ARD Meetings in Texas – Navigating Your Child’s IEP with Confidence
Do you have an upcoming ARD meeting for your child and feel unsure about what will happen—or how your input will be heard? You’re not alone. Many parents walk into these meetings feeling overwhelmed by educational jargon and legal language. In Texas, ARD stands for Admission, Review, and Dismissal—the formal meeting where your child’s IEP (Individualized Education Program) is created, reviewed, or changed. An IEP is a legally binding document that outlines your child’s current strengths and needs, measurable annual goals, and the specialized instruction, related services, and accommodations they’ll receive.
In other states, you may hear this meeting called simply an “IEP meeting.” In Texas, the ARD meeting is the process, and the IEP is the legal document that comes out of that process. The purpose is the same: to make important decisions about your child’s eligibility for special education, the services they will receive, and the goals they will be working toward. An initial ARD meeting will be followed by annual ARDs if your child qualifies for services. Additional meetings can be held anytime you or the school believe changes are needed.
Because these meetings decide critical aspects of your child’s education, preparation is key. This guide explains what an ARD meeting is, the questions you need to ask, and how to prepare so you can be an active, informed voice in shaping your child’s education.
Key Questions to Ask:
What data is being used to make today’s eligibility or service decisions?
Example: “Can you walk me through the test scores, teacher input, and observations that led to these recommendations? How is my child performing academically, socially, and behaviorally compared to grade-level expectations?”What is my child’s present level of performance in all key areas?
Example: “Can you show me data or work samples that illustrate where my child is now in reading, math, social skills, and emotional regulation?”What supports are currently in place?
Example: “What strategies are being used to help my child stay engaged, and are they consistent across all classes?”What specialized instruction, related services, and placement are being recommended, and why? Who will provide them?
Example: “Why is my child receiving small-group reading intervention instead of one-on-one support? How frequently will they receive this intervention, and with whom?”What accommodations or modifications will support my child’s access to and inclusion in the general education environment?
Example: “What supports will be in place so my child can participate in science labs, field trips, or group projects with peers?”How will my child’s progress toward these goals be measured and communicated?
Example: “Will progress reports include updates on academic, social, and behavioral goals, and how often will I receive them?”How will my input be reflected in the final plan?
Example: “Can we ensure my concerns about transitions are included in the parent input section?”What are the next steps if my child does or doesn’t qualify for special education?
Example: “If my child isn’t eligible for an IEP, will the school initiate a 504 Plan evaluation, and how soon will that process begin?”
Preparation Tips:
Know who will be at the table. ARD committees often include parents, teachers, administrators, and specialists like speech-language pathologists or occupational therapists.
Request documents and agenda items in advance so you have time to review them before the meeting. You can even ask for a draft of the IEP beforehand so you have time to look over it.
Compile notes about your child’s academic and behavioral functioning, bringing recent evaluation reports—school or private—and noting any recommendations you want considered.
List your top priorities in writing to stay focused when conversations get complex.
Bring a support person to take notes and help you process information afterward.
Understand your rights by reviewing procedural safeguards provided by the school. And remember—you can request a recess if you need more time to consider options. It is your right under Texas law.
After the Meeting:
Review the finalized ARD/IEP document carefully before agreeing to it, and make sure it matches what was discussed.
Keep all records—store IEPs, progress reports, and related notes in a dedicated binder or folder.
Monitor progress—compare what’s in the IEP to what’s happening in the classroom.
Communicate concerns in writing and request additional IEP review meetings if progress stalls or needs change.
An ARD meeting can feel formal, but at its heart, it’s about building a plan that supports your child’s growth and success. Every ARD meeting is an opportunity to refine supports, celebrate progress, and address challenges before they become roadblocks. The IEP created during that meeting is your child’s roadmap—and your role is to make sure it reflects their unique strengths, needs, and voice. Trust your instincts, ask questions, and remember that you are an equal and essential member of your child’s educational team. Your voice matters, and your persistence can open doors to the resources and opportunities your child needs to thrive. So keep showing up, keep asking questions, and keep advocating. Every step you take helps create a stronger future for your child. And don’t hesitate to contact us at Grounded Roots if there’s any way we can support you!
