ARD AGENDA
1. INTRODUCTIONS – Always make sure that the parent knows who is present and what their relationship is to the student.
2. STATEMENT OF CONFIDENTIALITY AND CONDUCT – All information concerning a student with disabilities is confidential and may not be discussed with anyone except those who have a legitimate educational interest in the student with disabilities. Consistent with the school board policy, persons participating in the ARD meeting will refrain from making any personal attacks on school staff, students or parents. All participants are expected to speak in a courteous manner and in a conversational tone. The expectation must be followed in order to facilitate a safe, collaborative environment focused on the development of appropriate educational plans for the student.
3. STATEMENT OF PURPOSE for the ARD.
4. VERIFICATION OF DEMOGRAPHIC INFORMATION- Always double check that the address and phone numbers in the special education file are current and correct. Changes must be forwarded to the campus data entry clerk.
5. REVIEW OF ASSESSMENT AND PERFORMANCE – Determine if assessment is current and when assessment will need to be updated. If new assessment has been conducted this is the time to present the findings. Parents should be encouraged to share their observations of the student’s performance. Review of progress on previous I.E.P. goals and objectives is presented by classroom teachers along with general progress.
6. DETERMINATION OF ELIGIBILITY- Review the eligibility labels.
7. REVIEW OF BILINGUAL/LEP STATUS - An LPAC representative must be present at the ARDC meeting.
8. COMPETENCIES – Address physical, behavioral, discipline, prevocational/vocational and academic/developmental and I.E.P. competencies which indicate skills the student currently demonstrates. Assistive technology needs, areas of curriculum affected by disability and communication needs are also addressed at this time.
9. ASSISTIVE TECHNOLOGY ASSESSMENT – Options must be mentioned in the ARD deliberations based on the student’s academic needs.
10. DEVELOPMENT OF THE I.E.P. – New goals and objectives are presented and discussed. The parent should be encouraged to participate actively in this discussion.
11. DEVELOPMENT OF TRANSITION/POST-SECONDARY I.E.P. – Beginning at age 16 or earlier when appropriate, transition planning must be completed at ARD.
12. DETERMINATION OF SERVICES – Related services, accommodations/modifications and state testing is discussed and determined.
13. DETERMINATION OF PLACEMENT – Options considered and placement where services will be delivered is determined.
14. ESY DETERMINATION – Students qualify based upon Regression/Recoupment data collected by the special education teacher. Data is presented at ARD and determination is made on ESY. Specific district criteria apply and parents should be referred to the appropriate source for information.
15. GRADUATION METHOD – For students 14 and older, a statement of needed services is documented. A graduation plan is developed prior to the student entering high school.
16. LEAST RESTRICTIVE ENVIRONMENT – Discussion of extent of placement with non-disabled students to maximum extent appropriate.
17. ASSURANCES – This section should be read to the parent and the two statements at the close of the section should be initialed by the campus administrator after they are read aloud.
18. READ DELIBERATIONS ALOUD TO THE ARD COMMITTEE FOR APPROVAL.
19. SIGNATURES – All members should sign indicating their presence and their agreement or disagreement with decision.
20. ARD COPIES – ARD must be finalized immediately after the meeting and copies provided to the parent and out of district agencies as appropriate.
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