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My professional perspective is that of a campus principal at a 6-12 secondary campus. The audience chosen will be the school faculty. The topic covered will be the Admission, Review, and Dismissal (ARD). I have chosen this topic because it is becoming increasingly more important in the field of education to understand what the guidelines are as more and more students are being reviewed for eligibility for special education programs.

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Link to google doc with interview summary.

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This resource provides perspectives from a parent, a teacher, and a principal about admission into the special education programs. This is a valuable resource as it shows different perspectives and communication is vitally important as not everyone understands what is best for students who need that little bit of extra help.

Wilmore, E. L. (1995). When your child is special. The Inclusive School (52) 4, 60-62. Retrieved from http://www.ascd.org/publications/educational-leadership/dec94/vol52/num04/When-Your-Child-Is-Special.aspx

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December 1994/January 1995 | Volume 52 | Number 4 The Inclusive School Pages 60-62 Elaine L. Wilmore Everywhere you go in education today inclusion is the new buzzword, the new save-the-world concept. Everyone seems to have not only an opinion, but a strong opinion about allowing any physically, emotionally, or academically handicapped child, regardless of the severity, to return to the regular classroom, preferably with support.

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This article is from Feburary of 2019 and discusses if inclusion has gone too far. The article looks into the role that admission, review, and dismissal plays and if we are relying to much on inclusion. The article discusses if students with special needs require more than just help in a normal classroom, many of them can benefit from more one on one and personalized help.

Gilmour, A. F. (2019). Has Inclusion Gone Too Far? Education Digest, 84(6), 23. Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=f6h&AN=133861571&site=eds-live

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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This article is from October of 2018 and discusses the role that principals play in special education. Principals are a big part of the admission, review, and dismissal meetings and help in deciding what help students need. The article goes further to discuss what role the principal plays once a student is admitted to the special education program. The article mainly discusses how to discipline students with special needs and how it may need to be done differently at points that with regular ed students.

Samuels, C. A. (2018). The Important Role Principals Play in Special Education. Education Week, 38(9), 26. Retrieved from http://search.ebscohost.com.easydb.angelo.edu/login.aspx?direct=true&db=f6h&AN=132974322&site=eds-live

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Angelo State University - Library Online Resources

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Unauthorized use is prohibited; Usage may be subject to security testing and monitoring; Misuse is subject to criminal prosecution; No expectation of privacy except as otherwise provided by applicable privacy laws.

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Administrative Law

All eligible students shall be granted special education services in accordance with laws and regulations. All students Individualized Education Plan (IEP) and Admission, Review, and Dismissal (ARD) date must be agreed upon by a committee, and shall be subject to review.

19 TAC § 89.1055(m)(1)

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Education rules concerning special education services

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Judiciary Law

Services for special education be reasonably calculated to be able to provide sufficient benefit to a student, such as decided by an Admission, Review, and Dismissal (ARD) committee. The act promotes the education of handicapped students as school districts funding will depend upon funding to comply with procedures and goals meant for better education of special education students.

Board of Education v. Rowley, 458 U.S. 176 (1982)

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Board of Education v. Rowley, 458 U.S. 176 (1982)

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Board of Education v. Rowley, 458 U.S. 176 (1982) BOARD OF EDUCATION OF THE HENDRICK HUDSON CENTRAL SCHOOL DISTRICT, WESTCHESTER COUNTY, et al., Petitioners v. AMY ROWLEY, by her parents, ROWLEY et al. Respondent No. 80-1002 U.S. Supreme Court On a Writ of Certiorari to the United States Court of Appeals for The Second Circuit.

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Statutory Law

An Individualized Education Plan (IEP) is developed for each student with a disability. This plan is decided upon by an Admission, Review, and Dismissal (ARD) committee. It must take into account the students' levels of academic achievement and functional performance including what the child’s disability is and how the general curriculum can serve them.

20 USC § 1414

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20 U.S. Code § 1414 - Evaluations, eligibility determinations, individualized education programs, and educational placements

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A State educational agency, other State agency, or local educational agency shall conduct a full and individual initial evaluation in accordance with this paragraph and subsection (b), before the initial provision of special education and related services to a child with a disability under this subchapter.

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Constitutional Law

The 14th amendment makes sure that all students have a right to an education. This includes the students who are considered to have a disability or special needs as the amendment guarantees equal protection and rights for all students.

US Const., art. I, amend. XIV, § 1

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Amendment XIV

Section 1.

All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

Section 2.

Representatives shall be apportioned among the several states according to their respective numbers, counting the whole number of persons in each state, excluding Indians not taxed. But when the right to vote at any election for the choice of electors for President and Vice President of the United States, Representatives in Congress, the executive and judicial officers of a state, or the members of the legislature thereof, is denied to any of the male inhabitants of such state, being twenty-one years of age, and citizens of the United States, or in any way abridged, except for participation in rebellion, or other crime, the basis of representation therein shall be reduced in the proportion which the number of such male citizens shall bear to the whole number of male citizens twenty-one years of age in such state.

Section 3.

No person shall be a Senator or Representative in Congress, or elector of President and Vice President, or hold any office, civil or military, under the United States, or under any state, who, having previously taken an oath, as a member of Congress, or as an officer of the United States, or as a member of any state legislature, or as an executive or judicial officer of any state, to support the Constitution of the United States, shall have engaged in insurrection or rebellion against the same, or given aid or comfort to the enemies thereof. But Congress may by a vote of two-thirds of each House, remove such disability.

Section 4.

The validity of the public debt of the United States, authorized by law, including debts incurred for payment of pensions and bounties for services in suppressing insurrection or rebellion, shall not be questioned. But neither the United States nor any state shall assume or pay any debt or obligation incurred in aid of insurrection or rebellion against the United States, or any claim for the loss or emancipation of any slave; but all such debts, obligations and claims shall be held illegal and void.

Section 5.

The Congress shall have power to enforce, by appropriate legislation, the provisions of this article.

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All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside.

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Attached is the local handbook from Hico ISD. Inside the handbook special education programs are highlighted as to what the school district provides and some of the requirements to begin the process of being admitted into the special education program.

Hico Secondary School Handbook. (2019). Retrieved from https://drive.google.com/file/d/11S-AJG9Jy3_e_VDo2R0N-37tzbjeqyt4/view

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"The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation" (TAC, ch. 19 § 247.2).
This law requires that educators provide all the reasonable resources available to students with disabilities. They are not allowed to deny them a proper education.

Tex. Admin. Code ch. 19, § 247.2

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Enforceable Standards.
(1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not intentionally, knowingly, or recklessly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or that are used to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally, knowingly, or recklessly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use, abuse, or distribution of controlled substances, prescription drugs, and toxic inhalants. (M) Standard 1.13. The educator shall not be under the influence of alcohol or consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. (H) Standard 2.8. The educator shall not intentionally or knowingly subject a colleague to sexual harassment. (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly, or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.

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This article is very helpful in discussing every part of an Admission, Review, and Dismissal (ARD) meeting. It covers every topic that school administrators, faculty, parents, and even students might need to know. The article covers who attends ARD meetings, what to bring to the meeting, and what to expect in the meeting. Also discussed in the article is the criteria that goes into developing an IEP for the student.

Admission, Review, and Dismissal (ARD) Process. (n.d.). Navigate Life Texas. Retrieved from https://www.navigatelifetexas.org/en/education-schools/ard-process

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Admission, Review, and Dismissal (ARD) Process for Children with Disabilities | Navigate Life Texas

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Here are some helpful tips from parents and educators so you can be prepared for Admission, Review and Dismissal (ARD) meetings.

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Link to google doc with best practices for compliance with Admission, Review, and Dismissal requirements.