8/11/13
1
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
8/11/13
2
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
8/11/13
3
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
8/11/13
4
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
8/11/13
5
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.
8/11/13
6
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
8/11/13
7
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
8/11/13
8
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
8/11/13
9
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%
8/11/13
10
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
8/11/13
11
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
8/11/13
12
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
8/11/13
13
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
8/11/13
14
Contact Us
Ruth Aspy, Ph.D.
214-‐227-‐7741 [email protected]
Barry G. Grossman, Ph.D.
214-‐227-‐7741 [email protected]
www.texasau7sm.com