RULE OF CONSTRUCTION

	REQUISITOS FEDERALES Y ESTATALES
Práctica	Cada agencia de educación local debe establecer un comité de admisión, repaso, y retiro (ARD) para cada niño elegible con una discapacidad y para cada niño para quien una EVALUACIÓN es hecha. Citas: TAC 89.1050(a)
Práctica	El término programa de educación individual (IEP) significa una declaración escrita para cada niño con una discapacidad que es desarrollado, repasado, y revisado de acuerdo con las estructuras de COMITÉ DE ADMISIÓN, REPASO, Y RETIRO. Citas: 300.320(a)
Práctica	El comité de ARD es el: Citas: TAC 89.1050(a)
Práctica	Grupo que determina si el niño es un niño con una discapacidad y las necesidades educacionales del niño; Citas: TAC 89.1040(b) TAC 89.1050(a) 300.306(a)(1)
Práctica	Equipo definido en la ley federal que desarrolla el IEP; y Citas: TAC 89.1050(a) TAC 89.1055(a) 300.321(a)
Práctica	Grupo que determina la colocación educacional del niño. Citas: TAC 89.1050(a) 300.116(a)
Práctica	Additional information need not be included in the child's IEP beyond what is explicitly required in the ADMISSION, REVIEW, AND DISMISSAL COMMITTEE frameworks and in the Texas Education Agency's (TEA's) model IEP form. Citas: TEC 29.0051 300.320(d)(1)
Práctica	El comité de ARD no tiene que incluir información bajo un componente del IEP del niño que ya está incluido bajo otro componente. Citas: 300.320(d)(2)
Práctica	El comité de ARD puede usar la forma de modelo de IEP de la TEA para cumplir con la estructura de COMITÉ DE ADMISIÓN, REPASO, Y RETIRO. Citas: TEC 29.0051(c)

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IMPORTANT NOTE: Please contact the LEA for most current operating procedures.

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19 Texas Administrative Code § 89.1050. The Admission, Review, and Dismissal Committee.

(a) Each school district must establish an admission, review, and dismissal (ARD) committee for each eligible student with a disability and for each student for whom a full individual and initial evaluation is conducted pursuant to §89.1011 of this title (relating to Full Individual and Initial Evaluation). The ARD committee is the individualized education program (IEP) team defined in federal law and regulations, including, specifically, 34 Code of Federal Regulations (CFR), §300.321. The school district is responsible for all of the functions for which the IEP team is responsible under federal law and regulations and for which the ARD committee is responsible under state law, including the following:

(1) 34 CFR, §§300.320-300.325, and Texas Education Code (TEC), §29.005 (individualized education programs);

(2) 34 CFR, §§300.145-300.147 (relating to placement of eligible students in private schools by a school district);

(3) 34 CFR, §§300.132, 300.138, and 300.139 (relating to the development and implementation of service plans for eligible students placed by parents in private school who have been designated to receive special education and related services);

(4) 34 CFR, §300.530 and §300.531, and TEC, §37.004 (disciplinary placement of students with disabilities);

(5) 34 CFR, §§300.302-300.306 (relating to evaluations, re-evaluations, and determination of eligibility);

(6) 34 CFR, §§300.114-300.117 (relating to least restrictive environment);

(7) TEC, §28.006 (Reading Diagnosis);

(8) TEC, §28.0211 (Satisfactory Performance on Assessment Instruments Required; Accelerated Instruction);

(9) TEC, §28.0212 (Junior High or Middle School Personal Graduation Plan);

(10) TEC, §28.0213 (Intensive Program of Instruction);

(11) TEC, Chapter 29, Subchapter I (Programs for Students Who Are Deaf or Hard of Hearing);

(12) TEC, §30.002 (Education for Children with Visual Impairments);

(13) TEC, §30.003 (Support of Students Enrolled in the Texas School for the Blind and Visually Impaired or Texas School for the Deaf);

(14) TEC, §33.081 (Extracurricular Activities);

(15) TEC, §37.004 (Placement of Students with Disabilities);

(16) TEC, §37.307 (Placement and Review of Student with Disability);

(17) TEC, Chapter 39, Subchapter B (Assessment of Academic Skills); and

(18) TEC, §48.102 (Special Education).

. . .

Last amended: July 30, 2024, 49 TexReg 5507

Entered: April 15, 2025

34 Code of Federal Regulations § 300.320 Definition of individualized education program.

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include—
    (1) A statement of the child’s present levels of academic achievement and functional performance, including—
       (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or
      (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;
    (2)
       (i) A statement of measurable annual goals, including academic and functional goals designed to—
          (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
          (B) Meet each of the child’s other educational needs that result from the child’s disability;
       (ii) For children with disabilities who take alternate assessments aligned to alternate academic achievement standards, a description of benchmarks or short-term objectives;
    (3) A description of—
       (i) How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and
       (ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;
    (4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—
       (i) To advance appropriately toward attaining the annual goals;
       (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and
       (iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;
    (5) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(4) of this section;
    (6)
       (i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with section 612(a)(16) of the Act; and
       (ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why—
          (A) The child cannot participate in the regular assessment; and
          (B) The particular alternate assessment selected is appropriate for the child; and
    (7) The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications.
. . .

Last Amended: 72 FR 61307, Oct. 30, 2007
Entered: June 8, 2009