HANDOUT: The ARD Formula
EXAMPLE #1: PREVIOUS PLAAFP FROM AN ARD
Benchmark scores 07-08: math 12-17-07 44% (2/8 problem solving) math 10-1-07 50% (2/8 problem
solving)
Benchmark scores 08-09:
Reading: 75, 80
Essay: 60
Math: 48, 29
Science: 73
Social Studies: 80
TAKS Accommodated spring 2008:
Math: 2057did not meet
2176 met standard
Reading: 2324 met standard
Science: 2296 met standard
Classroom teacher: **** struggles with math problem solving. He knows his multiplication and division
facts, but has a difficult time understanding how to solve math word problems.
EXAMPLE #2: PREVIOUS TEACHER INPUT
Current example: Patsy (6th grade, LD and OH due to ADHD)
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 teachers
Needs: 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, and
tends to be off task frequently.
Transition: (provide information in the following four areas)
Needs: n/a
Preference: n/a
Interest: n/a
HANDOUT: The ARD Formula
EXAMPLE #3: GOOD READING TEACHER INPUT
Patsy is receiving specialized instruction in a special education setting.
Academics: (including, but not limited to Reading, Math, ELA, CDB’s, IRI’s)
Strengths: great decoding skills, good reading fluency, SRI score 600-reading on grade level, Likes to
read aloud in class
Areas of need: comprehension, answering higher order questions involving analyzing and evaluating
information,
Accommodations: notes for tests, shortened assignments/tests, large font, graphic organizers, extra time
for assignments
Modifications: TEKS are altered/modified, simplified vocabulary and sentence structure, deletion of
extraneous information
Behavior (including social skills, peer relations, compliance, discipline, etc.)
Strengths: polite to teachers, comes prepared for class.
Needs: often off task, likes to socialize.
Functional (including daily living skills, fine/gross motor, organizational skills, self-advocacy, etc.)
Strengths: asks questions when she needs help, arrives to class on time
Needs: turning in assignments and being organized.
Transition: (provide information in the following four areas)
Needs: needs to be organized
Preference: would like to one day wok in fashion.
Interest: likes art and reading fashion magazines.
Communication: is able to communicate wants and needs. Best mode of communication is oral.
Related/Instructional services: (does student receive related services)
No related services for student
HANDOUT: The ARD Formula
IEP GRAPHIC ORGANIZER
Timeframe: identifies the ending date
for attainment of the goal.
Condition: states the
resources that must
be present for student
to reach goal.
Behavior: is the skill
the student is to
perform which must
be observable and
measureable.
Criteria: to what
standard must the
behavior occur?
(How much, how
often, or to what
standard?)
HANDOUT: The ARD Formula
PLAAFP Template
***This information is to be placed in the first textbox on PLAAFP section***
Academic Information: (Include current information from teachers, specialists,
benchmarks, observations, informal assessments, formal assessments, daily classroom
performance, modifications, accommodations, etc. If you are not writing a goal for a need
mentioned, make sure to indicate the reason you are not writing a goal. Also, if other
factors are the main cause of low academic performance make sure to explain, especially if
you are not writing academic goals.)
Reading: (include information on comprehension, fluency, etc.)
Strengths:
Areas of need:
Accommodations:
Modifications:
Math: (include information on basic skills and use of certain tools, etc.)
Strengths:
Areas of need:
Accommodations:
Modifications:
Writing (include information on basic grammar skills, sentence and composition
development, etc.)
Strengths:
Areas of need:
Accommodations:
Modifications:
Science (include information on the understanding of science concepts etc.)
Strengths:
Areas of need:
Accommodations:
Modifications:
Social Studies (include information on the understanding of social studies concepts etc.)
HANDOUT: The ARD Formula
Strengths:
Areas of need:
Accommodations:
Modifications:
Behavioral Information: (include information on current behaviors in and out of
classroom, social skills, peer relations, discipline, etc.)
Strengths:
Areas of need:
Accommodations:
Modifications:
Functional Skills: (include daily living skills, fine/gross motor, organizational skills, selfadvocacy, etc.)
Strengths:
Areas of need:
Accommodations:
Modifications:
Transition:
Strengths:
Areas of need:
Preference:
Interest:
Communication:
Strengths:
Areas of need:
Related/Instructional Services: (Have related/instructional service providers explain and
report on services student receives.)
HANDOUT: The ARD Formula
GOOD PLAAFP EXAMPLE FROM AN ARD
Academic Information:
Reading Patsy is receiving specialized instruction in a special education class.
Strengths: great decoding skills, good reading fluency, SRI score 600-reading on grade level, Likes to
read aloud in class
Areas of need: comprehension, answering higher order questions involving analyzing and evaluating
information,
Accommodations: notes for tests, shortened assignments/tests, large font, graphic organizers, extra time
for assignments
Modifications: TEKS are altered/modified, simplified vocabulary and sentence structure, deletion of
extraneous information
Writing Patsy is receiving instruction in a general ed. classroom with in class support.
Strengths: writing simple and compound sentences, basic grammar skills, punctuation, scores 2 on
TAKS rubric.
Areas of need: composition development, organizing ideas in paragraph form
Accommodations: graphic organizers, shortened tests and writing assignments, supplemental aids for
editing strategies
Modifications: TEK altered/modified Simplified rubrics, simplified sentence structure and vocabulary,
modified student expectations
Math Patsy receives math instruction in a special education class with specialized support.
Strengths: basic math concepts add and subtract 1 to 3 digit numbers
Areas of need: multiplication and division of 2 digit numbers, remembering math processes
Accommodations: supplementary aids; math 12x12 multiplication chart, process descriptions, shortened
assignments and tests, check for understanding, class notes, oral administration of tests, manipulatives,
Modifications: TEKS altered/modified, simplify sentence structure and vocabulary, deletion of
extraneous information, simplified variables, allow to respond using manipulatives, and simplified charts
and graphs
Science Patsy is receiving science instruction in a general education class with daily, in-class, special
education support.
Strengths: understands and can explain various life cycles.
Areas of Need: difficulty participating in class labs and using tools like calculators, rulers, thermometers,
meter sticks, and timers to collect data due to low math skills in measurement.
Accommodations: Peer work arrangement, shortened assignments and tests, extra time for assignments,
class notes, break down tasks
Modifications: TEKS altered/modified, simplify sentence structure and vocabulary, deletion of
extraneous information, simplified variables, allow to respond using manipulatives, and simplified charts
and graphs
Social Studies Patsy receives social studies instruction in a general education class with special education
support
HANDOUT: The ARD Formula
Strengths: Patsy is able to interpret information from charts, graphs, timeline, and maps.
Areas of Need: comprehension of material, analyzing information read.
Accommodations: notes for tests, shortened assignments/tests, large font, graphic organizers, extra time
for assignments
Modifications: TEKS are altered/modified, simplified vocabulary and sentence structure, deletion of
extraneous information and simplified charts and graphs
Behavioral Information
Strengths: appropriately develop and maintain friendships with other students, has close friends with
whom she eats lunch and interacts appropriately within the classes they share, is polite and respectful to
the teachers and staff at school
Areas of need: off task, does not turn in assignments, shuts down if she perceives task to be too hard
Accommodations: positive reinforcement, verbal reminders, visual cues, assignment log, breakdown
tasks, allow to go to specialized classroom for behavior support, offer choices
Modifications: no modifications for behavior are needed
Functional Skills:
Strengths: Patsy gets to class on time and is prepared for class
Areas of need: does not always turn in work
Accommodations: positive reinforcement, verbal reminders, visual cues, assignment log, breakdown
tasks, allow to go to specialized classroom for behavior support
Modifications: no modifications are being used or are needed at this time to address functional needs.
Transition:
Strengths: Patsy has an early interest in the arts. Her favorite subject in her elective rotation so far this
year has been art.
Preference: Patsy prefers visual art electives over performance art electives such as choir and band.
Interest: Patsy is interested in drawing and painting. She is also interested in scrapbooking.
Communication: The FIE also stated that Patsy’s native language is English and her best mode of
communication is oral. Her communication skills are age appropriate when it came to vocabulary,
grammar, and conversation.
Related/Instructional Services: Patsy has no related or instructional services.
HANDOUT: The ARD Formula
AUDIT FORM
Student: ________________________________ ID#: _________________ Age: _______ Grade: _____
Disability: _________ Campus: ________________ ARD: Annual Temp Brief Date: __________
PLAAFP:
Strengths:
Weaknesses:
Behavior:
 Code of Conduct
 Code of Conduct w/ BIP
FBA/BIP addresses the following behaviors:
Annual Goals:
1. Content Areas: ________________________________________________________________________
2. Area of need established? □ Yes □ No _______________________________________________________
3. Measureable? □Yes □ No_________________________________________________________________
4. Accommodations listed & routinely used? □Yes □ No □N/A______________________________________
5. Accommodations allowable on state assessment? □Yes □ No_____________________________________
6. Content/Curriculum Modifications? □Yes □ No □N/A___________________________________________
7. Modifications listed? □Yes □No □ N/A______________________________________________________
ACCOMMODATIONS
MODIFICATIONS
HANDOUT: The ARD Formula
Short-term Objectives:
1. Required for this student? □Yes □ No
2. Objectives describe intermediate, measureable steps to achieve goal? □Yes □ No_____________________
Notes:
Location of Services:
□ All Gen Ed
□ All Spec Ed
Instructional Arrangement: __________________
□ Some Gen Ed / Some Spec Ed
Time of SE Services: _________________
Notes:
Graduation Option:
Option: Distinguished
Recommended
Minimal
IEP Grad
Age-Out
 N/A
Notes:
State Assessment Options:  N/A Student not enrolled in a grade that participates in TAKS.
R/ELA: □TAKS
Math: □TAKS
□TAKS-Acc
□TAKS-Acc
□TAKS-M
□TAKS-M
□TAKS-Alt Student met requirement for this assessment? □Yes □No
□TAKS-Alt Student met requirement for this assessment? □Yes □No
Sci: □TAKS
□TAKS-Acc
□TAKS-M
□TAKS-Alt Student met requirement for this assessment? □Yes □No
SS: □TAKS
□TAKS-Acc
□TAKS-M
□TAKS-Alt Student met requirement for this assessment? □Yes □No
Writing: □TAKS
□TAKS-Acc
□TAKS-M
□TAKS-Alt Student met requirement for this assessment? □Yes □No
Notes:
Overall comments/observations on this student:
Fill out if action is needed.
Campus Coor.____________________________________ Area Coor: ____________________________________________
Action Needed: ARD / Amendment / Other:
Notes:
Campus contacted via email on _______________________