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Surviving the ARD Ruth Aspy, Ph.D. & Barry G. Grossman, Ph.D.

The Ziggurat Group

www.texasautism.com

The View from Both Sides of the Table

Three Parent Styles: Lessons From the Inside

 Pushover

 Bully

 Champion

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Champion

 Makes positive difference

A Champion’s Strategies for Surviving the ARD

1. Follow the ARD agenda

2. Ask why/Know why

3. Focus on the IEP objectives

4. Do the groundwork in advance

5. R-E-S-P-E-C-T

Follow the ARD Agenda ARD Agenda

There is a logic to the order

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Follow the ARD Agenda – there is a logic to the order

 Each step provides unique information and builds on the previous step (e.g., present levels of performance IEP objectives)

 Staff are required to follow the steps.

 Following the agenda makes staff members more comfortable and helps to reduce tension.

Follow the ARD Agenda

 Bring notes with your concerns and questions.  Ask staff to tell you when you

have reached the Points in the agenda when your concern/question is on topic

 Help to keep the ARD “on track” by only asking questions and raising concerns at the appropriate time

Survival Take Home Points

 Following the ARD agenda gives the meeting structure and helps to ease tension (can be face-saving)

 Following the agenda does not take away your ability to express concerns and ask questions – everything has a time and a place

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ARD Agenda – there is a logic to the order

 Introductions

 Purpose of the ARD

 Review of Evaluation Data and Other Information

 Determination of Eligibility

 Transition Planning

ARD Agenda – there is a logic to the order

 Review of Present Levels of Academic and Functional Performance

 Individual Educational Program/Annual Goals  Review of previous IEPs and

progress  Discuss proposed IEPs

ARD Agenda – there is a logic to the order

 ARD Additional Considerations  BIP  Graduation  Autism Supplement  Communication Needs  Assistive Technology

 Modifications/Accommodations

 State and District Assessments

 Consider ESY

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ARD Agenda – there is a logic to the order

 Related Services

 Transportation

 Placement

 Consideration of LRE

 Assurances or Effects of Removal from the General Education Classroom

 ARD Committee Signatures

Know Why/Ask Why

Ask Why – Think Columbo

 Helps to center committee on what you are trying to accomplish/underlying purpose of the agenda topic.

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Example: Transition Planning

 The “norm” is to address transition for students 14+

 The ARD committee may address transition earlier (e.g., students with ASD)

It is Not About Filling in Blanks

 Each topic of the ARD agenda has meaning (e.g., Present Levels of Performance)

Present Levels of Performance: Purpose

 Describe the unique needs of the student that will be addressed through special education

 Measurable, objective, & functional

 Establish a baseline for developing IEP goals and objectives  What is the student able to do and how is

that measured?  Present levels are linked to the IEP objectives

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Present Levels of Academic Achievement and Functional Performance

 Specifies:  Strengths of the child  Unique needs of the child  Parent concerns  How the disability affects the child’s

involvement and progress in the general curriculum

Filling in the Blanks: Example

Area Notes Source

Oral Reading

DIBELS Retell 69; Accuracy 97; James is a fluent reader, he uses decoding strategies for unfamiliar words

DIBELS; Teacher reports/assessments

Filling in the Blanks: Example

Area Notes Source

Knowledge/comprehension

James participates in classroom discussions

Observation

Social/Emotional

James interacts appropriately with peers and adults. He often plays kickball or soccer at recess

Observation

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Survival Take Home Points

 “Filling in the blank” on the PLAAFP impacts development of IEP goals and objectives and subsequently instructional and related services required to implement the goals.

 When needed, ask for more assessment to inform programming

Focus on the IEP Objectives

Bryan - Background

 Elementary School Student - ASD

 Over 25 In School Suspensions

 Hides under desk

 “Work refusal”

 Body slams adults and peers

 Leaves class

 Teased by peers

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Bryan - IEP

 Has 42 objectives in IEP – 40 of those are academic (writing/grammar, number operations, penmanship, geometry and spatial reasoning, geography)

Canned

Bryan - BIP

 Well defined limits

 Timer for self-monitoring

 Points system

 Redirect

 Private discussion

 Study carrel

 Physical Intervention

Bryan – “Psychological” IEP objectives

 Bryan will identify three alternative behaviors to replace negative behaviors. 90%

 Brian will identify 3 support services in the school setting. 100%

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The Purpose of Special Education (IDEA)

To ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique need and prepare them for further education, employment, and independent living

§300.1 (emphasis added)

IEP Goals

 Address needs identified in the PLAAFP that prevent the student from accessing and/or progressing in the general curriculum

MUST BE MEANINGFUL

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IEP Goals: Components

 Timeframe (e.g., by Dec 17; In 36 instructional weeks)

 Condition (e.g., when provided a visual schedule; given counseling with instruction)  CONTEXT (e.g., in the hallway)

 Behavior (Student will read; student will state)

 Criteria (60 words per minute with fewer than 10 errors)

TEA 2013 http://www.esc20.net/portal/page/portal/doclibraryroot/publicpages/SpecialEducation/AGC/AGCStatewideLeadership/IEP%20QA%20March%2026%202013.pdf

Survival Take Home Points

 Important area to draft and review prior to the ARD meeting

 Objectives provide a basis for accountability  Measures student progress  Inform service decisions

Do the Groundwork in Advance

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Survival Take Home Points

 The ARD is not always the best place to “hammer out” details of a student’s program. Often, it is better to work with staff members “outside” the ARD to have discussions, ask questions, and draft documents.

 Meeting outside the meeting may help diffuse tension.

R-E-S-P-E-C-T

Key Principles

  Remain kind and logical

  If you lose the ability to be rational, it may undermine your goals

  Listen to each other so you will recognize support and expertise

  If necessary, disagree kindly

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Key Principles

  Communicate clearly

  Compromise when appropriate (there may be a FEW non-negotiable Points)

Survival Take Home Points

 Leave pleased with your own behavior

 Remain your child’s best advocate

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Contact Us

Ruth  Aspy,  Ph.D.  

214-­‐227-­‐7741  aspy@texasau7sm.com  

Barry  G.  Grossman,  Ph.D.  

214-­‐227-­‐7741  grossman@texasau7sm.com  

www.texasau7sm.com