services and develops the individualized education program (IEP) of the student.
ARD committees make most of the key decisions about special education services and general education placement.
Each student has his or her own ARD committee.
The ARD committee must meet at least once a year to review the child’s
Individualized Education Program (IEP) and determine whether the annual goals are being met.
The ARD committee may meet more often than annually to revise the child’s IEP, as appropriate, to address:
any lack of expected progress toward the annual goals and in the general
curriculum,
• the results of any reevaluation,
• information about the child provided to, or by, the parents, and
• anticipated needs of the child, or
• other matters.
ARD Guide pages
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

45. The ARD Committee Consists of :
Teachers (general and special education)
Person knowledgeable about evaluation data
Administration representative
Other persons who may be helpful to the committee
You, as the surrogate parent
The student should be invited to attend
Adult student
The adult student may invite his/her former surrogate parent or anyone else to attend the ARD meeting to assist him/her.
Other members of the ARD Committee may include:
• other individuals who have knowledge or special expertise regarding
the child and are invited by either the school or the parent, and if applicable:
a certified teacher for the child with an Auditory Impairment (AI),
a certified teacher for the child with a Visual Impairment (VI),
a Career and Technical Education (CTE) representative for the
child who is being considered for initial or continued placement.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

46. ARD Committee Members
An ARD committee member’s attendance may not be necessary if the member’s area of curriculum or related services is not being modified or discussed in the meeting.
An excusal can only take place if you agree in writing to allow the member not to attend part or all of the ARD meeting.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

47. ARD Committee Members
A member may not be excused from attending part or all of the meeting when the meeting involves a modification or discussion of the member’s area of related services.
If you and the IEP team consent to excusal, the member must submit in writing recommendations to you and other members of the ARD committee, and provide input into the development of the IEP prior to the meeting.
You must give written consent for excusal.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

48. The ARD Committee
Develops, reviews, revises the student’s Individualized Education Program (IEP).
Develops annual goals and objectives for the student.
Selects appropriate accommodations or curriculum modifications for the student.
Determines the student’s placement.
Determines the appropriate state assessment for the student.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

49. The ARD Committee
Determines the specific services the student needs.
Changes to a student’s IEP, after the annual ARD meeting for a school year, may be made without convening an ARD if you agree. The school will amend the current IEP and provided you a copy of the amended IEP.
The ARD committee must meet to consider any proposed “change of placement.”
An example of an amended IEP is changing electives.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

50. When You Go To the ARD Meeting
Have a good idea of what the purpose of the meeting is.
Be clear who is in attendance.
You have the right to bring other people who you believe have knowledge or expertise about your child. Let the school know in advance.
Take an active part
Provide input
Ask questions
Make sure you have copies of documents you need to fully participate.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

51. What is My Role in the ARD Process?
Attend and look after the student’s interest at the meeting.
You can ask for an ARD meeting whenever you believe it is needed. Remember, that many problems or concerns can be handled outside of the ARD process (e.g. in a parent conference.)
The meeting is to be held at a time and place mutually agreeable to you and school officials.
The school must give you notice of an ARD meeting at least five school days before the meeting.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

52. What Does “Least Restrictive Environment (LRE)” Mean?
Least Restrictive Environment refers to the “placement” or “instructional arrangement” in which the student is served. Students with disabilities have a right to be educated in the least restrictive environment and have access to the general education curriculum.
The ARD committee decides on the student’s placement.
More restrictive means less contact with non-disabled students.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

53. Requirements of the Individualized Education Program (IEP)
The student’s present levels of academic and functional performance (PLAAFP)
Annual goals, both academic and functional goals
Special education and related services to be provided
Supplementary aids and services to be provided
Program modifications and supports
For students with visual and auditory impairments additional discussions may occur. Review the AI and VI supplements if appropriate.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

54. Requirements of the Individualized Education Program (IEP)
Extent of participation with non-disabled students
How the child’s progress toward meeting the annual goals will be measured
When periodic progress reports will be provided to the parents
Extended School Year services (ESY)
Discipline
Transition services
Frequency, duration, and location for all educational and related services
It should be emphasized that the surrogate parent should receive copies of all progress reports (instructional, related services, etc.), including grading period reports and report cards.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

55. Requirements of the Individualized Education Program (IEP)
Select appropriate statewide assessments
TAKS, TAKS-Accommodated, STAAR
STAAR-Modified, or STAAR-ALT
Short term objectives or benchmarks for children who take alternate assessments.
A statement must indicate why the ARD committee selected a particular alternate assessment, and why it is appropriate for the child.
Provide participates a copy of the flowchart of the ARD Decision-Making Manual for Test Assessment.
An additional resource is FREQUENTLY ASKED QUESTIONS ABOUT ASSESSMENTS FOR STUDENTS SERVED BY SPECIAL EDUCATION.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

56. What is My Role in Developing and Reviewing an IEP?
Take an active interest
Make recommendations that will benefit the student.
Ask questions
If you disagree, “speak up,” letting the school know why, and what you would like done to remedy the problem.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

57. Development, Review and Revision of IEP 34CFR §300.324
However, eligibility and placement decisions cannot be changed without an ARD meeting. Once the annual ARD meeting has been held, and an annual IEP is developed, the parent of a child with a disability and the school may agree not to convene an ARD meeting for the purpose of making any changes, and instead may develop a written document to amend or modify the child’s current IEP. The IEP can be changed without an ARD meeting.
You and the school must agree to change the IEP.
If changes are made to the child’s IEP, the school must ensure that the child’s ARD committee is informed of those changes
Amendment to the Individualized Education Program (IEP)
Without a Meeting
After the annual ARD committee meeting has taken place, the parent and
school may agree to make changes to the IEP without a meeting. Changes
to eligibility determination, changes in placement, and manifestation
determination review must, however, be made by the ARD Committee.
The changes must be agreed upon by the parent and school. There must be
a written document reflecting the agreed upon changes. Upon request, the
parent must be provided with a copy of the revised IEP with the
amendments incorporated.
ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

58. What is My Role in the Implementation of the IEP?
If you have reason to suspect the IEP is not being properly implemented, express your concerns to the school.
School district personnel have the responsibility of implementing the IEP.
The law establishes surrogate parents as an additional protection for the student. You have the same rights as parents.
Review the Procedural Safeguards.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

59. At the Conclusion of the Meeting
You will be asked if you agree or disagree with the recommendations and IEP.
If you disagree, share the item(s) in which you disagree and the reason why.
If consensus is still not reached, consider accepting the 10-day recess you will be offered.
Be sure you understand what will happen next.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

60. Special Factors
The ARD Committee may need to address the following special factors for some students.
Behavior
Communication
Limited English Proficiency
Opportunities for direct communications with peers and professional personnel in the student’s language and communication mode
Appropriate reading and writing media and an evaluation of the student’s future needs for instruction in Braille
Assistive Technology
Autism
Trainers may want to print the special factors pages from The Legal Framework ( and review with participants. For surrogate parents of students with autism the 11 strategies consideration need to be reviewed.
§ abbreviated version of the Autism Supplement- The full version is strongly recommended.
(1)  extended educational programming
(2)  daily schedules reflecting minimal unstructured time and active engagement in learning activities
(3)  in-home and community-based training or viable alternatives that assist the student with acquisition of social/behavioral skills
4)  positive behavior support strategies based on relevant information
5)  beginning at any age, consistent with subsections (g) of this section, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and post-secondary environments;
6)  parent/family training and support, provided by qualified personnel with experience in Autism Spectrum Disorders (ASD)
7)  suitable staff-to-student ratio appropriate to identified activities and as needed to achieve social/behavioral progress based on the child's developmental and learning level (acquisition, fluency, maintenance, generalization) that encourages work towards individual independence
8)  communication interventions, including language forms and functions that enhance effective communication across settings
9)  social skills supports and strategies based on social skills assessment/curriculum and provided across settings
(10)  professional educator/staff support
11)  teaching strategies based on peer reviewed, research-based practices for students with ASD
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

61. Can a School Take Disciplinary Actions That Can Change a Student’s Placement?
School officials may remove your child from the placement if your child violates the code of conduct. This removal can be to an appropriate interim alternative educational setting, another setting, or suspension.
The authority of school officials to order such a removal is limited to no more than ten consecutive school days, except for special circumstances/situations. In ordering the removal of your child with a disability, school officials must apply the same standards and follow the same procedures that apply to the general education student.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

62. Can a School Take Disciplinary Actions That Can Change a Student’s Placement?
If a student violates the student code of conduct, and the school is recommending a change of placement, within 10 school days, the ARD committee must convene and determine if the student’s conduct was caused by direct and substantial relationship to the student’s disability, or a direct result of the school’s failure to implement the IEP. (Manifestation Determination ARD)
You may wish to review the Discipline information in the ARD Guide
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

63. Can a School Take Disciplinary Actions That Can Change a Student’s Placement?
A school is permitted to remove a student with a disability to an alternative educational setting for not more than 45 calendar days without regard to whether the behavior is determined to be caused by the student’s disability, in cases where a student:
Carries or possesses a weapon at school, on school premises, or at a school function
Knowingly possesses or uses illegal drugs, or solicits the sale of controlled substance, while at school, on the school premises, or at a school function.
Has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

64. Extended School Year Services
If a student requires a significant amount of time to recoup mastered skills, the ARD committee should discuss whether the student needs extended educational and/or related services during the long school breaks. (summer or holidays)
A skill is critical when the loss of that skill results, or is reasonably expected
to result, in any of the following occurrences to the child during the first
eight weeks of the next regular school year:
• removal to a more restrictive placement,
• a significant loss of skills needed to progress in the general curriculum,
• a significant loss of self-help skills and, therefore, requires more direct
services and support,
• loss of access to noneducational community-based independent living
skill instruction or an independent living environment as a result of
losing skills, or
• loss of access to on-the-job training or productive employment due to
losing skills.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

65. Transition Planning
Appropriate state transition planning under the procedure adopted under Section must begin for a student not later than when the student reaches 14 years of age.
The procedures must specify the manner in which a student's admission, review, and dismissal committee must consider, and if appropriate, address the following issues in the student's individualized education program:
(1) appropriate student involvement in the student's transition to life outside the public school system;
(2) if the student is younger than 18 years of age, appropriate parental involvement in the student's transition;
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

66. Transition Planning
(3) if the student is at least 18 years of age, appropriate parental involvement in the student's transition, if the parent is invited to participate by the student or the school district in which the student is enrolled;
(4) any postsecondary education options;
(5) a functional vocational evaluation;
(6) employment goals and objectives;
(7) if the student is at least 18 years of age, the availability of age- appropriate instructional environments;
(8) independent living goals and objectives; and
(9) appropriate circumstances for referring a student or the student's parents to a governmental agency for services.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

67. What are Transition Services?
“Transition services” mean a coordinated set of activities for a child with a disability that is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability, to facilitate the child’s movement from school to post-school activities, including:
post-secondary education;
vocational education;
integrated employment (including supported employment);
continuing and adult education; adult services;
independent living; or
community participation
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

68. Transition Services
Are based on the individual child’s needs, taking into account the child’s strengths, preferences and interests; and includes:
instruction
related services
community experiences
the development of employment
other post-school adult living objectives
when appropriate, acquisition of daily living skills
and when appropriate, functional vocational evaluation
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

69. Transition Services
Beginning not later than the first IEP to be in effect when the child is 16, and updated annually thereafter, the IEP must include:
Appropriate measurable post-secondary goals based upon age-appropriate transition assessment related to training, education, employment, and independent living skills, where appropriate;
Transition services needed to assist the child in reaching those goals, including courses of study.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

70. Transition Services
In Texas, the ARD committee must consider, and if appropriate, integrate the following areas into the development of the student’s IEP:
Student involvement in transition
Parent involvement in child’s transition (before and after 18)
Any post-secondary education options
Functional vocational evaluation
Employment goals and objectives
Independent living skills goals and objectives
Availability of age-appropriate instructional environments (after age 18)
Referral to government agency or other service providers, with written parental approval.
The ARD committee develops a course of study that will assist the student in reaching his or her post-secondary goals.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

71. What is My Role in Developing and Reviewing Transition Services?
Help the student plan for life as an adult.
Encourage the student to actively participate.
Help the student understand the importance of planning for life after high school.
Ask questions
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

72. What are the Graduation Options for Students Receiving Special Education Services ?
In Texas, there are several graduation options for students receiving special education services:
Option 1 (TAC § (b)(1)) :
The student completes the district minimum curriculum and credit requirements for graduation and passes the state wide assessment .
Students will be eligible to graduate under the Minimum, Recommended or Distinguished Achievement programs.
A good resource for the next few slides is the TEA’s Special Education graduation flowchart -
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

73. Graduation Options Option 2 (TAC §89.1070(b)(2)) :
The student completes the district minimum curriculum and credit requirements for graduation and participates in required state assessments. The student’s ARD committee shall determine whether passing the state assessment will be required for graduation.
Students will be eligible to graduate under the Minimum High School plan.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

74. Graduation Options Option 3 (TAC §89.1070(b3)):
The student meets the district minimum credit and curriculum requirements and completes his or her IEP requirements and meets one of the following conditions:
graduates through full time employment
demonstrates mastery specific employability skills or self-help skills; or
has access to services , employment, or education outside the realm of public education
Option C graduates are often referred as IEP graduates. The ARD committee determines the IEP requirements for graduation. The students must complete the district credit requirements as well.
full time employment, is based on the student’s abilities and local employment opportunities, in addition to sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the local school.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

75. Option 3 Graduates
Students will be eligible to graduate under the Minimum High School plan.
(TAC § (f))
For students who receive a diploma according to subsection (b)(3), the ARD committee shall determine needed educational services upon the request of the student or parent to resume services, as long as the student meets the age eligibility requirements.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

76. Graduation Options Option 4 (TAC §89.1070( b4))
The student no longer meets age eligibility requirements and has completed the requirements specified in the IEP.
Students will be eligible to graduate under the Minimum High School plan.
The student ages out and no longer eligible for services. Students are expected to complete their course work and meet their IEP requirements. Students aging out are also expected to participate in statewide assessments.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

77. Graduation Ceremony Participation for Non-Graduates
The state of Texas allows high school students receiving special education services to participate in graduation ceremonies if they have been in high school for four years and not completed graduation requirements.
Parents will be notified their child is eligible to participate in the ceremony. The parents may decide to allow or not allow their child to participate.
The students will receive a certificate of attendance and not a diploma.
The students will continue with their education.
The student can only participate in 1 graduation ceremony.
Link for more information:
This provision went into effect May The law allows students receiving special education services who have attended high school for 4 years to participate in graduate ceremony. This will allow students who have attended school with their non-disabled peers to graduate with them and resume special education services. Students can only participate in one ceremony. The students will receive a diploma once they have meet the district and IEP requirements.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

78. Summary of Performance
When a student’s eligibility is terminated due to receipt of a regular high school diploma, or no longer being eligible because of age, the school will provide the student with a summary of the student’s academic achievement and functional performance which shall include recommendations on how to assist the student in meeting his or her post-secondary goals.
All students receiving special education services will receive a summary of performance.
The summary shall consider, as appropriate, the views of the parent and student and written recommendations from adult service agencies. An evaluation is required by federal law for students graduating under Option C.
Commissioner’s Rules- 11/2007
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

79. What is the Transfer of Rights?
Beginning not later than one year before a student reaches the age of majority under the state law, age 18, the IEP must include a statement that the child has been informed of the student’s rights, and if any that will transfer to him or her on reaching the age of majority.
The student’s (IEP) must include a statement that the student has been informed, unless the student’s parent or other individual has been granted guardianship of the student under the Probate Code.
All rights granted to the parent under the Individuals with Disabilities Education Act (IDEA), Part B, other than the right to receive any notice required under IDEA, Part B, will transfer to the student upon reaching age 18.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

80. What Can I Do if I Am Dissatisfied with the Program or Services?
1. Contact someone at the school to address your concerns. 2. Ask for an ARD meeting. 3. Request a facilitated ARD meeting, 4. Seek mediation through TEA or meet with a disinterested third party. 5. Be willing to participate in a resolution meeting with the school, 6. File for an impartial special education due process hearing.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

81. What Happens When I Ask For Mediation?
A trained mediator travels to your community.
Mediation must be entered into voluntarily by both sides.
Mediation can lead to an agreed solution enforceable through the judicial process.
Link for more information:
Resources:
Special Education Dispute Resolution Process -
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

82. What is a Disinterested Party?
A district may establish procedures to offer parents and schools that choose not to use the mediation process, an opportunity to meet, at a time and location convenient to the parents, with a disinterested party who is under contract with—
a parent training and information center, or community parent resource center in the State established under federal guidelines
an appropriate alternative dispute resolution entity, to encourage the use, and to explain the benefits, of the mediation process to the parents.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

83. What is a Resolution Meeting?
Upon filing for an impartial due process hearing, the school shall convene a resolution meeting with you and relevant members of the ARD committee
The resolution meeting allows you to discuss your due process hearing request and the facts that form the basis of the due process hearing, and the school is provided the opportunity to resolve the due process hearing request.
If you and the school agree in writing to waive such a meeting or to use mediation, the resolution meeting isn’t required.
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

84. What Happens When I File a Complaint with TEA?
You must file a complaint complying with the applicable IDEA requirements:
The person who investigates your complaint will need specific information and will contact you and the school.
You can contact the Division of Complaints Management toll-free Parent Information Line at
When sending a written Special Education complaint, address your letter to:
Texas Education Agency
Division of Federal & State Education Policy
170l N. Congress
Austin, TX
Link for more information:
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

85. What Happens When I Ask For a Due Process Hearing ?
You must file a request complying with TEA’s rules for such requests.
An impartial hearing officer is appointed. He or she will conduct the hearing in your community.
The hearing officer will contact you and probably will seek a “pre-hearing conference.”
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

86. What Happens When I Ask For a Due Process Hearing ?
The hearing officer is required to render a written decision no later than 45 calendar days after the date TEA receives your request.
The timeline can be extended by the hearing officer if both parties agree.
The hearing officer’s decision is final unless a party appeals the decision to a state or federal court.
Link for more information:
Resources:
Due Process FAQ -
Due Process Request form -
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

87. Where Can I Get Help Understanding the Special Education Process?
The district’s Special Education Director
Your student’s teacher
Your regional Education Service Center
Texas Education Agency
The Legal Framework
Texas Project FIRST
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013

88. Contact Person: Sarah Coons, Parent Coordination Network Lead
Copyright © Texas Education Agency, Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from the Texas Education Agency
Contact Person: Sarah Coons, Parent Coordination Network Lead
Region 9 Education Service Center
Developed by the Parent Coordination Network - Region 9 ESC - Updated November 2013