Teacher Information Form: ARD paperwork WHAT’S THE POINT? Dr. Flournoy, Ms. Cabral, Ms. Drake

Objective for today This session will provide general education teachers the skills and tools needed to effectively complete a Teacher Information Form, used to develop a PLAAFP (Present Levels of Academic Achievement and Functional Performance) for a student in special education. There are helpful handouts under Notes and Attachments.

History of IDEA 1966 Congress Amended Elementary and Secondary Education Act of 1965 “to establish a grant program ‘for the purpose of assisting the States in initiation, expansion and improvement of programs and projects…for the education of handicapped children’” Bd. Of Educ. V. Rowley, 458 U.S. 178 (1982)

History of IDEA 1970 Education of the Handicapped Act repealed prior legislation to “established a grant program similar in purpose to the repealed legislation.” “to ensure that all children with disabilities are provided ‘a free appropriate public education which emphasizes education and related services designed to meet their unique needs [and] to ensure the rights of [such] children and their parents or guardians are protected.” Bd. Of Educ. V. Rowley, 458 U.S. 178 (1982) First time see bedrock principal of FAPE and protection of student and parents rights regarding FAPE Forest Grove Sch. Dist. v. T.A., 557 U.S. 230 (2009)

History of IDEA 1974 Response to perceived lack of progress under prior legislation and 2 district court decisions Increased funding New requirement that “recipient States…adopt a goal of providing full educational opportunities to all handicapped children.” Congress then launched a year long investigation Bd. Of Educ. v. Rowley, 458 U.S. 178 (1982)

History of IDEA 1975 All Handicapped Children Act To qualify for federal financial assistance, states must demonstrate it has in effect a policy that assures all handicapped children the right to a FAPE FAPE is tailored to the unique needs of the child through an Individualized Education Program (IEP) Compliance assured by possible withholding of federal funds and provision for judicial review IEP written document prepared by a defined group with specific content requirements that must be reviewed at least annually Bd. Of Educ. v. Rowley, 458 U.S. 178 (1982)

History of IDEA Amendments 1983 1990 - named changed to Individuals with Disabilities Education Act (IDEA) 1997 - Tuition Reimbursement for Unilaterally Enrolled Private School Student Added 2004 - named changed to Individuals with Disabilities Education Improvement Act Last name change never really caught on Now going to review definitions for key terms introduced

Free Appropriate Public Education FAPE Free Appropriate Public Education 20 U.S.C. Sec. 1401(9) Bd. Of Educ. V. Rowley, 458 U.S. 178 (1982) Public education, private education only enters IDEA if the public is unable to provide an education Private schools do not fall under IDEA so they do not have a duty to provide FAPE This is the level of special education services provided to those almost 12K student enrolled in district FAPE only exists in the IDEA lexicon …reasonably calculated to enable child to make progress appropriate in light of the child’s circumstances. Endrew F. v. Douglas Cty. Sch. Dist RE-1, 137 S. Ct. 988, 999 (2017)

FAPE “[t]he educational benefit…’cannot be a mere modicum or de minimis; rather, an IEP must be likely to produce progress, not regression or trivial educational advancement.” C.G. v. Waller Ind. Sch. Dist., 2017

Individualized Education Program (IEP) Must Include: statement of the child’s present levels of academic achievement and functional performance, statement of measurable annual goals, description of how the child’s progress will be measured and when, statement of special education and related services that will be provided, an explanation for any time not in the regular class, a statement of any individual appropriate accommodations, projected date for IEP to begin, and transition services following age 14 Method for delivering FAPE 20 U.S.C. §1414(d)(1)(B)

Admission, Review, & Dismissal Committee (ARDC) At a minimum must include a parent of the child, at least one regular education teacher of the child, at least one special education teacher of the child, a representative of the local education agency, and an individual who can interpret instructional implication of evaluation results. must know the child Lots of people and resources involved in convening an ARDC Especially times 12,000 student Something we take very seriously 20 U.S.C. §1414(d)(1)(A)(i)

ARDC Must Consider Strengths of the child, The concerns of the parent, The results of evaluations, and The academic, developmental, and functional needs of the child 20 U.S.C. §1414(d)(3)(A)

PLAAFPs Function Help IEP Team Identify Child’s current level of learning or performance Compared to previous year (FAPE) Current benchmark Realistic expectations for next year Effect or impact of child’s disability on learning Compared to planning a trip to another city: You need to know where you are starting, as well as any obstacles that may make your trip more challenging

TIF PLAAFP GOAL

Teacher Information Form: John Doe TIF https://drive.google.com/drive/folders/0B8e1klYVJE9xMzN4U2RJODA 2bUU http://lead4ward.com/ http://ipsi.utexas.edu/EST/files/standards/TEKS/ELAR_TEKS_K-5.pdf 4.4 H Scaffolded to 3.4 K ( Math)

PLAAFP Statements

PLAAFP Statement Cont. John is currently a fourth grade student with autism and a speech impairment. John is developing his skills in the area of math calculation with an instructional focus in dividing a two-digit dividend by a one-digit divisor using pictures to show equal parts. John is able to multiply a two-digit by one-digit Number and two-digit by two-digit by number. John is developing his skills in solving one- step multiplication problems using strategies previously taught and being able to point out the important information in the given problem. John is able to solve a simple addition or subtraction word problem and identify when he needs to add in the word problem. John’s educational performance in mathematics is negatively impacted by his Autism and speech impairment in the areas of math as observed in his math calculating skills and problem solving skills.

Individualized Education Plan Goals John is currently a fourth grade student with autism and a speech impairment. John is developing his skills in the area of math calculation with an instructional focus in dividing a two-digit dividend by a one-digit divisor using pictures to show equal parts. John is able to multiply a two-digit by one-digit Number and two-digit by two-digit by number. John is developing his skills in solving one- step multiplication problems using strategies previously taught and being able to point out the important information in the given problem. John is able to solve a simple addition or subtraction word problem and identify when he needs to add in the word problem. John’s educational performance in mathematics is negatively impacted by his Autism and speech impairment in the areas of math as observed in his math calculating skills and problem solving skills. By the next annual ARD, when given a one- step division word problem and using a problem solving strategy, John will point out the important information in the word problem and solve for the quotient on 7 out of 10 trials.

Your Turn

Q&A Session

Thank you!