Procedures for Teachers

ARDs:

The campus ARD Facilitator or Assessment Staff member will send out all ARD invites. When you receive the ARD invite please accept or decline the invitation. If you decline the ARD invite state a reason and inform the campus Dianostician/LSSP.

ARD invite: Double check to make sure everyone that needs to be invited has been invited, especially anyone from related services (AI, OT, PT, SI, LPAC member for ELL student, counseling etc.

Look at the ESPED screen hand-out (cheat sheet) and ensure all screens on ESPED are completed.

Make a draft ARD for the student, and then follow the procedures. You may choose to exclude info from the previous ARD or you may include it or revamp it.

Please make sure you complete your ARD paperwork no later than 2 days before the ARD.

PLAAFPS:

Email each teacher and request they update the AWARE form. Give them a specific date for this to be completed

If the forms do not have adequate information meet personally with each teacher and gather info necessary to complete PLAAFPS.

Contact and administrator if you need help in this area.

Please make sure you are recording specific strengths and weaknesses on each subject area about the student.

Check to see if the teachers are including information that would justify the need for a student to take a modified version of STAAR (especially noting any modifications that the student is using).

TRANSITION:

Transition screens need to be completed for any student who will be 14 by end of school year. Check your ESPED screen cheat sheet to ensure the proper screens are completed. Use examples to help guide you to complete these screens correctly.

Transition Survey must be completed before the ARD.

Transition goal needs to be completed before the ARD. This goal is based on what the student has stated what they want to do once they graduate from high school.

DURING THE ARD:

Have all necessary info ready.

Have work samples from teachers and student’s current grades report.

Have their last year STAAR scores, which can be found in AWARE or in the counselors’ office. These scores need to be noted in the ARD.

Your computer will be connected to the projector and you will move through the ARD screens.

Assessment staff will be typing the deliberations for the meeting.

ACCOMMODATION/MODIFICATIONS:

Make sure appropriate accommodations or modifications are established for the student.

Remember we need to challenge our sped students.

The date needs to begin with date of ARD and end one day before new ARD is due.

Address unit assessments, accommodations/modifications in this section of ESPED.

SUPPLEMENTAL AIDS:

Please select which supplemental aids the student needs to use on state assessments.

Make sure to address supplemental aids on district-wide assessment screen and on accommodations/modifications screen

STAAR TESTING PAGE:

There are two screens that need to be address.

Use appropriate accommodations (should also be ones they use daily in the classroom) for the student.

Know the students disability.

Oral administration should be addressed.

Check if a student wants to lower their level of support. If denying, make sure you make a note of this on the additional accommodation section.

Be specific; do not assume everyone understands the terminology on this page.

Check the “yes” box at top of page and the box at the bottom of the page that notes the language the STAAR test will be given in.

If a student is taking the alternate version of STAAR: the STAAR alternate participation form needs to be filled out on ESPED.

STUDENTS SCHEDULE:

You will need to have the current school year and next school year’s schedule completed.

If the student is an 8^th grader please be sure to get the high school information for the schedule page.

Make sure you are including the correct classes for the student’s grade level. If a student needs support facilitation, make sure you note it on the minutes section.

BIPS:

LSSP and SPED teacher /Redirect teacher work on the BIP together. Complete the BIP Brief screen if a student has a BIP and make any necessary changes.

If you have a student you feel needs a BIP get with that student’s LSSP/Assessment staff. It may be necessary to complete a FBA (Functional Behavior Assessment) and then make a BIP.

AFTER THE ARD:

Each campus has a procedure for whom you will give copies of the ARD to. Check with your Assistant Principal.

Make sure an the updated IEP is given to the each of the students general education teachers, especially if the student has a BIP.

If you are changing a student’s schedule make sure you fill out an ARD schedule change form and send to the appropriate counselor.

Proposed schedule changes need to be given to counselors before ARD if possible to ensure the class is available.

MONITOR STUDENTS:

Make sure you keep a working file on each of your monitor students.

Make sure you have a hard copy of their complete ARD.

At the end of the year, 5th and 8th grade files will need to be sent to the next campus.

Make sure you visit with your monitor students often. Make it a point to touch base with your monitor students the first week of school and remind them you are there to assist them.

Check their grades at least once a week. If a student is not passing, this would be a good time to talk to them and their teacher. Call parents with positive comments.

Monitor students that are in ISS and document your process.

If a student is at JJAEP/DAEP visit with them once a week. Document each visit.

IEP PROGRESS REPORTS:

IEP progress reports are due and to be put into student’s report card envelopes no later than the day before report cards go home

Each campus will have specific information pertaining to how progress reports get sent home.

Once you have completed your IEP progress reports, email Clint Askins and Barbara Smith to let them know the progress reports are ready to be archived. Each student must get a progress report unless the Annual ARD meeting was too recent to document progress.

PARENT CONTACTS:

Contact parents when you notice students are struggling or not doing their best (grades/behavior). Include positive contacts as well.

These contacts can include: your monitor students, basic classes students, and your support facilitated students.

If you need to call a parent of a co-teach class student make sure you have discussed the reason needed for the call (especially if it is over a behavior/academic issue or concern) with the general ed teacher. Most teachers do not mind but sometimes they may prefer to make the call themselves.