Deliberations / Minutes (ARD/IEP Meeting)

What's Required

Each local educational agency (LEA) must establish an admission, review and dismissal (ARD) committee for each eligible child with a disability and for each child for whom an initial Full and Individual Evaluation is conducted 19 TAC 89.1050 The ARD/IEP Committee is the: (1) Eligiblity team defined in federal law IDEA 2004, 34 CFR 300.306 (2) Individualized education program (IEP) team definded in federal law IDEA 2004, 34 CFR 300.321 (3) Placement team defined in federal law IDEA 2004,34 CFR 300.116. The term IEP means a written statement for each child with a disability that is developed, reviewed and revised in accordance with the ARD/IEP committee framework. The ARD committee must review the child's IEP periodically, but not less frequently than annually, to determine whether the annual goals are being achieved. The ARD committee must determine the child's placement at least annually 34 CFR 300.116(b)(1). The ARD/IEP Committee may meet more often than annually to revise the student’s IEP, as appropriate, to address: (a) any lack of expected progress toward the annual goals, (b) the results of any reevaluation, (c) information about the student provided to, or by the parents, (d) anticipated needs of the student or (e) other concerns. A parent may request an ARD/IEP committee meeting (at a mutually agreeable time) at any time to discuss educational concerns such as placement, IEP goals and objectives, and the extent of services being provided to the student. The school must either grant the parent’s request to have a meeting or contact the Texas Education Agency (TEA) to ask for assistance through mediation. 34 CFR 300

What We Do

Guidelines to meeting deliberations:
  1. Minutes do not have to be verbatim transcript of the discussion of the meeting but merely a summary.
  2. Minutes are not dictated by any one person at the meeting, whether that is the parent, the school administrator, an advocate or another individual. The committee read and agrees that the minutes reflect the conversations of the IEP Meeting
  3. Minutes accurately capture the discussion of the meeting- they are not one sided.  Parent input must be added to the minutes. 
  4. Minutes are read to all participants at the IEP meeting before they are finalized.  Incorporate suggestions by all individuals.
Example: Before you read the IEP deliberations say "As I read the minutes please stop me at any time if you would like for me to clarify a sentence, adjust, delete, or add to this summary.”

Additional Resources