the ard formula
DESCRIPTION
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 - PowerPoint PPT PresentationTRANSCRIPT
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