Hi, I'm a Texas parent of a 2e child. When I watched the school system fail her, I realized how broken the process is. I built this resource to help parents like you get the support your child deserves. You are not alone.
⚡ Quick Answer
How long does Texas have to complete an evaluation?
Once a written evaluation request is received, the district must complete the Full Individual Evaluation (FIE) and hold an ARD meeting within 45 school days. This timeline is strictly enforced by the Texas Education Agency (TEA). Verbal requests do not start the clock — always submit in writing and keep a copy.
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In Texas, initiating the process for a special education evaluation within Keller ISD (or any other school district) begins with a formal, written request. This request acts as the starting point for determining if your child requires special education services. It's crucial that this request is clear, concise, and contains all the necessary information to ensure the school district understands your concerns.
The first step is to draft a letter addressed to the school principal or the Special Education Director for Keller ISD. It's generally best to address it to both, sending a copy to each, to ensure it reaches the appropriate individuals promptly. You can usually find the contact information for these individuals on the Keller ISD website. In your letter, clearly state that you are requesting a full and individual initial evaluation (FIE) for your child to determine eligibility for special education services.
Provide your child's full name, date of birth, grade level, and the name of the school they attend. This information helps the school district quickly identify your child and their educational record.
Most importantly, clearly articulate your specific concerns about your child's academic, behavioral, or developmental progress. Be as specific as possible. Instead of saying "My child is struggling in school," provide details such as "My child is struggling with reading comprehension, consistently scoring below grade level on reading assessments and having difficulty completing reading assignments. They also have difficulty focusing on tasks in class, and the teacher has reported frequent off-task behavior." Include any specific observations you've made at home, any interventions attempted (either at home or at school), and their results.
If you have any relevant medical diagnoses, prior evaluations, or reports from doctors, therapists, or other professionals, mention them in your letter and indicate that you will provide copies of these documents. While you don't necessarily need to include these documents with your initial request, making the school aware of them allows them to better understand the context of your request and prepare for the evaluation process.
Conclude your letter by requesting a meeting to discuss your concerns and the evaluation process. State your preferred method of communication (phone, email, or in-person meeting) and provide your contact information. It's helpful to include a sentence expressing your understanding that the school has a legal obligation to respond to your request within a specific timeframe as outlined by Texas law.
Keep a copy of the letter for your records. You should also send the letter via certified mail with return receipt requested. This provides proof that the school received your request and when they received it, which is essential for tracking the 45-school day timeline.
Texas law, specifically the Individuals with Disabilities Education Act (IDEA) as implemented in Texas, sets a strict timeline for school districts to conduct special education evaluations. This timeline is triggered by the date the school district receives your written request for an evaluation. Understanding this timeline is crucial for parents to ensure their child's needs are being addressed in a timely manner.
The 45 school day timeline begins the day the school receives your written request. This is *school days*, not calendar days. Weekends, holidays, and school breaks (like summer vacation) are not counted in these 45 days.
Within this 45-day period, the school district must complete several crucial steps. First, they must review your request and determine whether an evaluation is warranted. This review typically involves a Response to Intervention (RTI) team or a similar committee. If the school district suspects a disability, they must obtain your informed consent to proceed with the evaluation.
Once you provide your written consent, the evaluation process begins. The school district must conduct a comprehensive evaluation, including various assessments to assess your child's strengths and weaknesses in all areas of suspected disability. The nature of the evaluation will depend on the specific concerns outlined in your initial request.
After the evaluation is completed, the ARD (Admission, Review, and Dismissal) committee must meet to review the evaluation results, determine whether your child meets the eligibility criteria for special education services under Texas law, and, if eligible, develop an Individualized Education Program (IEP) tailored to your child's unique needs. This ARD meeting must occur within the 45-day timeframe.
It is important to note that the 45-day timeline can be extended *only* if both the parent and the school district agree in writing to an extension. Without your written agreement, the school district is legally obligated to adhere to the 45-day timeline. Document all communication with the school district regarding the evaluation timeline.
If the school district fails to complete the evaluation and hold the ARD meeting within the 45-day timeframe (without a written extension agreement), you have the right to file a complaint with the Texas Education Agency (TEA). You should consult with a special education advocate or attorney to understand your rights and options in such a situation.
The Full and Individual Evaluation (FIE) is a comprehensive assessment designed to determine if a child has a disability and, if so, the nature and extent of their educational needs. The FIE must be individualized to your child, meaning the assessments and procedures used must be tailored to address your specific concerns and the child's unique circumstances.
The FIE must evaluate all areas related to the suspected disability. This could include academic skills (reading, writing, math), cognitive abilities, speech and language skills, motor skills, social-emotional functioning, adaptive behavior, and any other area where your child is experiencing difficulties. The evaluation team will gather information from a variety of sources, including standardized tests, classroom observations, parent interviews, teacher input, and review of existing records.
The evaluation team must use technically sound instruments and procedures. This means the tests used must be reliable and valid, meaning they accurately measure what they are intended to measure and provide consistent results. The evaluation team must also administer and interpret the tests in a standardized manner, following the instructions provided by the test developers.
The FIE must be conducted by qualified professionals. This means the individuals conducting the evaluation must have the appropriate training, experience, and credentials to administer and interpret the assessments they are using. For example, a speech-language pathologist should evaluate speech and language skills, while a psychologist should evaluate cognitive abilities and emotional functioning.
The evaluation report must clearly summarize the evaluation findings, including the child's strengths and weaknesses, and explain how the evaluation results relate to the child's educational needs. The report must also include recommendations for interventions and supports that would help the child succeed in school. The report must be written in a clear and understandable manner, avoiding technical jargon that parents may not understand.
Parents have the right to obtain an independent educational evaluation (IEE) at public expense if they disagree with the school district's evaluation. An IEE is an evaluation conducted by a qualified professional who is not employed by the school district. There are specific requirements for requesting and obtaining an IEE at public expense, so it's important to understand your rights and options.
The "Child Find" mandate is a critical component of the Individuals with Disabilities Education Act (IDEA) and Texas special education law. It places a legal obligation on school districts, including Keller ISD, to actively identify, locate, and evaluate all children with disabilities who reside within their boundaries, regardless of whether they are enrolled in public school. This includes children who are homeless, wards of the state, or attending private schools.
Child Find ensures that all children with disabilities have access to a free and appropriate public education (FAPE). It requires school districts to implement procedures to identify children who may need special education services, even if those children are not readily apparent as having a disability. This can involve screening programs, parent outreach initiatives, and professional development for teachers to recognize potential signs of a disability.
If you suspect that your child has a disability but they are not currently receiving special education services, you can contact Keller ISD and request that they conduct a Child Find evaluation. You do not need to provide extensive documentation or proof of a disability to initiate this process. Your concerns and observations are sufficient to trigger the school district's Child Find obligations.
Keller ISD is responsible for providing information to parents about available special education services and supports. They should have readily available information about the Child Find process, eligibility criteria for special education, and the steps involved in requesting an evaluation.
If a child is suspected of having a disability, the school district must conduct an evaluation to determine if the child meets the eligibility criteria for special education services. This evaluation must be conducted in accordance with the timelines and procedures outlined in IDEA and Texas law. The school district cannot delay or refuse to conduct an evaluation simply because they do not believe the child has a disability. The purpose of the evaluation is to determine whether a disability exists and, if so, the extent of the child's educational needs.
If you believe that Keller ISD is not fulfilling its Child Find obligations, you have the right to file a complaint with the Texas Education Agency (TEA). You can also seek assistance from a special education advocate or attorney.
If Keller ISD refuses your written request for a special education evaluation, it is crucial to understand your rights and the steps you can take to challenge the school district's decision. A refusal to evaluate is a significant denial of your child's rights under IDEA and Texas law.
The school district *must* provide you with written notice explaining their reasons for refusing the evaluation request. This notice must be provided within a reasonable timeframe. The notice must be clear, specific, and explain the basis for the school district's decision. This notice is crucial because it forms the basis for your next steps.
You have several options for challenging the school district's refusal. First, you can request an informal meeting with school officials to discuss their concerns and attempt to resolve the issue. This meeting provides an opportunity to present additional information about your child's needs and address any misunderstandings the school district may have.
If an informal meeting is unsuccessful, you can request mediation with the school district. Mediation is a process where a neutral third party facilitates a discussion between you and the school district to help you reach a mutually agreeable solution. Mediation is a voluntary process, and both parties must agree to participate.
You also have the right to file a formal complaint with the Texas Education Agency (TEA). The TEA will investigate your complaint and determine whether the school district violated IDEA or Texas special education law. If the TEA finds that the school district violated your child's rights, they can order the school district to take corrective action, such as conducting an evaluation.
Another option is to request a due process hearing. A due process hearing is a formal legal proceeding where you and the school district present evidence and arguments to an impartial hearing officer. The hearing officer will make a decision on whether the school district violated your child's rights. Due process hearings can be complex and time-consuming, so it is important to consult with a special education attorney or advocate before requesting a hearing.
Remember to document all communication with the school district, including dates, times, names of individuals involved, and the content of conversations. This documentation will be crucial if you need to file a complaint or request a due process hearing.
Once the Full and Individual Evaluation (FIE) is completed, the next step is the Admission, Review, and Dismissal (ARD) committee meeting. The ARD committee is a team of individuals who work together to determine whether a child is eligible for special education services and, if so, to develop an Individualized Education Program (IEP) that meets the child's unique needs.
You, as the parent, are a crucial member of the ARD committee. You have the right to participate fully in all ARD committee meetings and to provide input on all decisions regarding your child's education. Other members of the ARD committee typically include the school principal or designee, the child's teacher(s), a special education representative, and other relevant professionals (e.g., speech-language pathologist, school psychologist).
The ARD committee will review the evaluation results to determine whether your child meets the eligibility criteria for special education services under Texas law. To be eligible, the child must have a disability that adversely affects their educational performance and requires specialized instruction.
If the ARD committee determines that your child is eligible for special education services, the committee will develop an IEP. The IEP is a written document that outlines the child's educational goals, the special education and related services the child will receive, and the accommodations and modifications the child needs to succeed in school. The IEP must be individualized to the child's unique needs and must be based on the evaluation results and input from all members of the ARD committee.
The IEP must include measurable annual goals that are designed to help the child make progress in their education. The IEP must also specify how the child's progress towards these goals will be measured and reported to parents. The IEP must also outline the specific special education and related services the child will receive, such as specialized instruction, speech therapy, occupational therapy, or counseling.
You have the right to disagree with any aspect of the IEP. If you disagree with the IEP, you should voice your concerns and attempt to reach a resolution with the ARD committee. If you are unable to reach a resolution, you have the right to request mediation or a due process hearing.
The IEP must be reviewed and revised at least annually, or more frequently if needed. This annual review provides an opportunity to assess the child's progress, make adjustments to the IEP as needed, and ensure that the child is continuing to receive a free and appropriate public education.
Answers every parent in Texas needs to know.
Submit a written request directly to the school's principal or special education director. The written request starts the mandatory 45 school-day clock. Keep a dated copy for your records.
A Full Individual Evaluation (FIE) is a comprehensive assessment the school must complete to determine if your child has a disability and needs special education services. It must cover all areas of suspected disability and be completed within 45 school days of your written consent.
Yes, but only if the district provides written notice (Prior Written Notice) explaining why they are refusing and what data they relied on. You have the right to challenge that refusal through mediation or a due process hearing.
📍 Other Districts in Region 11 (TEA ESC)
Parents across the region share the same TEA oversight and ESC support. These districts follow the same timelines:
Fort Worth ISDArlington ISDMansfield ISDNorthwest ISDEagle Mountain-Saginaw ISDEvery toolkit in one bundle — ARD Prep, Behavior Defense, Dyslexia, ADHD, Autism Supplement, and the Accommodations Encyclopedia.
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