Sped Review part 4

Question 1

What is the primary objective of the ARD Meeting?

Answer 1

To examine the ARD Meeting and all of its components.

Question 2

What roles are reviewed in the ARD committee?

Answer 2

The roles of members of the ARD committee.

Question 3

What is a key process discussed in an ARD meeting?

Answer 3

Coming to a consensus.

Question 4

What are the three types of ARD meetings?

Answer 4

• Admission
• Review
• Dismissal

Question 5

What is the purpose of the Admission meeting?

Answer 5

To determine if eligibility and educational needs are present and to develop an IEP.

Question 6

What does IEP stand for?

Answer 6

Individualized Education Program.

Question 7

Who are the required members of the ARD committee?

Answer 7

• Parent
• At least one general education teacher
• At least one special education teacher
• School representative
• Evaluation specialist
• Student (when appropriate)
• Other individuals with knowledge or expertise

Question 8

Under IDEA, who qualifies as a ‘parent’ in the context of ARD meetings?

Answer 8

Biological parent, adoptive parent, foster parent, guardian, or individual acting in place of a biological or adoptive parent.

Question 9

True or False: Parents are required to attend all ARD meetings once a student is in special education.

Answer 9

False.

Question 10

What is the role of the General Education Teacher in the ARD committee?

Answer 10

To be a required member who is one of the student’s teachers or knowledgeable of the TEKS.

Question 11

What is the responsibility of the Special Education Teacher in an ARD meeting?

Answer 11

To lead ARD meetings and discuss the student’s special education needs.

Question 12

What does the school representative do in the ARD committee?

Answer 12

Provides or supervises specially designed instruction and is knowledgeable about general curriculum.

Question 13

What is the purpose of the Evaluation Specialist in the ARD committee?

Answer 13

To be present when any evaluation is being reviewed or planned.

Question 14

At what age must a student be invited to participate in the ARD committee?

Answer 14

By age 16.

Question 15

What is the function of the LPAC representative in the ARD meeting?

Answer 15

To help determine appropriate assessment options for Limited English Proficient students.

Question 16

What components should an ARD meeting agenda include?

Answer 16

• Introductions
• Purpose of ARD/IEP Meeting
• Review of Evaluation
• Determination of Eligibility
• Transition Planning (if appropriate)
• Review Present Levels of Performance
• Additional Considerations (e.g., accommodation, services)

Question 17

Fill in the blank: The ARD committee must consider the _______ environment for the student.

Answer 17

[Least Restrictive]

Question 18

What is the importance of reviewing the current status of the student in an ARD meeting?

Answer 18

To determine if the student still meets eligibility requirements for special education.

Question 19

True or False: The ARD committee determines the placement based on the student’s individual needs.

Answer 19

True.

Question 20

What should be documented at the end of an ARD meeting?

Answer 20

A summary of the major decisions and discussions that have occurred.

Question 21

What is the role of the Chairperson in an ARD meeting?

Answer 21

To prepare for the ARD, ensure participation, and manage the meeting’s flow.

Question 22

What must be arranged for parents who want to record the ARD meeting?

Answer 22

A recording device must be available to record the meeting proceedings.

Question 23

What is a critical aspect of the ARD meeting climate?

Answer 23

Valuing everyone’s time by beginning and ending on time.

Question 24

What is the purpose of the ARD meeting agenda?

Answer 24

To provide an understanding of the meeting’s purpose and the issues to be discussed

Question 25

What role does the chairperson play in the ARD meeting?

Answer 25

Responsible for setting the climate and tone of the meeting

Question 26

What should be ensured before the ARD meeting begins?

Answer 26

All required members are present and participation is confirmed in advance

Question 27

How can consensus be checked during the meeting?

Answer 27

By ensuring agreement as decisions are made throughout the agenda

Question 28

What should be provided to individuals implementing the IEP after the meeting?

Answer 28

Copies of the meeting proceedings

Question 29

What two major considerations does the ARD committee evaluate for special education eligibility?

Answer 29

* Eligibility criteria * Identified educational need

Question 30

Under what circumstances might a student not be eligible for special education services?

Answer 30

If learning deficits are due to lack of instruction or Limited English Proficiency status

Question 31

What is the definition of special education?

Answer 31

Customized services to meet the unique learning needs of students with disabilities

Question 32

What are the four formal options for resolving special education disagreements offered by TEA?

Answer 32

* State IEP facilitation * Mediation services * Special education complaint resolution * Due process hearing

Question 33

What must not be discussed at an ARD meeting?

Answer 33

Medical decisions and private tutoring recommendations

Question 34

What is the major purpose of an Individualized Education Program (IEP)?

Answer 34

To provide a free and appropriate public education (FAPE) in the least restrictive environment (LRE)

Question 35

List the major components of an IEP.

Answer 35

* Present levels of academic achievement and functional performance (PLAAFP) * Annual goals * Description of special education, related services, and supplementary aids * Information on participation in assessments * Transition services * Least restrictive environment considerations

Question 36

What is PLAAFP in the context of an IEP?

Answer 36

A statement of how the student’s disability affects involvement and progress in the general curriculum

Question 37

What is the purpose of accommodations in the classroom?

Answer 37

To support students in accessing the curriculum and assessments

Question 38

What is STAAR A designed for?

Answer 38

Students with disabilities who require embedded accommodations

Question 39

What is the STAAR Alternate 2 assessment intended for?

Answer 39

Students with significant cognitive disabilities accessing TEKS through prerequisite skills

Question 40

What must the ARD committee document if a student cannot participate in general assessments?

Answer 40

A statement in the student’s IEP explaining the reasons for alternate assessment selection

Question 41

What are the eligibility requirements for Medical Exception and No Authentic Academic Response?

Answer 41

Determined by reviewing medical and educational records

Question 42

Fill in the blank: The ARD committee must consider the use of __________ for students whose behavior impedes learning.

Answer 42

positive behavioral interventions and supports

Question 43

True or False: The ARD committee can recommend specific medications for students.

Answer 43

False

Question 44

What must not be included in the ARD document regarding personnel?

Answer 44

Specific names of individuals providing services

Question 45

What should be done if off-topic discussions arise during the ARD meeting?

Answer 45

Call an ARD recess to clarify the issue

Question 46

What must the ARD committee provide if a student takes an alternate assessment?

Answer 46

Statements explaining why the student cannot participate in the regular assessment and why the alternate assessment is appropriate ## Footnote This is part of the compliance requirements for alternate assessments.

Question 47

What must be included in a student's IEP if they do not perform satisfactorily on a state assessment?

Answer 47

A plan for participation in an accelerated instruction program or intensive program of instruction

Question 48

What is the relationship between state assessments and No Child Left Behind (NCLB)?

Answer 48

Results from STAAR assessments are used to determine a school’s performance index for the state accountability rating system

Question 49

What is the cap for STAAR Alternate 2 assessments?

Answer 49

1% of the district’s total participation in STAAR assessments

Question 50

When does transition planning for students begin according to the ARD committee?

Answer 50

At the student’s 14th birthday

Question 51

What are the four major areas of focus for transition services?

Answer 51

* Education Process * Training * Employment * Independent Living Skills

Question 52

What issues must be addressed in the transition planning process according to the Texas Administrative Code?

Answer 52

* Appropriate student involvement * Parental involvement * Postsecondary education options * Functional vocational evaluation * Employment goals and objectives * Age-appropriate instructional environments * Independent living goals and objectives * Referrals to governmental agencies for services

Question 53

What is required for all students as part of the transition process?

Answer 53

Transition post-secondary annual goals

Question 54

What is the first step in planning the Individualized Education Program (IEP)?

Answer 54

Teachers and professional staff must become familiar with the student

Question 55

What types of assessments are included in the assessment process for IEP planning?

Answer 55

* Formal assessments * Informal assessments

Question 56

What is the purpose of assessment in the context of IEP development?

Answer 56

To develop IEP goals and objectives aligned with students’ PLAAFP and needs

Question 57

What must be considered when developing IEP goals and objectives?

Answer 57

Alignment with grade-level TEKS, current levels of performance, and identified needs

Question 58

What does STAAR A represent in the assessment context?

Answer 58

An accommodated version of the STAAR assessments, not an alternative

Question 59

What is the Texas Behavior Support Initiative based on?

Answer 59

Senate Bill 1196

Question 60

What does the Texas Behavior Support Initiative (TBSI) emphasize?

Answer 60

Positive Behavioral Interventions and Supports (PBIS)

Question 61

What is a key component of the school-wide PBIS model?

Answer 61

Utilization of data-driven decision making

Question 62

What are the three tiers of the PBIS model?

Answer 62

* Universal Strategies * Selected Strategies * Targeted or Intensive Strategies

Question 63

What is necessary for successful implementation of TBSI?

Answer 63

Ownership and buy-in from staff and faculty

Question 64

What is the essential component of teaching procedures to students in a school-wide system?

Answer 64

Tell, show, and practice

Question 65

What types of incentives might be included in a school-wide system?

Answer 65

* High levels of praise * Access to desirable activities * Recognition * Special privileges

Question 66

What are some incentives that might be included in the implementation of a school-wide system?

Answer 66

High levels of praise for appropriate behavior, access to desirable activities, recognition, and special privileges ## Footnote Special privileges should be determined by student interest and age-appropriate types of incentives.

Question 67

How can recognition be provided to students in a school-wide system?

Answer 67

Public recognition by teachers and faculty, notification of parents through phone calls or written documents such as letters or certificates ## Footnote Public recognition helps reinforce positive behavior among students.

Question 68

What should be considered when determining special privileges for students?

Answer 68

The interest of the students and age-appropriate types of incentives ## Footnote It ensures that the incentives are meaningful and motivating for the students.

Question 69

Why is it important to clarify expectations for behaviors that lead to privileges or recognition?

Answer 69

To ensure that students understand what behaviors are required to earn those privileges or recognition ## Footnote Clear expectations help guide student behavior effectively.