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EHBAB

Special Education: ARD Committee and Individualized Education Program

This policy governs the operation of the Admission, Review, and Dismissal (ARD) committee and the development of Individualized Education Programs (IEPs) for students who receive special education…

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Local Changes (2)

2026-07-21Adopted · Meeting notes

This update adds two entirely new sections to the EHBAB local policy: a "Supplemental Special Education Services" section entitling eligible students to occupational, physical, and speech therapy, private tutoring, and crisis prevention training for parents; and a "Resources" section requiring the District to provide parents/guardians of students with intellectual disabilities or developmental delays with information about local IDDA services at each IEP meeting (broader than the statutory requirement of only the first meeting).

Added

  • Supplemental Special Education Services section heading
  • Students who satisfy the eligibility criteria set forth in Subchapter A of Chapter 29 of the Texas Education Code and who are determined to derive an educational benefit shall be entitled to receive Supplemental Special Education Services. The available Supplemental Special Education Services shall include:
  • 1. Occupational therapy, physical therapy, and speech therapy;
  • 2. Private tutoring and other supplemental private instruction or programs; and
  • 3. Crisis prevention and intervention training for the student's parent or person standing in parental relation to the student.
  • Resources section heading
  • At each individualized education program committee meeting during which a student's individualized education program is discussed, the District shall provide the parent or legal guardian of a student who has an intellectual disability or a developmental delay with information about services and public benefits provided by the local intellectual and developmental disability authority that serves the county in which the student resides, including services under waiver programs established under Section 1915(c), Social Security Act (42 U.S.C. Section 1396n(c)) or other materials provided by the Texas Education Agency.
Legal Compliance Summary

AI-generated assessment. Verify citations independently before relying on this analysis.

  • Supplemental Therapy Services: The updated policy gives eligible students a district-level entitlement to occupational therapy, physical therapy, and speech therapy as supplemental special education services. No state statute requires or specifically authorizes this policy structure — it reflects a choice made independently by the local school board.
  • Private Tutoring and Crisis Training: The policy also lists private tutoring and crisis prevention training for parents as supplemental services students may be entitled to receive. Like the therapy services above, these additions are entirely a local board decision with no specific state law requiring or authorizing this particular policy approach.
  • IDDA Information at First IEP Meeting: State law TEC §29.030, enacted through H.B. 1188 during the 89th Texas Legislative Session (2025), requires school districts to give parents or guardians of students with intellectual disabilities or developmental delays information about local Intellectual and Developmental Disabilities Authority (IDDA) services at the first IEP meeting. This part of the policy directly follows that legal requirement.
  • Expanded IDDA Information Requirement: The policy goes beyond what TEC §29.030 requires by providing IDDA information at every IEP meeting where a student's plan is discussed, not just the first one. This broader requirement is a choice made by the local school board and is not separately mandated by state law.
Legal Compliance DetailsMixed

AI-generated assessment. Verify citations independently before relying on this analysis.

Supplemental Special Education Services section — entitlement to occupational therapy, physical therapy, speech therapy, private tutoring, and crisis prevention training for parents Locally Discretionary
Verified via: verbatim statute text
Local additions: The district independently created a student entitlement to enumerated supplemental services. TEC §29.003(a) states 'Instruction shall be supplemented by the provision of related services when appropriate,' but this is a general mandate fulfilled through individualized IEP decisions — it does not compel districts to adopt a standalone local policy offering specific service categories (occupational therapy, physical therapy, speech therapy, private tutoring, crisis prevention training) as district-level entitlements. No statute in the analysis requires or expressly authorizes this specific policy construct. The enumerated services are entirely a local board choice.
Resources section — provision of IDDA information at the first IEP meeting (legally compelled component) Required by Law
Statutory basis: TEC §29.030, H.B. 1188 (89th Leg., R.S., 2025)
Verified via: verbatim statute text
Local additions: None beyond what is noted in the expansion element below
Resources section — expansion of IDDA information requirement to 'each' IEP meeting rather than only the first (locally chosen expansion) Locally Discretionary
Statutory basis: TEC §29.030, H.B. 1188 (89th Leg., R.S., 2025)
Verified via: verbatim statute text
Local additions: The statute requires IDDA information only at the 'first' IEP meeting during which the IEP is developed. The policy language requires provision 'at each individualized education program committee meeting during which a student's individualized education program is discussed.' This broader trigger — every IEP meeting, not just the first — is a local board choice exceeding the statutory mandate with no separate statutory authority cited in the analysis compelling or expressly permitting this expansion.
2026-06-16Reading · Meeting notes

This update adds two entirely new sections to policy EHBAB: a "Supplemental Special Education Services" section entitling eligible students to occupational/physical/speech therapy, private tutoring, and crisis prevention training for parents; and a "Resources" section requiring the District to provide parents/guardians of students with intellectual disabilities or developmental delays with information about local IDDA services and public benefits at each IEP meeting (going beyond the state statute's requirement of only the first IEP meeting).

Added

  • Supplemental Special Education Services — section heading
  • Students who satisfy the eligibility criteria set forth in Subchapter A of Chapter 29 of the Texas Education Code and who are determined to derive an educational benefit shall be entitled to receive Supplemental Special Education Services. The available Supplemental Special Education Services shall include:
  • 1. Occupational therapy, physical therapy, and speech therapy;
  • 2. Private tutoring and other supplemental private instruction or programs; and
  • 3. Crisis prevention and intervention training for the student's parent or person standing in parental relation to the student.
  • Resources — section heading
  • At each individualized education program committee meeting during which a student's individualized education program is discussed, the District shall provide the parent or legal guardian of a student who has an intellectual disability or a developmental delay with information about services and public benefits provided by the local intellectual and developmental disability authority that serves the county in which the student resides, including services under waiver programs established under Section 1915(c), Social Security Act (42 U.S.C. Section 1396n(c)) or other materials provided by the Texas Education Agency.
Legal Compliance Summary

AI-generated assessment. Verify citations independently before relying on this analysis.

  • New Supplemental Services Section: The policy adds a new section guaranteeing eligible special education students access to specific services, including occupational therapy, physical therapy, speech therapy, and private tutoring, as well as crisis prevention training for parents. No state law requires or specifically authorizes this particular set of guaranteed services; this is a local policy decision made by the District.
  • How Services Are Normally Assigned: Under Texas Education Code §29.003, related services like therapy are provided on a case-by-case basis through each student's individual education program (IEP) process, not as a guaranteed package. The new policy section goes beyond this existing framework by creating a fixed list of services for all qualifying students.
  • New LIDDA Information Requirement: State law TEC §29.030, enacted through House Bill 1188 by the 89th Texas Legislature in 2025 and effective September 1, 2025, requires school districts to give parents of students with intellectual disabilities or developmental delays information about local LIDDA services and public benefits at their child's first IEP meeting. This part of the policy reflects that new legal requirement.
  • Expanded Meeting Requirement: While state law under TEC §29.030 only requires LIDDA information to be shared at the first IEP meeting, the District's policy goes further by requiring this information to be provided at every IEP meeting where the student's program is discussed. This expansion beyond the first meeting is a local decision, not a requirement under state law.
Legal Compliance DetailsMixed

AI-generated assessment. Verify citations independently before relying on this analysis.

Supplemental Special Education Services — entitlement to occupational/physical/speech therapy, private tutoring, and crisis prevention training for parents Locally Discretionary
Verified via: verbatim statute text
Local additions: District created a blanket entitlement to specific supplemental services (occupational therapy, physical therapy, speech therapy, private tutoring, and crisis prevention training for parents) for all students meeting eligibility criteria under TEC Chapter 29, Subchapter A who derive educational benefit. TEC §29.003 states 'Instruction shall be supplemented by the provision of related services when appropriate,' but this is a general mandate applicable case-by-case via the IEP/ARD process, not a statutory basis for the district to guarantee a specific menu of services to all eligible students. No statute requires or expressly authorizes this specific entitlement structure.
Resources — LIDDA information provision at the first IEP meeting (statutory floor) Required by Law
Statutory basis: TEC §29.030, as enacted by HB 1188 (89th Leg., R.S., 2025)
Verified via: verbatim statute text
Litigation: None identified; HB 1188 enacted 89th Legislature, R.S. 2025, effective September 1, 2025
Local additions: None beyond what is addressed in the next element
Resources — LIDDA information provision expanded to EACH IEP meeting (beyond statutory floor) Locally Discretionary
Verified via: verbatim statute text
Local additions: District chose to require LIDDA information to be provided 'at each individualized education program committee meeting during which a student's individualized education program is discussed,' whereas TEC §29.030 mandates this disclosure only 'at the first individualized education program committee meeting during which a student's individualized education program is developed.' Extension to all subsequent IEP meetings is a local policy choice with no direct statutory basis.