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The ARD formula

The ARD formula. What is needed for a great ARD?. Main Parts of the ARD. There must be a direct correlation between the PLAAFP, IEP’s and the testing decision. There should be alignment throughout your ARD document. PLAAFP. PLAAFP. …the starting point. PLAAFP. ACADEMICS BEHAVIOR

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The ARD formula

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  1. The ARD formula What is needed for a great ARD?

  2. Main Parts of the ARD

  3. There must be a direct correlation between the PLAAFP, IEP’s and the testing decision. There should be alignment throughout your ARD document.

  4. PLAAFP PLAAFP …the starting point

  5. PLAAFP • ACADEMICS • BEHAVIOR • FUNCTIONAL SKILLS • TRANSITION • COMMUNICATION • RELATED/INSTRUCTIONAL SERVICES Make sure to address for all areas • Accommodations • Modifications TELL THE WHOLE STORY OF THE STUDENT

  6. Old Example of a PLAAFP in an ARD Example 1 on handout

  7. Current example of teacher input Patsy (6th grade, LD and OH due to ADHD) See Example 2 on handout Academics: (including, but not limited to Reading, Math, ELA, CDB’s, IRI’s) Strengths: Wants to do well in class. Needs: Needs constant prompting, has trouble focusing. The student needs these accommodations: One-on-one instruction, checking for understanding, peer tutors, TLC, extended time, shortened assignments, modified tests, preferred seating. Behavior (including social skills, peer relations, compliance, discipline, etc.) Strengths: Patsy is always polite to teachers Needs: Easily off task, small grouping, very quiet environment, can be overly social during class time.

  8. Current example of teacher input Functional (including daily living skills, fine/gross motor, organizational skills, self-advocacy, etc.) Strengths: Constant prompting to keep focus, seating at the front of the classroom, constant rechecking for understanding. Needs: Large classroom setting has too many distractions, needs small groupings to be effective, tends to be off task frequently. Transition: (provide information in the following four areas) Needs: n/a Preference: n/a Interest: n/a

  9. INFORMATION FROM READING TEACHER: EXAMPLE # 3 (HANDOUT) BEHAVIOR SECTION ACADEMIC INFORMATION TRANSITION

  10. IEP’s: Where do we start? Student Need from PLAAFP

  11. Components of Measurable Goals • Timeframe • Condition • Behavior • Criteria Remember: Tom Collects Bottle Caps

  12. Reading Example:

  13. Is there something we are forgetting? Don’t forget the “F” in PLAAFP. We have to consider whether the student has any functional needs.

  14. More About Functional Goals • What is keeping the child from being successful?

  15. Accommodations & Modifications Accommodation • Accommodations are intended to reduce or even eliminate the effects of a student’s disability, but do NOT reduce the learning expectations. Secondary Transition/Post-School Results Network, 2008 TEA

  16. Accommodations & Modifications • Accommodations Example: Biology assignment-all students are expected to label a diagram of a pig naming the various systems and their functions. Victor, a student with a visual impairment, requires the use of large print handouts to complete this task. Secondary Transition/Post-School Results Network, 2008 TEA

  17. Accommodations & Modifications Modification Modifications are practices and procedures that change the nature of the task or target skill. Secondary Transition/Post-School Results Network, 2008 TEA

  18. Accommodations & Modifications Modification Example: Biology assignment-All students are expected to label a diagram of a pig naming the various systems and their functions. Susan, a student who has modified curriculum, is asked to use preprinted labels to identify the head, mid-section, and legs of the pig. Secondary Transition/Post-School Results Network, 2008 TEA

  19. How do goals connect to TAKS? Follow the ARD Decision-Making Process outlined by TEA. Students must meet all requirements.

  20. ARD Decision-Making Process 1. Review PLAAFP 2. Determine how student access curriculum? 3. Does the student require EXTENSIVE accommodations and modifications? 4. What is the appropriate TAKS? 5. Document allowable accommodations/ modifications student will need.

  21. Audit Process AUDIT FORM

  22. Summary PLAAFP GOALS ASSESSMENT

  23. If you have any questions or need any additional help, please call. The Compliance Team • Marcy Warren @ 397-8748 • Laura Garza @ 397-3568 • Kate Beardsall @ 397-8886 • Bernadette Marroquin @ 397-8739

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