Educators: Appraisal Staff

The models for appraisal staff vary according the the organizational philosophy and size of a school district. Whereas one district may utilize a diagnostician to conduct psychological testing and lead the IEP meeting, another school district may utilize the educational diagnostician to test and have a position known as the ARD Facilitator to lead the ARD/IEP meeting. Appraisal staff typically consists of the educational diagnostician, the Licensed Specialist in School Psychology (LSSP), and the ARD Facilitator. This section of the website contains tools and information that supports those positions in their role and responsibilities for transition services.

NOTE: If one of your duties is responsibility in your school district as the state designee, the Transition Employment Designee (TED), over transition services for your school district or if you are responsible for transition services on your campus, the information in the Transition Designee section of the website will also be beneficial to you.

The Council for Exceptional Children's (CEC) National Standards for Transition is the official guidance for educators that are responsible for or have a role in the planning, implementation, and results for transition services. 

In This Section:

The Appraisal Staff page provides information to diagnosticians, ARD Facilitators, LLSPs, and other positions that play a role in the actual IEP Meeting and/or have leadership roles over Transition Services. The information includes tools and online resources to assist with the roles and responsibilities for those positions. Another source of information is the state professional organization for diagnosticians, the Texas Educational Diagnostician Association (TEDA) 

Diagnostician Tools

  • Additional Resources

     Legal – If you are looking for more information, links to websites on Transition are provided for state education service centers, national guidance, and Wright’s Law.

    Appraisal Staff Guidance – General – If you are looking for articles or books with guidance in special education, this link will take you to that part of our site.


    • Cheney, D. (2010). Transition and secondary students with emotional and behavior disorders: Current approaches for positive outcomes (2nd ed). Champaign, IL: Research Press.
    • Clark, H.B. & Unruh, D.K. (2009). Transition of youth and young adults with emotional and behavioral difficulties. Baltimore, MD: Paul Brookes Publishing Co.
    • Kochhar-Bryant, C.A., & Bassett, D. S. (Eds). (2002). Aligning transition and standards-based education: Issues and strategies. Arlington, VA: Council for Exceptional Children.
    • Mazzotti, V.L., & Rowe, D.A. (2015). Building alliances: A how-to-manual to support transitioning youth. Arlington, VA: Council for Exceptional Children.
    • Sitlington, P.L., Neubert, D.A., Begun, W.H., Lombard, R.C., & Leconte, P.J. (2007). Assess for Success: A practitioner’s handbook on transition assessment (2nd ed). Thousand Oaks, CA: Corwin Press.
    • Wandry, D., & Pleet, A.M. (2009). Engaging and empowering families in secondary transition: A practitioner’s guide. Arlington, VA: Council for Exceptional Children.
    • Wandry, D., Wehmeyer, M.L., & Glor-Scheib, S. (2013). Life centered education: The teacher’s guide. Arlington, VA: Council for Exceptional Children.
    • Wehman, P., Datlow-Smith, M., & Schall, C. (2009). Autism & the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul Brookes Publishing Co.
    • Wehmeyer, M.L. & Field, S.L. (2007). Self-determination: Instructional and assessment strategies. Thousand Oaks, CA: Corwin Press.