Best Practices: CTE Teacher's Role In Transition ARD Meetings

Introduction

We are proud to present this module as a part of our continuing effort to provide professional development training for CTE teachers. Our overall goal is to better prepare CTE teachers to more effectively work with special populations. The CTSP modules are designed by subject matter experts, highlight best practices, and include examples from current teachers and interviews with professionals in the field. The CTSP Center is an approved provider of continuing professional credit by TEA. As such, our online courses and independent self study time can be used not only to improve your knowledge of special populations but also contribute to your overall needs for continuing professional development. We hope you find this module as well as others in our series to be informative and useful not only for new teachers but our experienced teachers alike.

This is 8th in a series of modules developed by the CTSP Center to address special populations’ issues. This module expands on the role of CTE teachers in the ARD process. In addition to detailing the roles and responsibilities of the ARD committee members, the video will demonstrate a Best Practice mock ARD scenario. We hope that the information is useful in guiding CTE teachers through the ARD process and in providing transition services to their services with special needs. Now we will hear from Cheryl Grenwelge who has been a special educator and is licensed as a diagnostician in the state of Texas. She will introduce best practice concepts in relation to CTE teachers’ participation in the ARD process.

Who should attend the ARD meeting?

In our district, the required participants would be the diagnostician or other assessment persons (speech path or LSSP), the district representative (principal or their representative (assistant principal, counselor, or district supervisor), the parent would be required, a special education teacher, and regular education teacher. If a CTE course is recommended, then a CTE teacher would be required.

BEST PRACTICE: Professionals directly involved with the student participate in the ARD meeting

Best practice implies that those professionals who are directly involved with the student participate in the ARD meetings. We advise any educator who will work with the student attend the ARD meeting if at all possible. However, letter of the law can be accomplished as long as the professionals in attendance carry the appropriate title. Most ARD meetings are facilitated or chaired by a diagnostician or an administrator. Transition plans for students are likely to include CTE courses that will set the students up for post secondary success. Therefore, we reiterate that the special education teacher, general education teacher, parents and student collaborate with the CTE teacher prior to the transition ARD meeting to look for a match between the student’s profile and the program offering.

Best practice implies that those professionals who are directly involved with the student participate in the ARD meetings. We advise any educator who will work with the student attend the ARD meeting if at all possible. However, letter of the law can be accomplished as long as the professionals in attendance carry the appropriate title. Most ARD meetings are facilitated or chaired by a diagnostician or an administrator. Transition plans for students are likely to include CTE courses that will set the students up for post secondary success. Therefore, we reiterate that the special education teacher, general education teacher, parents and student collaborate with the CTE teacher prior to the transition ARD meeting to look for a match between the student’s profile and the program offering.

When should the student attend the meeting?

In regards to a student attending the meetings, at different times I have asked the child to attend when they are in elementary school. Sometimes in elementary, I want the child to see that everyone is working in their best interest and I want the child to buy in and be a part of the group as a student who is choosing classes I want them to attend and to help with that selection so that they buy in that they are a part of the decision making process. I believe a student in middle school should be involved to discuss progress, any behaviors and tutorials and to determine what courses they will be taking. I also believe that a high school student should always be there and should be helped to develop self advocation skills, an ability to discuss what they want and how they feel regarding decisions being made, and being made aware that as they age or mature, the responsibility will become theirs.

In our example:

Depending on the school district, an ARD meeting’s agenda is facilitated by the diagnostician and/or the principal. While it is necessary for the diagnostician or administrator to facilitate or lead the team through the ARD agenda, Best Practice would be to ensure that when appropriate, the student leads the meeting. In our mock ARD example, we have the student leading the meeting, the diagnostician facilitating the ARD agenda, and the principal presiding over the procedures.