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 _______________________