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I am a special education teacher on my campus. This information is indented to educate staff on the requirements and procedures related to ARD meetings and the ARD committee. I chose this topic because I think it will be helpful for teachers to gain an understanding of the laws and procedures surrounding ARD requirements.

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Knowing ARD requirements is important to this field of practice because it is the main responsibility of the job. Mr. Harlow is the case manager for over 50 student and the person responsible for creating the bulk of their IEP. It is his job to call parents in advance to discuss recommendation and to get approval of the IEP.

The three things he keep in mind when dealing with ARD's are to keep parents in the loop. Communication goes a long way and it help to develop a sound relationship. Documentation is what will save a special education teacher or even a gen ed teacher. He documents every phone call, email, letter home, tutorials, behavioral incidents, support from the Student Success Center, accommodations, and anything else in-between. Last, Mr. Harlow recommends to stay informed of lasted updates regarding laws/policies/procedures. When COVID happened, we all had to change our way of teaching and how to provide services remotely. It was challenging, but we all remained diligent in our duty to the students.

An emerging issue related to ARD's that educators should watch for is the change in procedures due to COVID and remote learning. We now have to provide services remotely, which is a difficult adjustment for students with learning disabilities, and we now conduct ARD meetings through Zoom instead of face-to-face. Sometimes the meeting freeze and it's difficult to understand what a person is saying in regards to the updated IEP. There are also parents who are not comfortable using technology, such as Zoom meeting, and prefer do conduct the ARD over the phone. Again, it is sometime hard to hear what people say.

I interviewed Mr. Harlow who is the lead special education teacher and case manager for our campus. He has been in special education for over 15 years and was in gen ed for 10 years prior. The legalities is what drives the job. Everything we do in this field is determined by a law. The one area of concern on this campus is documenting proof of accommodation by teachers and guiding lessons based on IEP goals. Sometimes it's difficult to get teachers to turn in their documentation. Teachers in the special education setting tend to follow the grade level curriculum instead of integrating lessons that focus of the individual goals of the students. This issue was brought to the attention of administration and is now included in the "look for" during observations. He has spoken with teachers about their legal obligation to follow the students IEP, which has helped. He also has signed them up for a training this summer over IEP creation and implementation.

Reference: Harlow, R. (4/21/21). personal communication.

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National Association of Special Education Teacher is a go-to website for all things related to special education. There you can find articles on current events, trainings, sped laws, parent/student/teacher rights and obligations, and how to set up an students IEP. All information is free, but you can register to have access to even more. Click on the link to access the website:

https://www.naset.org/

Reference: National Association of Special Education Teacher. (2021). https://www.naset.org/

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"Who's on Your Child's ARD Committee: Understand the Keys Rules of Those Who Attend the ARD Committee."
This article explains who all is required to be on the ARD committee and their role.
Parent- role is to learn, ask questions, and make suggestions.
School Administrator- role is to be familiar with the curriculum, knows of available resources, and finalizes the IEP.
General Education Teacher- role is to know where the child stands academically and socially in the classroom setting.
Special Education Teacher- role is to identify areas of weakness and is involved in the evaluation process. Evaluation Personnel- this could be multiple people. They are the ones conduction the evaluation and interpreting the data. This may include the diagnostician, school psychologist, or sped nurse.

Reference: Who is on your child's ARD committee: Understand the keys rules of those who attend the ARD committee. (2021). Parent Companion. https://www.parentcompanion.org/article/who-is-on-your-childs-ard-committee

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"The ARD Committee and Your Child's IEP: Understand What is Discussed at the ARD Meeting."
The article covers the purpose of the meeting, when and where it takes place, and what is discussed.

The school will inform parents of when and where the meeting will take place and formally invite parents and who eve else needs to be involved.

Before the meeting parents should write down suggestions or concerns they may have for their child. Staff should do the same.

At the meeting staff will discuss the child's strengths and weakness, goals, objectives, accommodations, specialized services, support in classrooms, their disability and updated evaluation data.

It's important for everyone on the ARD committee to have a voice and share thought, ideas, or concerns. Always keep what's best for the student in mind.

Reference: The ARD committee and your child's IEP: Understand what is discussed at the ARD meeting. (2021). Parent Companion. https://www.parentcompanion.org/article/the-ard-committee-and-your-childs-iep

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Individuals with Disabilities Education Act of 2004 (IDEA) is a federal statutory law that requires that each public school provide services to eligible special education students in the least restrictive environment (LRE) and in accordance with each student's individualized education program (IEP).

Schools are required to find and evaluate students suspected of a disability.

develop and implement the IEP of students with a disability

meets the needs of students with disabilities.

offer services and supports that can be provided in many ways and in many different settings.

Ensures that children with disabilities be prepared for employment and independent living.

Ensures that the rights of children with disabilities and their families are protected under the law..

Provides assistance to states, localities, federal agencies, and educational service agencies in providing for the education of children with disabilities.

Individuals With Disabilities Education Act, 20 U.S.C. § 1400 (2004).

https://www.parentcenterhub.org/wp-content/uploads/repo_items/PL108-446.pdf

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The 10th amendment to the US Constitution give the right of power over education to the states. This means it is up to the state to decide all details regarding education. The states decide:

the curriculum

state wide testing

budgets

policies

U.S. Const. amend X.

https://www.archives.gov/founding-docs/constitution-transcript

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Board of Education of Hendrick Hudson School District v. Rowley was the first decision in a special education case by the U. S. Supreme Court and it defined "free appropriate public education."

This court case involved a deaf student. She received services for an interpreter at the beginning of her kindergarten year for two week during the evaluation period, but did exceptionally well without an interpreter the remaining school year.  When they had the ARD meeting, the parent requested  a sign - language interpreter to remain with their child throughout the day 5 days a week for her 1st grade year. This service was denied by the members of the ARD committee stating she was above average in her class with only using the provided FM system. The parents argued their daughter could not reach her full potential which is protected under FAPE. Eventually the Supreme Court decided that the special instruction and supportive services provided to disabled students be designed to help them achieve their full potential as learners is not required and what they were receiving was sufficient.

Board of Ed. of Hendrick Hudson School District v. Rowley 458 U. S. 176 (1982).
https://www.britannica.com/topic/Board-of-Education-of-the-Hendrick-Hudson-Central-School-District-v-Rowley

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TAC, Title 19, §89.1050. The Admission, Review, and Dismissal Committee is an administrative law that outline the required components of the ARD meeting which includes, but not limited to:

individualized education programs

relating to placement of eligible students in private schools by a school district

relating to the development and implementation of service plans for eligible students

disciplinary placement of students with disabilities

relating to evaluations, re-evaluations, and determination of eligibility

relating to least restrictive environment

Accelerated Instruction

Personal Graduation Plan

Intensive Program of Instruction

Programs for Students Who Are Deaf or Hard of Hearing, Visual Impairments

Extracurricular Activities

http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089aa.html#89.1050

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The Educator's Code of Ethics G1.7 states "the educator shall comply with state regulations, written local school board policies, and other state and federal laws" (19 TAC § 247.2). There are hundreds of laws/policies/guidelines to follow regarding special education, so it's imperative to abide by those written out. If educators do not follow the laws they could lose their job, or worse, their teaching certificate. It is difficult to follow everything determined by the ARD meeting, but it's what's best for the student and their learning environment.

https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=7&ch=247&rl=2

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#12 Personal Connection to the Legal and Ethical Standards

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#12 Personal Connection to the Legal and Ethical Standards

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As a special education teacher, the law surrounds my daily life. I am constantly learning a new legal term, a new policy, or an event that changed the way people view special education. These events, like Hendrick Hudson School District v. Rowley, deepen my world of special education and the impact it has on students. My goal is to be the leader on my campus, but there are times when I don't have the answer or I don't know the laws behind a particular situation. This assignment has broadened my knowledge of certain topics. I would hate for the school to be liable on my account.

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Cleburne ISD follows The Legal Framework for the Child-Centered Special Education Process. This outlines the details of the ARD Committee and the responsibilities of those involved and requirements through the meeting. This includes:

rule of construction

ARD committee membership

parent participation

ARD dismissal committee meeting

determination of eligibility

transition services

present levels

annual goals

special factors

supplementary aids and services

least restrictive environment

placement in residential facilities

state and district wide assessments

graduation

extended school year services

amendment without meeting

The Legal Framework for the Child-Centered Special Education Process. (2021).
https://fw.esc18.net/display/Webforms/ESC18-FW-Category.aspx?DID=126903&DT=G&LID=en

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#13 Bulleted list of Recommendations / Best Practices for Compliance

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#13 Bulleted list of Recommendations / Best Practices for Compliance

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When it comes to the law and ARD requirement, it's essential to follow procedures laid out by the district and/or campus. Here are some tips/best practices to remember when dealing with an ARD meeting:

create an IEP based on what the student needs, not what you want them to have

decisions needs to be based on parent teacher input, evaluation data, and observations (it's all about the documentation)

understand the students rights under FAPE. By law they are are allowed a free and appropriate public education.

The go-to-resource for all things sped in the district is the Legal Framework

It is an educators ethical duty to abide by federal/state/local laws regarding students with special needs.

It is an educators duty to abide by ARD requirements and cover present levels, goals, accommodations, inclusion services, state assessment data, and other provided services

All educators responsible for the child's education is responsible for implementing the IEP

All representatives must be present at ARD meeting

Parents must have written notice and agree to ARD time and place