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

2. 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.

4. 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)

5. 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Education of the Handicapped Act repealed prior legislation to “established a grant program similar in purpose to the repealed legislation.”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)

6. 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)

7. 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)

8. History of IDEA Amendments 1983
named changed to Individuals with Disabilities Education Act (IDEA)
Tuition Reimbursement for Unilaterally Enrolled Private School Student Added
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

9. 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)

10. 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

11. 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)

12. 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)

13. 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)

14. 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

15. TIF
PLAAFP
GOAL

16. Teacher Information Form: John Doe TIF
2bUU
4.4 H Scaffolded to 3.4 K ( Math)

17. PLAAFP Statements

18. 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.

19. 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.

20. Your Turn

21. Q&A Session

22. Thank you!