What is needed for a great ARD?

There should be alignment throughout your ARD document.

…the starting point

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

Example 1 on handout

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 teachersNeeds: Easily off task, small grouping, very quiet environment, can be

overly social during class time.

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/aPreference: n/aInterest: n/a

INFORMATION FROM READING TEACHER:EXAMPLE # 3 (HANDOUT)

Student Need from PLAAFP

Timeframe Condition Behavior Criteria

Remember:Tom Collects Bottle Caps

Timeframe Condition Behavior Criteria

By the next annual ARD Given enrolled grade level reading material

Patsy will summarize main ideas and supporting details in text

At 70% accuracy in 3 out of 4 trials.

Don’t forget the “F” in PLAAFP.

We have to consider whether the student has any

functional needs.

What is keeping the child from being successful?

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, 2008TEA

AccommodationsExample: 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, 2008TEA

Modification

Modifications are practices and procedures that change the nature of the task or target skill.

Secondary Transition/Post-School Results Network, 2008TEA

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, 2008TEA

Follow the ARD Decision-Making Process outlined by TEA. Students must meet all requirements.

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.

AUDIT FORM

PLAAFP

GOALS

ASSESSMENT

The Compliance Team

Marcy Warren @ 397-8748Laura Garza @ 397-3568Kate Beardsall @ 397-8886Bernadette Marroquin @ 397-8739