TOP TEN WHAT NOT TO SAY EFFECTIVE ARD PROCESS SPECIAL EDUCATION TEAM ADAPTED FROM: DAVID HODGINS, THOMPSON & HORTON & DAVID RICHARDS, RICHARDS LINDSAY & MARTIN, LLP COPYRIGHT ALL RIGHTS RESERVED

Number 10 “He doesn’t have modifications in MY classroom? 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 appropriate Education (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 receives all 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 make clear 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 ensure both 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 can barely afford a new “Hook’em Horns” costume for the school mascot.”

Excuse ME! To a parent, the cost or convenience to the district 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 or accommodation is needed.

S OCIAL C ONTRACT Confidential Trust Professional Respectful Courteous Productive Communication Effective Listening Affirmation

S TATEMENT OF C ONDUCT AND C ONFIDENTIALITY 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 Every child is entitled to a Free and Appropriate Public Education Who is responsible for FAPE? ALL

A NALOGY T IME 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

I T 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.

W HO IS AT THE TABLE ? Members of the Admission, Review, and Dismissal (ARD) Committee - Parent - Assessment Staff - General Education Teacher - Special Education Teacher - Administrator

W HAT ARE THEIR R OLES ? - Parent - Assessment Staff - General Education Teacher - Special Education Teacher - Administrator

IEP DataARDIEPStudent 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.

W HAT TO SAY ! OSFAA One Size Fits ALL Answer DATA EDUCATIONAL 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? ARDC What basis? Evaluation Data With what standards? FAPE

Our ultimate goal is to prepare our scholars for life beyond GPISD!

W HY WE DO OUR WORK ?

Q UESTIONS 972/