Addressing Common Myths Regarding Accommodations Decisions and Implementation

Taylor Montgomery ,

February 14, 2023

in: Operating Procedures

Perhaps one of the most critical components of a student’s IEP, accommodations are designed to provide equal access to the learning environment for students with disabilities. Despite their importance, ARD committees sometimes gloss over this section of the IEP without giving it the attention it deserves. One cause for confusion is that the term “accommodations” is not actually defined in the IDEA, which may lead to disputes over what is necessary and appropriate to provide FAPE. To ensure that school districts make appropriate decisions regarding accommodations and comply with implementation requirements, we address common myths that we hear regarding accommodations and clarify the legal truth below:  

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IEP Spotlight: Statement of PLAAFP and Why it’s so Important 

Katie Vestal,

January 13, 2023

in: IEPs, Uncategorized

Over the summer, we posted about the importance of and tips for successful IEP implementation and progress monitoring. Today, we continue a series of articles focused on the components of a great IEP. In this post, we will discuss the foundation of the IEP: the statement of present levels of academic achievement and functional performance (PLAAFP).

The Individuals with Disabilities Education Act (IDEA) mandates that IEPs include a statement of PLAAFP. If you’ve ever attended an ARD, you know that this statement is one of the first things covered. And with good reason: the statement of PLAAFP provides an overview of the student’s current functioning and baseline for new goals. Without a clear, specific, and individualized statement of PLAAFP, the IEP may be deficient. Keep reading to learn steps to ensure that every IEP is built on a solid PLAAFP foundation.

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Can Districts Still Find Resolution After a Due Process Hearing Has Been Requested?

Arlene Gonzalez,

September 19, 2022

in: Hearings/Decisions, Operating Procedures

School districts and parents across Texas are regularly working together to ensure that the needs of students are met and that the district is providing a free appropriate public education (FAPE). Every child is unique; likewise, every Individualized Education Plan (IEP) is just as distinct. When a disagreement arises and disputes occur, the district and parents have the ability to go through various dispute resolution processes. The Texas Education Agency encourages and supports the resolution of any dispute that arises between the parent and a school district relating to the identification, evaluation, or educational placement of or the provision of a FAPE to a student.

Several options exist for resolving disputes at any level or stage. Some of those options include but are not limited to: ARD meetings; meetings or conferences with the student’s teacher, campus administrator, or special education director; mediation through TEA; and filing a complaint or due process hearing through TEA. Districts and parents utilize these formal and informal methods to problem solve and settle disagreements.

But once a parent has formally filed a request for a due process hearing, is there any hope left for resolution or are the parent and district forced to go through with a due process hearing before a hearing officer? The answer is, yes, there is hope for resolution before a due process hearing. In fact, the majority of due process hearing requests are resolved without a hearing.

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Sports, Clubs, Competitions, Oh My! Ensuring Equal Opportunity to Extracurriculars for Students with Disabilities 

Taylor Montgomery, Emmy Edwards,

September 15, 2022

in: Operating Procedures

Bring on the extracurriculars! Educators, families, and students would likely agree – extracurricular activities are a significant part of education. Both the IDEA and Section 504 must provide students with disabilities an equal opportunity to participate in extracurricular activities.  

What does this mean for school districts? A guidance from the Department of Education gives us some insight. First off, school districts should avoid denying students with disabilities the opportunity to participate in or benefit from an aid, benefit, or service because of the student’s disability. Instead, school districts must afford students with disabilities an equal opportunity for participation in extracurricular services and activities.   Remember that Section 504 protects the rights of students with disabilities even if that student is not eligible for services under IDEA.

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