Identifying an Intellectual Disability (ID) requires more than low cognitive scores and adaptive behavior ratings. In this interactive session, educational diagnosticians will examine updated Texas Administrative Code (TAC) requirements and explore critical considerations for both initial evaluations and reevaluations. Special attention will be given to evaluating young children whose developmental profiles may not yet clearly support ID, including when Developmental Delay (DD) may be appropriate, and reevaluating older students whose current functioning may differ significantly from their initial identification. Through practical examples and case discussions, participants will strengthen their ability to triangulate multiple data sources, interpret conflicting evidence, and make thoughtful, defensible eligibility recommendations.