Admission, Review, and Dismissal Committee

Committee Members

  1. The parents of a student with a disability;
  2. At least one regular education teacher of the student (if the student is, or may be, participating in the regular education environment);
  3. At least one special education teacher or, if appropriate, at least one special education provider of the student;
  4. A representative of the district who:
    1. Is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities;
    2. Is knowledgeable about the general education curriculum; and
    3. Is knowledgeable about the availability of resources of the district;
  5. Other individuals who have knowledge or special expertise regarding the student at the discretion of the district or the parent;
  6. An individual who can interpret the instructional implications of evaluation results, who may be a member of the ARD committee described in items 2–5;
  7. The student, if appropriate;
  8. For a student with an auditory impairment, including deaf-blindness, a teacher who is certified in the education of students with auditory impairments;
  9. For a student with a visual impairment, including deaf-blindness, a teacher who is certified in the education of students with visual impairments;
  10. For a student with limited English proficiency, a member of the language-proficiency assessment committee (LPAC), who may also be a member as described at items 2 or 3;
  11. A representative of any participating agency likely to be responsible for providing transition services for a student, as appropriate, and with the consent of the student's parents or a student who has reached the age of majority; and
  12. When considering initial or continued placement of a student in a career and technical education program, a representative from career and technical education, preferably the teacher.

Regular Education Teacher

Parent Involvement

  1. Notifying the parents of the meeting early enough to ensure that they will have an opportunity to attend (the notice shall include the purpose, time, and location of the meeting, who will be in attendance, that persons with knowledge or special expertise may be invited by either the parent or the district, and that the Part C service coordinator or other representatives of the Part C system may be invited to the initial meeting for a child previously served under a Part C early childhood intervention program); and
  2. Scheduling the meeting at a mutually agreed on time and place.

Alternative Means of Meeting Participation


Meeting at Parent's Request

Written Notice

Transfer Students

In-State Transfers

Transfers from Another State

Transfer of Records

Students Who Are Homeless or in Substitute Care

Military Dependents

Individualized Education Program

  1. A statement of the student's present levels of academic achievement and functional performance;
  2. A statement of measurable annual goals, including academic and functional goals;
  3. A description of how the student's progress toward the annual goals will be measured and when periodic reports on the progress of the student will be provided;
  4. A statement of the specific special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the student;
  5. A statement of the program modifications or supports for school personnel that will be provided for the student;
  6. An explanation of the extent, if any, to which the student will not participate with nondisabled students in the regular class and in extracurricular and nonacademic activities;
  7. The projected dates for initiation of services and modifications and the anticipated frequency, location, and duration of these services and modifications;
  8. A statement of any individual appropriate and allowable accommodations that are necessary to measure the academic achievement and functional performance of the student on state or district-wide assessments;
  9. If the ARD committee determines that the student must take an alternative assessment instead of a particular regular state or district-wide assessment, a statement of why the student cannot participate in the regular assessment and why the particular assessment selected is appropriate for the student;
  10. If the ARD committee determines that a student is in need of extended school year (ESY) services, identification of the goals and objectives that will be addressed during ESY services;
  11. Beginning not later than when a student reaches 14 years of age and updated annually thereafter, the ARD committee's consideration and decisions regarding the transition issues under 19 Administrative Code 89.1055(h) [see EHBAD];
  12. Beginning not later than the first IEP to be in effect when the student is 16, or younger if determined appropriate by the ARD committee, and updated annually thereafter, a statement of appropriate measurable postsecondary goals and transition services needed to assist the student in reaching those goals [see EHBAD];
  13. Beginning not later than one year before the student reaches the age of 17, a statement that the student has been informed of the rights that will transfer to the student upon reaching the age of majority;
  14. The date of the meeting;
  15. The name, position, and signature of each member participating in the meeting; and
  16. An indication of whether the child's parents, the adult student, if applicable, and the administrator agreed or disagreed with the decisions of the ARD committee.

IEP Supplement

Supplemental Special Education Services

  1. Information regarding the types of supplemental special education services available under the program and provided by agency-approved providers for which an account maintained under Education Code 29.042(b) for the student may be used; and
  2. Instructions regarding accessing the account.

Behavioral Intervention Plan

  1. The placement of the student in a different educational setting;
  2. An increase or persistence in disciplinary actions taken regarding the student for similar types of behavioral incidents;
  3. A pattern of unexcused absences; or
  4. An unauthorized unsupervised departure from an educational setting.

Translation of IEP into Native Language

Autism/Pervasive Developmental Disorder

  1. Extended educational programming;
  2. Daily schedules reflecting minimal unstructured time and active engagement in learning activities;
  3. In-home training and community-based training or viable alternatives that assist the student with the acquisition of social/behavioral skills;
  4. Positive behavior support strategies based on relevant information;
  5. Beginning at any age, futures planning for integrated living, work, community, and educational environments that considers skills necessary to function in current and postsecondary 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 student'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; and
  11. Teaching strategies based on peer-reviewed, research-based practices for students with ASD.

Visual Impairment

Collaborative Process

Ten-Day Recess

  1. The student's presence on campus represents a danger of physical harm to the student or others;
  2. The student has committed an expellable offense; or
  3. The student has committed an offense that may lead to placement in a disciplinary alternative education program. [See FOF]

Failure to Reach Agreement

Modification of Existing IEP

Teacher Access to IEP

Teacher Request to Review IEP

  1. To request a review of the student's IEP;
  2. To provide input in the development of the student's IEP;
  3. That provides for a timely district response to the teacher's request; and
  4. That provides for notification to the student's parent or legal guardian of that response.

Sabinal ISD



DATE ISSUED: 11/5/2021