• The U.S. Department of Labor found it important for parents to be involved in these discussions and creating the student's IEP.  These meetings cover topics such as medically prescribed speech, physical and occupational therapy, and discuss children's well-being and progress.  

• The article went on to discuss parents not feeling completely comfortable at ARD meetings and talked about ways this could be improved.

• Students are legally entitled to receive the services outlined on their IEPs.
• Depending on the state you live the guidance provided could be different.  
• Some states are requiring a review of IEPs while others are adding in information about the type of school setting virtual, in-person, or hybrid.
• Discusses the need for more federal guidance regarding the guidelines.  
• The latest guidelines state they may review and amend the IEP but they can’t replace the annual IEP meeting and parents must be notified of the changes.  

• The fourteenth amendment provides equal protection to students.  
• It also states that the state can’t deprive people of life, liberty, or property.  
• In previous rulings, the student’s property is their education.  
• Even students with special needs have the right to education. 

• The term “individualized education program” or “IEP” means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section and that includes—
  • (I) a statement of the child’s present levels of academic achievement and functional performance, including—
    • (aa) how the child’s disability affects the child’s involvement and progress in the general education curriculum;
    • (bb) for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; and
    • (cc) for children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;
• (II) a statement of measurable annual goals, including academic and functional goals, designed to—
  • (aa) meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
  • (bb) meet each of the child’s other educational needs that result from the child’s disability;
• (III) a description of how the child’s progress toward meeting the annual goals described in subclause (II) will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;
• appropriate, independent living skills;
  • (bb) the transition services (including courses of study) needed to assist the child in reaching those goals; and
  • (cc) beginning not later than 1 year before the child reaches the age of majority under State law, a statement that the child has been informed of the child’s rights under this chapter, if any, that will transfer to the child on reaching the age of majority under section 1415(m) of this title.

• IDEA outlines what is required in a student's IEP.
• Discusses academic and functional goals that are required for students.
• Discusses decisions made by the ARD committee example: what type of state testing the student will take.
• Sections (A) I-III written out but the law continues to cover IEPs I-VIII.

Individuals with Disabilities Education Act, 20 U.S.C. § 1414 (2004)

• The Court held that an IEP must be reasonably calculated for a child to receive educational benefit, but the school district is not required to provide every service necessary to maximize a child’s potential.

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

• Sections 300.320-300.323 covers IEPs.
• This law gives students the right to participate in the ARD meeting and have a voice when it comes to their postsecondary goals.   
• Helps prepare the student for the transition to middle school. 

• District policy states we must provide students with the least restrictive environment.  This will be discussed during the ARD meeting.