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TOP TENWHAT NOT TO SAY
EFFECTIVE ARD PROCESS
SPECIAL EDUCATION TEAM
ADAPTED FROM: DAVID HODGINS, THOMPSON &HORTON &
DAVID RICHARDS, RICHARDSLINDSAY & MARTIN, LLP
COPYRIGHT 2010. ALL RIGHTS RESERVED
Number 10
“He doesn’t have modifications in MYclassroom? You just want to give him the
advantage to make the grade!I only implement them as needed.”
Excuse ME!
Students with disabilities need accommodations and supports in
order to receive a free and appropriateEducation (FAPE).
Teachers should implement accommodations as
specified by the student’s IEP.
Number 9
“Don’t bring him back to my classroom until he’s medicated.”
Excuse ME!
The Rule: Parent makes educational, religious,and medical decisions for child.
Exception: abuse or neglect
LEA’s obligations under IDEIA are not contingent on the child being medicated.
Number 8
“No matter what the federal law says, as long as I’m principal, he’s gone!We expel for that!
Besides, he is only ED or is it SI?!”
Excuse ME!
Federal law preempts state law!A student with a emotional disturbance or speech
impairment receivesall discipline protections under IDEIA.
Number 7
“Everybody gets 4 hours of homebound.”
Excuse ME!
“As a General Rule” vs. “The Rule”When we create practices, we sometimes
forget about the “I” in I-E-P.
Number 6
“We already decided that in the staffing and we are not changing.
We are all in agreement! Right!”
Excuse ME!
No predetermination!The parent must have
meaningful participation in the ARD Committee process.
Number 5
“I know he’s not dyslexic, but he’s failed the STAAR so get him the dyslexia bundle.
I know, we can administer the STAAR Alt? No, we will administer the STAAR M!”
Excuse ME!
Remember, our #1 goal is ...
The studies that justified the bundle makeclear that only students with dyslexia will
benefit.Focus on developing an appropriate IEP!
Number 4
“ED students!You can’t do nothing with them!”
Excuse ME!
NOT! The educational programming must be
structured and implemented with integrity and fidelity to address students with emotionally disturbance educational benefit and ensureboth academic and behavioral progress.
Number 3
“What IEP? IEP WHAT?? Nobody ever told me about an
IEP!!!”
Excuse ME!
The IEP must be implemented with fidelity and integrity.
Compliance is paramount due to transition and post secondary planning.
IEPs and transition plans must be developed based on the data.
Data drives the development of the IEP.
Number 2
“This is not fair! What about the other 22 kids in the classroom? What about their rights?!
He is impacting their learning. He takes toooo much of my time and effort!”
Excuse ME!
Fair vs. Equitable!The IDEIA is designed to be equitable. The federal act grants unique rights to
students with disabilities. And, it also happens to be the law.
Number 1
“We don't have the money for that, we canbarely afford a new “Hook’em Horns”
costume for the school mascot.”
Excuse ME!
To a parent, the cost or convenience to thedistrict are never viewed as good reasons not to
provide FAPE and offer materials identified to support educational benefit.
Focus on the why (data) the service, device oraccommodation is needed.
Social Contract
Confidential Trust Professional Respectful Courteous Productive
Communication Effective Listening Affirmation
Statement of Conduct and Confidentiality
All information concerning a student with disabilities is confidential and may not be discussed with anyone
except those who have a legitimate educational interest in the student with disabilities. Consistent
with school board policy, persons participating in the ARD meeting will refrain from making any personal
attacks on school staff, students or parents. All participants are expected speak in a courteous
manner and in a conversational tone. This expectation must be followed in order to facilitate a
safe, collaborative environment focused on the development of appropriate educational plans for this
student.
PERFECT ARD OR OH NO YOU DIDN’T
IN THE BEGINNING …
Public Law 94-142
Every child is entitled to a Free and Appropriate Public
Education
Who is responsible for FAPE?
ALL
Analogy Time
EVIDENCE IS THE JURY
AS
__________________
IS TO THE ARDC!
DATA Classroom Tests Benchmarks Work Samples Parent Information Medical Information Evaluation RtI
DATA → ARD → IEP = STUDENT ACHIEVEMENT
It is all about the DATA!
Evaluation
The collection of information about a student’s special learning needs, strengths, and interests
Provide information about PLAAFP.
Review evaluation data.
Provide input on data presented.
Receive a copy of the evaluation report.
Who is at the table? Members of the Admission,
Review, and Dismissal (ARD) Committee
- Parent- Assessment Staff- General Education
Teacher- Special Education Teacher- Administrator
What are their Roles?
- Parent- Assessment Staff- General Education
Teacher- Special Education
Teacher- Administrator
IEP
Data ARD IEP Student Achievement
What is an IEP?
•Individualized Education Program •A written plan designed to meet the specific academic and functional needs to afford FAPE.•Implemented in all learning environments.
What to say!
OSFAAOne Size Fits ALL Answer
DATAEDUCATIONAL NEED
FAPE
OSFAA
The ARDC will review the EVALUATION DATA to determine if that’s what your child needs in order to receive FAPE.
It’s the LAW! IDEIA Who will decide? ARDCWhat basis? Evaluation
DataWith what standards? FAPE
Our ultimate goal is to prepare our scholars for life beyond GPISD!
Why we do our work?
http://youtu.be/0DuCOHcUtH8
