What's Happening in Garland ISD Special Education Right Now
Garland ISD serves approximately 53,000–55,000 students across more than 70 campuses, making it one of the largest districts in the DFW Metroplex and the state of Texas. With that scale comes a special education population estimated at roughly 7,500–8,500 students — a massive caseload managed through a centralized Special Services department headquartered on South Jupiter Road. In recent years, GISD has undergone notable leadership transitions at the superintendent level and within its special education administrative team. These shifts matter to you because new leadership often means shifting priorities, reorganized staffing, and — critically — delays in institutional knowledge about your child's history and programming.
Budget pressures across Texas, intensified by the state legislature's ongoing failure to meaningfully update the basic allotment and special education funding formulas, have hit large districts like Garland especially hard. GISD has dealt with hiring challenges for speech-language pathologists (SLPs), licensed specialists in school psychology (LSSPs), occupational therapists, and board-certified behavior analysts. When the district cannot fill these positions, it contracts with outside agencies — which can mean rotating providers, inconsistent service delivery, and therapists unfamiliar with your child's specific goals. If your child receives speech therapy, OT, or behavioral support, you should be tracking whether the same provider is delivering services week to week and whether minutes documented in the IEP are actually being delivered.
TEA continues to monitor large districts like GISD through its Results Driven Accountability (RDA) framework, and GISD has historically faced scrutiny around disproportionality — specifically, patterns in the identification and discipline of students of color within special education. The district's English Learner (EL) population is substantial, and the intersection of language services and special education evaluations is an area where procedural errors frequently occur. If your child is bilingual or an English Learner, you need to be especially vigilant about whether evaluations are being conducted in your child's dominant language and whether the ARD committee includes someone qualified to speak to language acquisition versus disability.
Why Parents in Garland Are Searching for Special Ed Help
The most common reason you end up searching "special education rights Texas" or "IEP help Garland ISD" at midnight is because something at school doesn't feel right — and no one at the campus level is giving you a straight answer. In a district this large, the frustrations are predictable: your ARD meeting gets scheduled with 10 days' notice and then postponed twice. You're told your child "doesn't qualify" for services after a cursory evaluation. You request an evaluation in writing and weeks go by with no response. Your child's behavior is escalating and the district's answer is a disciplinary alternative education program (DAEP) referral rather than a Functional Behavioral Assessment (FBA). These are not abstract scenarios — they are the specific, recurring patterns that Garland ISD families report.
In a district with 70+ campuses, the quality of your child's special education experience often depends entirely on the diagnostician, the campus ARD facilitator, and the principal at your specific school. Some campuses in GISD have knowledgeable, responsive teams. Others are chronically understaffed, with diagnosticians carrying caseloads of 60+ students and SLPs covering two or three campuses. That inconsistency is exactly why you cannot rely on the system to self-correct. You have to know the process, know the timelines, and know when the district is out of compliance — because no one inside the district is going to flag that for you.
IEP & ARD Timeline Red Flags to Watch in Garland ISD
Under Texas law and IDEA, once you submit a written request for a Full Individual and Initial Evaluation (FIIE), Garland ISD has 15 school days to respond — either by providing you with a Notice and Consent for Evaluation or issuing a Prior Written Notice (PWN) explaining why it is refusing to evaluate. Once you sign consent, the district has 45 school days (not calendar days) to complete the evaluation. For students already in special education, the federal 60-calendar-day rule often applies to reevaluations. Watch these clocks carefully.
Red Flags That the District Is Behind or Stalling
- Your written referral was acknowledged verbally but no consent form has arrived within 15 school days.
- The ARD meeting to review evaluation results keeps getting rescheduled — especially past the 30-calendar-day window the district has after completing the evaluation to hold the ARD.
- You're told the diagnostician or LSSP is "backed up" or "out on leave" with no concrete reschedule date.
- The district asks you to sign a waiver extending the evaluation timeline — you are never required to sign this.
- Related service providers (speech, OT) have not been delivering the minutes documented in the IEP, and no compensatory services are being offered.
One Action Step You Can Take Today
Send an email — not a verbal request, an email — to your child's campus ARD facilitator and copy the GISD Special Services department (specialservices@garlandisd.net or the current published contact). State clearly: "I am requesting in writing that [Child's Name, DOB, Campus] be evaluated in all areas of suspected disability under IDEA and Section 504. Please provide me with the Notice and Consent for Evaluation within the required 15 school-day timeline." This creates a date-stamped record that starts the legal clock and eliminates any "we didn't know" defense later.
When to Escalate: TEA Complaints Against GISD
If Garland ISD has violated a timeline, denied an evaluation without proper Prior Written Notice, failed to implement your child's IEP as written, or denied you meaningful participation in the ARD process, you have the right to file a State Complaint with the Texas Education Agency. This is not adversarial — it is a compliance mechanism built into federal law, and large districts like GISD receive them regularly.
How to File
You submit a written complaint to the TEA Division of Federal and State Education Policy, Special Education Unit. The complaint must allege a violation of IDEA or state special education law that occurred within the past one year. You can mail, fax, or email the complaint. TEA's Special Education information line is (512) 463-9414. Once TEA accepts the complaint, the agency has 60 calendar days to investigate and issue a decision. GISD will be required to respond and provide documentation. TEA may conduct interviews with district staff and review your child's records.
Common Violation Types in Large Texas Districts
- Failure to meet evaluation timelines (15 school days to respond, 45 school days to complete).
- Failure to implement IEP services — particularly related services like speech and OT.
- Failure to provide Prior Written Notice when refusing a parent's request.
- Predetermination of placement or services before the ARD meeting occurs.
- Failure to conduct an FBA and develop a BIP before placing a student with a disability in DAEP.
Important: TEA complaint data and outcomes are public record under Texas law. You can request information about prior complaints filed against GISD and their resolutions. This data can be invaluable if you are seeing a pattern of noncompliance at a specific campus or within a specific service area.
What Garland ISD Parents Should Do This Week
- Request your child's complete special education file. Send a written request under FERPA to the campus registrar and GISD's Special Services department. The district has 45 days to comply under federal law. Ask specifically for evaluation reports, ARD documents, IEP progress reports, service logs, and all Prior Written Notices.
- Audit the service logs. If your child's IEP says 120 minutes/month of speech therapy, request the SLP's session-by-session documentation. Compare what was promised to what was delivered. Gaps equal compensatory services owed to your child.
- Put your next request in writing — today. Whatever you've been asking for verbally — an evaluation, a placement change, an independent educational evaluation (IEE), an FBA — put it in an email to the ARD facilitator and copy the Special Services department. Verbal requests do not trigger legal timelines. Written requests do.
- Record the ARD meeting. Under Texas Education Code §29.005(b), you have the right to audio record any ARD meeting. You do not need the district's permission. Inform the ARD committee at the start of the meeting that you are recording. This changes the dynamic immediately.
- Review your child's most recent evaluation for completeness. Texas requires a Full Individual Evaluation (FIE) to assess all areas of suspected disability. If your child has behavioral challenges and no FBA was conducted, or sensory needs were noted but no OT evaluation was completed, the evaluation may be legally insufficient. You can request additional assessments in writing.
- Write "I disagree" on the ARD document if you disagree. In Texas, if you disagree with the ARD committee's decisions, you have the right to document that disagreement directly on the ARD paperwork. The district is then required to offer you a 10-school-day recess to reconsider, or you can invoke your right to a facilitated IEP, mediation, or due process. Never sign that you agree when you do not.
- Contact the GISD Parent Liaison or Special Education Parent Advisory Committee. GISD, like all Texas districts, is required to have mechanisms for parent engagement in special education. Find out when the next advisory meeting is and attend. Your presence — and your questions — are noticed.
You do not need a law degree to hold Garland ISD accountable. You need documentation, timelines, and the willingness to put things in writing. Everything above can be done from your kitchen table this week. Start now — your child's educational trajectory may depend on the record you build today.
Frequently Asked Questions: Garland ISD Special Education
Real questions Garland parents are searching for — answered with Texas law in mind.
Does Garland ISD have a Child Find process to identify children who may need special education?
Yes, Garland ISD is legally required to operate a Child Find program that locates, identifies, and evaluates all children with suspected disabilities from birth through age 21. Under the Individuals with Disabilities Education Act (IDEA) and Texas Education Code Chapter 29, GISD must actively seek out children who may need special education services, including those who are home-schooled, attend private schools within district boundaries, or are not yet enrolled in school. If you believe your child in the Garland area may have a disability affecting their learning, you can submit a written referral to your child's campus or contact the GISD Special Education Department directly. The district then has 15 school days to respond and must complete a Full Individual and Initial Evaluation (FIIE) within 45 school days of obtaining parental consent.
How does special education work in Texas, and what rights do Garland ISD families have?
Special education in Texas is governed by the Individuals with Disabilities Education Act (IDEA) at the federal level and Texas Education Code Chapter 29 at the state level. In Garland ISD, eligible students receive a Free Appropriate Public Education (FAPE) through an Individualized Education Program (IEP) developed at an Admission, Review, and Dismissal (ARD) meeting. Texas recognizes 13 disability categories, including autism, learning disabilities, and speech impairment. GISD parents have robust procedural safeguards, including the right to participate in all ARD meetings, review educational records, request independent evaluations, and file complaints with the Texas Education Agency (TEA). The TEA also publishes a Parents' Guide to the ARD Process, which Garland ISD must provide to families at every ARD meeting.
Who is on the ARD Committee in Garland ISD?
The ARD (Admission, Review, and Dismissal) Committee in Garland ISD includes the parent or guardian, at least one general education teacher, at least one special education teacher, a GISD representative qualified to provide or supervise specially designed instruction, and a person who can interpret evaluation results. Under IDEA Section 300.321 and Texas Education Code §29.005, the parent is a full and equal member of this committee. Garland ISD may also include related service providers such as speech therapists or occupational therapists, a transition specialist for students 14 and older, and the student when appropriate. Parents can also invite outside advocates, attorneys, or specialists to support them during the meeting. Every member plays a role in developing the student's IEP.
How do I ensure my child's IEP in Garland ISD includes measurable goals?
Measurable IEP goals are required under IDEA Section 300.320 and must describe what your child will achieve, how progress will be measured, and the timeline for achievement. In Garland ISD, each goal should include a specific skill, a condition under which the skill is performed, and a measurable criterion such as a percentage or frequency. For example, instead of 'the student will improve in reading,' a measurable goal states, 'Given a grade-level passage, the student will read 100 words per minute with 95% accuracy by the end of the annual IEP period.' GISD must report progress on these goals at least as often as report cards are issued. If goals lack measurability, parents should request revisions at the ARD meeting and document concerns in writing.
What does ARD meeting mean for parents in Garland ISD?
An ARD meeting is an Admission, Review, and Dismissal meeting — Texas's term for the IEP team meeting required under IDEA. In Garland ISD, the ARD meeting is where parents and school staff come together to determine eligibility for special education, develop or revise the Individualized Education Program (IEP), decide placement, and review the student's progress. Texas Education Code §29.005 mandates that parents are full and equal participants in every ARD decision. GISD must provide reasonable notice before scheduling the meeting and offer a mutually agreeable time. Parents have the right to review all documents beforehand, bring an advocate or attorney, and record the meeting with 24-hour advance notice. The ARD meeting is the most important decision-making event in your child's special education journey.
How does Garland ISD's special education program compare to Katy ISD's?
Both Garland ISD and Katy ISD must comply with the same federal and state laws, including IDEA and Texas Education Code Chapter 29, ensuring every eligible student receives a Free Appropriate Public Education. However, implementation can differ between districts. GISD serves a diverse population in the Dallas-Fort Worth metroplex and operates specialized programs including autism units, life skills classrooms, and resource settings across its campuses. Parents in Garland ISD should focus on whether their child's specific IEP is being properly developed and implemented rather than comparing district reputations. If you are transferring to GISD from Katy ISD, Garland ISD must provide comparable services immediately while convening an ARD meeting within 30 school days to adopt or revise the existing IEP per 19 TAC §89.1050(g).
What is ARD in Texas schools and how does it apply in Garland ISD?
ARD stands for Admission, Review, and Dismissal — the formal process Texas schools use to make special education decisions. It is the Texas equivalent of the IEP team meeting under IDEA. In Garland ISD, the ARD committee determines whether a student qualifies for special education, develops and revises the Individualized Education Program, decides educational placement, and can dismiss a student from services when appropriate. Texas Education Code §29.005 and 19 Texas Administrative Code §89.1050 establish the legal framework for ARD meetings. GISD must hold an annual ARD to review each student's IEP, but parents can request an ARD meeting at any time by submitting a written request to the campus or special education department. The district must respond within a reasonable timeframe.
What are the legal requirements for ARD meetings in Garland ISD, Texas?
Texas ARD meeting requirements are established under IDEA, Texas Education Code §29.005, and 19 TAC §89.1050. Garland ISD must provide parents with reasonable written notice of the ARD meeting, including the purpose, time, location, and attendees. The meeting must be scheduled at a mutually agreed-upon time and place. Required ARD committee members include the parent, a general education teacher, a special education teacher, a GISD administrative representative, and someone who can interpret evaluation data. Parents must receive a copy of procedural safeguards at each meeting. If the ARD committee cannot reach consensus, GISD must implement the school's proposed plan but must document the parent's disagreement and inform parents of their right to file a complaint with TEA or request a due process hearing.
What do Garland ISD parents need to know before their first ARD meeting?
Before your first ARD meeting in Garland ISD, understand that you are a full and equal member of the ARD committee under Texas Education Code §29.005. Request and review all evaluation reports and draft documents at least five school days before the meeting. You have the right to bring an advocate, attorney, or any person with knowledge of your child. You may audio-record the meeting by providing 24-hour written notice to GISD. Come prepared with a written list of your child's strengths, challenges, and your priorities for the IEP. Know that you do not have to sign the IEP the same day — you can request a recess of up to ten school days to review the proposal. The TEA's Parents' Guide to the ARD Process is a valuable resource GISD must provide to you.
Where can Garland ISD parents find a comprehensive guide to the ARD process?
The most authoritative ARD guide for Garland ISD parents is the Texas Education Agency's official publication, 'A Guide to the Admission, Review, and Dismissal Process,' which TEA updates regularly and GISD is required to provide at every ARD meeting. This guide explains parent rights, ARD committee membership, IEP development, placement decisions, and dispute resolution options. You can download it for free from the TEA website at tea.texas.gov. Additionally, texasspecialed.com offers parent-focused resources specific to navigating the ARD process in Garland ISD and other Texas districts. Understanding this guide before your ARD meeting empowers you to meaningfully participate in decisions about your child's education, as guaranteed by IDEA and Texas Education Code Chapter 29.
What role does the ARD play in special education for Garland ISD students?
The ARD (Admission, Review, and Dismissal) process is the central decision-making mechanism for all special education services in Garland ISD. Under IDEA and Texas Education Code §29.005, every major special education decision — eligibility determination, IEP development, placement, services, accommodations, behavior intervention plans, and transition planning — must be made through the ARD committee. In GISD, the ARD committee meets at least annually to review and update each student's IEP but must also convene when a parent requests a meeting, when a student's needs change, or after a new evaluation. The ARD committee ensures compliance with the requirement for a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). Parents who disagree with ARD decisions have the right to dispute resolution through TEA.
What does ARD mean in education and how is it used in Garland ISD?
In education, ARD stands for Admission, Review, and Dismissal — a process unique to Texas that serves as the state's version of the IEP team meeting required under the federal Individuals with Disabilities Education Act. The ARD committee in Garland ISD is responsible for admitting students to special education, reviewing their progress and educational programs, and dismissing them from services when they no longer qualify. Texas Education Code §29.005 establishes the ARD committee requirements, and 19 TAC §89.1050 provides detailed procedural rules. Every Garland ISD student receiving special education has an ARD committee that develops their Individualized Education Program. The term ARD is used exclusively in Texas; other states simply refer to this as the IEP team meeting.
How often are ARD meetings held in Garland ISD and when can parents request one?
Garland ISD must hold an ARD meeting at least once per year to review and update each special education student's IEP, as required by IDEA and 19 TAC §89.1050. However, parents can request an additional ARD meeting at any time by submitting a written request to the campus principal or GISD Special Education Department. Common reasons to request an ARD include concerns about lack of progress, a need for additional services, behavioral issues, or disagreement with current placement. GISD must schedule the meeting within a reasonable timeframe after receiving the request. ARD meetings are also required after initial evaluations, reevaluations, disciplinary removals exceeding ten days, and when transition planning begins. Always put your request in writing and keep a copy for your records.
How is an IEP developed and implemented in Texas for Garland ISD students?
In Texas, the Individualized Education Program (IEP) is developed by the ARD committee during a formal meeting, as required under IDEA and Texas Education Code Chapter 29. For Garland ISD students, the IEP must include present levels of academic achievement and functional performance, measurable annual goals, special education and related services, accommodations, participation in state assessments, and a transition plan beginning at age 14. GISD teachers and service providers are legally required to implement the IEP as written. Parents receive a copy of the finalized IEP and should monitor whether services are being delivered. Progress reports on IEP goals must be provided at least as often as general education report cards. If GISD fails to implement the IEP, parents may file a complaint with TEA or pursue due process.
What does the IEP process look like in Texas compared to other states for Garland ISD families?
The IEP process in Texas follows the same federal IDEA requirements as every other state, but Texas uses unique terminology and has additional state-level rules. In Garland ISD, the IEP team is called the ARD (Admission, Review, and Dismissal) committee, governed by Texas Education Code §29.005 and 19 TAC §89.1050. Texas also requires transition planning to begin by age 14, earlier than the federal requirement of 16. GISD must provide parents with the TEA Parents' Guide to the ARD Process and ensure procedural safeguards are followed. Texas law uniquely allows a ten-school-day recess if the ARD committee cannot reach agreement, giving parents time to consider proposals. Understanding these Texas-specific differences helps Garland ISD families, especially those relocating from other states, effectively advocate for their children.
What laws govern special education in Texas and how do they affect Garland ISD students?
Texas special education is governed by three layers of law: the federal Individuals with Disabilities Education Act (IDEA), Texas Education Code Chapter 29, and the Texas Administrative Code Title 19, Chapter 89. Together, these laws require Garland ISD to identify, evaluate, and provide a Free Appropriate Public Education to every eligible student with a disability. IDEA establishes parent rights and procedural safeguards. Texas Education Code §29.005 defines the ARD committee structure, and 19 TAC §89.1050 details procedural requirements for ARD meetings, timelines, and evaluations. The Texas Education Agency (TEA) monitors district compliance, and GISD must follow TEA's corrective actions. Garland ISD families can file complaints directly with TEA if they believe the district is violating any of these laws or failing to implement their child's IEP.
What is the connection between the ARD process and special education services in Garland ISD?
The ARD process is the gateway to all special education services in Garland ISD. Under Texas Education Code §29.005 and IDEA, no student can receive special education services without first going through the ARD (Admission, Review, and Dismissal) process. The ARD committee determines eligibility, develops the IEP, selects the appropriate educational placement, and decides which related services — such as speech therapy, occupational therapy, counseling, or behavioral supports — the student will receive. In GISD, every special education decision of significance must be made through the ARD committee with full parent participation. If parents disagree with the ARD committee's decisions, they can request mediation, file a complaint with TEA, or initiate a due process hearing. The ARD process ensures accountability and parental involvement in every aspect of a child's special education program.
What does the Texas ARD process involve and how does Garland ISD implement it?
The Texas ARD (Admission, Review, and Dismissal) process involves a series of formal meetings where a committee of parents and school professionals make all special education decisions for eligible students. In Garland ISD, the ARD process begins with a referral and evaluation, followed by an initial ARD meeting to determine eligibility and develop the IEP. GISD then conducts annual ARD reviews and full reevaluations at least every three years. Texas-specific requirements under 19 TAC §89.1050 include mutual agreement on meeting scheduling, a ten-day recess option when consensus cannot be reached, and mandatory provision of the TEA Parents' Guide. Garland ISD must document all ARD decisions in writing, provide parents with a copy of the IEP, and implement services as agreed upon. Parents are equal decision-makers throughout the entire process.