What is the evaluation process?

Students must be evaluated to determine if they have a disability and, if so, are in need of specially designed instruction. IDEA requires that students referred for special education receive a non-discriminatory, multi-faceted evaluation. Evaluations must be conducted by a multi-disciplinary team made up of professionals who bring a wide-range of perspectives and expertise to the evaluation. Evaluations must be comprehensive and must use tools and strategies that are reliable and valid. Most students receive formal and informal assessments that measure:

• Cognitive Abilities (including intelligence)
• Academic Skills (achievment)
• Social/Emotional Competence (including behavior)
• Communications Skills
• Physical, Health and Medical Status

It is important to note that parents often obtain private evaluations that are not conducted by a multi-disciplinary team, are not comprehensive, and do not include input from teachers. These evaluations must be considered by the ARD committee but may not provide adequate information regarding eligibility and programming. 

ARD is an acronym for Admission, Review and Dismissal. An ARD meeting is a meeting of a group of people who help to determine whether or not a student is eligible for special education. That group of people will be the ones who develop the Individual Education Program (IEP) if the student is eligible.

Who attends the ARD meetings?

The ARD committee is usually made up of a special education teacher, a general education teacher, the assistant principal or principal of the campus, the diagnostician (a person qualified to interpret evaluations and the instructional implementations), a staff member representing any related services the child might require and of course, the parents and the student when appropriate.

Where is the ARD meeting held?

An ARD meeting is typically held at the school that the child is attending. It usually lasts about an hour.

When is the ARD meeting held?

An ARD is held for initial placement or any time the school staff or parents feel a change is needed in a student’s special education program. The IEP must be reviewed at least once a year, but an ARD meeting may be held at other times. For example, an ARD will need to be held to review the additional assessment. Many concerns can be addressed through parent-teacher conferences and do not require a formal ARD committee meeting.

What happens if you disagree with the ARD committee?

If, as a parent or guardian, you do not agree with the decision of the ARD committee, a 10-day recess is given before any further plans will be discussed and parents are provided with procedural safeguards. At this time a Special Education Director might be helpful in assisting parents to navigate through the ARD process.

IEP is an acronym for an Individualized Education Program (IEP) and is an educational plan that addresses the individual needs of a child. It takes into consideration the child’s strengths and weaknesses, parent concerns, assessment results and areas of academic and developmental needs in order to develop goals and objectives for the school year. The IEP is created through a team effort at an ARD meeting and reviewed at least once a year.

What is the IEP important?

The IEP outlines the school's plan for providing specially designed instruction and related services.

What is the parent's role in the IEP development?

The Individual with Disabilities Education Act (IDEA) establishes that parents are equal members of the ARD committee team. Good communication between parents and teachers are encouraged prior to the ARD committee meeting in developing draft IEP's. The ARD gives the parents a voice in determining their child's IEP. Parents are encouraged to actively participate in the ARD process by asking questions, sharing their concerns, and speaking on their child's behalf. It is important for parents and school staff to remember that this is a collaborative process.

The Lewisville Independent School District is responsible for identifying, locating, and evaluating children from birth through age 21 with known or suspected disabilities who reside in and/or attend school within the school district’s boundaries to determine whether a need for special education services exists. Child Find includes children who reside at home, in group homes and/or who attend private or home schools within the district’s boundaries regardless of place of residence.

Everyone in the community who is concerned with the welfare of children may participate in the Child Find process. The Child Find office accepts referrals of children who may have a disability. If an assessment is recommended, the assessment is provided at no cost to the parent. A referral to Child Find may be made by a parent or by any person concerned about a child. Parent involvement and agreement is obtained prior to any further action. Information is confidential and the privacy of the children and parents is protected.

If you are concerned that a child you know may have a disability and need specialized instruction, please contact spedquestions@lisd.net or 469-713-5203. For questions regarding Dyslexia Services, please contact dyslexiaquestions@lisd.net.

Who do I contact to refer my child who is younger than 2 years 9 months?

Contact your local ECI provider. See below for contact information:

MHMR of Tarrant County
ECI of North Central Texas
3880 Hulen Street, Suite 400
Fort Worth, TX 76107
Referral Number - (888) 754-0524   
Fax Number - (817) 569-4492
Email: Laura.Kender@mhmrtc.org
Web: www.mhmrtc.org

Download the Child Find poster here.

Download the SB 139 TEA update. | Spanish