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Administrators are part of the ARD facilitation process. As an administrator, it is important to make decisions that are in the best interest of students. Special education can become complicated when one considers the proper rules and laws that must be met in order to meet the needs of special education students.

This information is meant for new assistant principals who do not understand the administrator role in an ARD. Additionally, it could be used as resource guide for current administrators when they have a question about the ARD process.

I chose this topic because I have spent some of my professional career in special education. I recognize that understanding and following the law for the ARD process is complicated.

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Understanding ARD Requirements is important to Educational Administration because the administrator plays a vital role in the development of the student's Individualised Education Plan (IEP). In my interview, Ms. Spinn stated, "in addition to providing input during the ARD, the administrator must make sure that the decisions made in the ARD are followed through with fidelity" (M. Spinn, personal communication, October 3, 2019). Administrators also ensure that the conversations in ARDs are appropriate. This means that the administrator will help support school staff in case the conversation becomes heated with parents or guardians.

Best Practices Related to ARD Requirements:
- Read statement of Confidentiality and Conduct
- Review Evaluation Data and information
- Determination of Eligibility
-Transition Planning
-Review Present Levels of Academic and Functional Performance (PLAAFP)
- Annual Goals and Objectives
-Additional ARD Considerations
- Determine Modifications/Accommodations - Review State and District Assessments
- Consider Extended School Year (ESY)
- Consider Least Restrictive Environment (LRE)
- Schedule of Services
-ARD Committee Members Sign

One of the most difficult pieces of ARD requirements is that the rules and expectations for special education students are always changing. For example, "one area that should be watched is graduation plans" (M.Spinn, personal communication, October 3, 2019). Currently, decisions such as state testing and modified curriculum majorly affect graduation plans. Administrators need continued education on the requirements for special education services in order to ensure laws and procedures are being met.

Interviewee Name: Megan Spinn
School: Stony Point High School
Title: ARD Facilitator

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Professional Association Resource

This is a great resource for administrators and teachers who are in special education. It provides charts, forms, and checklists for an ARD, such as recommending modifications and determining the least restrictive environment.

National Association of Special Education Teachers. (n.d.). Forms, tables, checklists, and procedures for special education teachers. Retrieved from https://www.naset.org/index.php?id=naset

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Article #1

This article discusses the importance of parents being able to advocate for their children in special education. In one case, a parent found it difficult to get her son an updated IEP when he started high school. Her son struggled throughout middle school and continued to struggle when he started high school. The parent noticed that one of her son's IEP goals was "student will read and comprehend increasingly complex literary and informational texts" (Samuels, 2019, para. 13). She stated that this seemed like a broad goal and it seemed that the school would find it difficult to measure her child's progress. Ultimately, the parents decided to file a complaint with the state, rather than through a due process hearing. According to Individuals with Disabilities Education Act, it parents have the right to file a complaint directly to the state. Statistics show that that parents have greater success with filing a complaint to the state than an individual hearing with an independent hearing. Upon further investigation, the district had repeated student goals word for word. Thus indicating that the IEP was not truly individualized to the student.

Related to ARD Requirements:
- Shows the importance of understand the laws surrounding individuals with disabilities
- Reiterates that an IEP is specific to the student and should truly be individualized.

Samuels, C. (2019). Parents of spec. ed. student spotlights powerful tool for advocacy. Retrieved from https://www.edweek.org/ew/articles/2019/05/01/spec-ed-parent-spotlights-a-tool-for.html

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Article #2

This article explores the possibility of sharing student IEP information with bus drivers. In order to ensure students are safe, "keeping school staff who work with these students in the communication loop is also important" (De La Rosa, 2019, para. 7). This would increase student safety because drivers would know what might help students on the bus. Ultimately, "everyone from the bus driver, to the recess paraprofessionals, the academic specialists and even the lunchroom monitors should know and understand what each child needs in order to thrive" (De La Rosa, 2019, para. 7). It is important that student needs are met outside of the classroom.

Related to ARD Requirements:
- Under the Family Educational Rights and Privacy Act (FERPA) it is appropriate for workers, such as bus drivers to know this type of information.
- While a student's IEP should not be shared with others, it is appropriate to inform staff members on a need to know basis.
- It is appropriate to extend this scenario to different situations, such as lunch time. Anytime that a student may feel uncomfortable in a situation, it is appropriate to inform staff members ways in which to make the student feel comfortable.

De La Rosa, S. (2019) Tailor bus services to meet needs of students with disabilities. Retrieved from https://www.educationdive.com/news/tailor-bus-services-to-meet-needs-of-students-with-disabilities/564056/

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Law #1:
IDEA, 20 U.S.C. § 1400 (2004)

Source of Law:
Statutory Law

Link to Full Text:

Individuals with Disabilities Education Act

Brief Summary:

The Individuals with Disabilities Education Act (IDEA) is a law that ensures that all students receive a free and appropriate public education.

The law ensures that special education services be provided to children when necessary.

Regulates the Least Restrictive Environment (LRE), which to the best of the school’s ability, ensures that students with disabilities are educated with students who do not have disabilities.

Ensures students will have an appropriate evaluation to ensure that students who require help receive it and to also ensure that students are not overidentified.

IDEA ensures that there will be parents and teacher participation in the development of the Individualized Education Program (IEP)

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Law #2:
19 TAC § 75.1023

Source of Law:
Administrative Law

Link to Full Text:
Texas Education Agency

Brief Summary:

Individuals with disabilities will be provided career and technical training.

Students with disabilities will be educated in the LRE, while following the student’s IEP, which is determined by the ARD committee

If a student cannot participate within a free and appropriate education in a regular career and technology class, the school will provide a separate program that meets the training needs of the student.

The ARD committee shall include a representative from the career and technology program to help make decisions on the placement of the student in a class.

The state should monitor if instruction in the career and technology classroom is following the IEP of special education teachers.

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Law #3:
U.S. Const. Amend. IV

Source of Law:
Constitutional Law

Link to Full Text:
United States Constitution

Brief Summary:

Under the 14th amendment, no child should be denied equal access to schooling

While the 14th amendment does not directly mention students with disabilities, it does ensure that students will have access to a public education

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Law #4:
Endrew F. v. Douglas County School Dist. 137 S. Ct. 988

Source of Law:
Judicial Law

Link to Full Text:
Endrew F. v. Douglas County School District

Brief Summary:

The Supreme Court ruled that under IDEA, schools must provide students with disabilities an education that show reasonable and appropriate progress with consideration of the student’s disabilities.

In this case, Endrew was a 5th grade student with autism who started to develop behavioral issues in his classes. His parents pulled him and placed him in a private school that cost them $70,000 per year. Parents argued that Endrew was not showing progress in the public school, which was against IDEA.

The case asked the question: Should schools provide an education that show significant progress or should schools provide an education that allows students to simply show improvement.

Ultimately, it was decided that the school district did not meet the educational standard for Endrew.

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Special Education Services

"If a student is experiencin learning difficulties, his or her parent may contact the campus 504 coordinator to learn about the school's overall general education referral or screening system for support services. This system links students to a variety of support options, including making a referral for a special education or for a Section 504 evaluation to determine whether the student needs specific aids, accommodations, or services" (Student-Parent Handbook, 2019, p. 30).

This is the Student-Parent Handbook for Westwood High School. It informs parents of the process for special education referrals and services. It is important for administrators to be aware of the local policy in order to ensure the local procedure are being met.

Student-Parent handbook. (2019). Retrieved from https://drive.google.com/drive/folders/0B_Y0f6SUnConcG83YlpBZVFfN2s

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TAC: Code of Ethics

"The educator shall comply with state regulations, written local school board policies, and other state and federal laws" (19 TAC § 247.3 G).

As an administrator, it is important to be informed on state regulations, local policy, and state and federal laws. According to the Educator Code of Ethics, it is the responsibility of the educator to be informed on this information. For this reason, it is necessary for the administrator to be aware of the changing rules and regulations that are related to education.

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Book: A Principal's Guide to Special Education (Available on Amazon for $42.95)

Resource (PDF that outlines information from the book that is linked above)

This is a great resource for administrators who are new to special education. It teaches administrators how to support teachers who teach special education students. Also, the book teaches administrators how to discipline students with disabilities. Furthermore, the resource outlines the ARD process, provides sample accommodations and modifications, and explains different disabilities and common services associated with the disability.

Bateman, D., & Bateman, C. F. (2014). A principal's guide to special education. Arlington, VA: Council for Exceptional Children.

Council for Exceptional Children. (n.d.) What does a principal need to know about organizing and leading and IEP meeting? Retrieved from https://www.cec.sped.org/~/media/Files/Professional%20Development/Principals%20Workshop/Program%20Materials%20%20Leading%20Special%20Education%20at%20the%20School%20Site.pdf

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It is important that administrators are informed on changing federal, state, and local laws for special education.

An administrator should be present in every ARD meeting for special education students.

ARD committee members include a parent or guardian, general education teacher, special education teacher, camus administrator, assessment personnel, and a CATE representative.

A student's IEP should be individualized. It should meet the needs of the individual student and their disability.

Under FERPA, the information discussed in an ARD should only be shared with essential staff members. The student's IEP is confidential.

Parents have the right to refer their child for a special education evaluation.

The changing state laws impact a student's graduation plan.

The administrator should ensure that the ARD remains a safe place.