In Texas, families often hear the terms ARD and IEP used together. They are closely connected, but they do not mean the same thing. The easiest way to remember the difference is this: the ARD committee is the team and meeting process; the IEP is the individualized education program the team develops, reviews, and revises.
ARD is Texas terminology for the IEP team process
ARD stands for Admission, Review, and Dismissal. Texas uses the term ARD committee for the group that makes special education decisions for a student. That committee includes the parent and required school members, and it may include other people with knowledge or special expertise regarding the student.
IEP stands for Individualized Education Program. It is the written special education program that documents the student’s present levels, goals, services, supports, accommodations, and other required decisions.
| ARD | IEP |
|---|---|
| The Texas committee and decision-making process. | The written individualized education program. |
| Includes parents and required school team members. | Documents what the student needs and what the school will provide. |
| Meets to review evaluation data, eligibility, progress, services, placement, and other decisions. | Includes measurable annual goals, services, accommodations, progress reporting, and other required components. |
| Reconvenes when required or when changes need team consideration. | Is reviewed at least annually and revised as needed. |
Who is part of the ARD committee?
The exact membership depends on the student and the purpose of the meeting, but IDEA requires core participants. The committee generally includes:
- the parent or parents;
- at least one regular education teacher when the student is or may be participating in regular education;
- at least one special education teacher or provider;
- a school district representative who meets IDEA requirements;
- someone who can interpret the instructional implications of evaluation results;
- other individuals invited by the parent or school who have knowledge or special expertise about the child; and
- the student when appropriate, including when transition planning requires student participation.
One person may sometimes serve more than one required role when legally appropriate and qualified to do so.
What decisions are made in an ARD meeting?
Depending on the meeting, the ARD committee may discuss and decide:
- evaluation results and special education eligibility;
- the student’s present levels of academic achievement and functional performance;
- measurable annual goals;
- special education and related services;
- speech-language services, AAC, assistive technology, or other supports when needed;
- accommodations and modifications;
- how progress toward IEP goals will be measured and reported;
- participation in state or district assessments;
- the student’s placement and access to the least restrictive environment;
- transition services when applicable; and
- other individualized needs, including extended school year services when relevant.
The parent is a member of the team—not a guest
Parents are required members of the ARD committee and have the right to participate meaningfully in decisions about their child. That includes the right to ask questions, share outside evaluations or other information, request clarification, discuss concerns, and understand the basis for proposed decisions.
Before the ARD meeting
- Review the current IEP, recent progress reports, and evaluation data.
- Write down your top concerns and top priorities.
- Gather relevant outside reports, therapy information, or examples of schoolwork.
- Think about what has improved, what remains difficult, and what is not working.
- Ask for documents in advance when appropriate so you have time to review them.
During the ARD meeting
Listen for the connection between data → need → goal → service/support → progress measurement. Those pieces should make sense together.
Other useful questions include:
- What does the student currently do independently?
- What is the specific educational need the team is trying to address?
- How will we know whether the goal or service is working?
- Who is responsible for implementing this support?
- How often will progress be reported?
- What happens if progress is not sufficient?
After the meeting
Keep a copy of the finalized IEP and any notices provided by the school. Review the document to make sure the decisions discussed at the meeting are reflected accurately. As the year continues, compare progress reports and classroom information to the goals and services in the IEP.
If concerns arise, parents do not necessarily have to wait until the next annual meeting to communicate with the school or request that the team consider changes.
What if the team does not agree?
Special education disagreements can sometimes be resolved through additional discussion, clarification of data, another ARD meeting, or other collaborative processes. Texas also provides formal dispute-resolution options. The specific procedural steps can depend on the issue, so families should review the current Parent’s Guide to the ARD Process and Notice of Procedural Safeguards when disagreement occurs.
The bottom line
ARD describes the Texas committee and meeting process. IEP describes the individualized program the committee develops and maintains. Understanding that distinction makes the entire process easier to follow—and helps parents focus on the most important question: whether the written IEP accurately reflects the student’s individual needs and the services and supports required for meaningful educational access and progress.