AISD and ARD Part II: hints and tips

November 2, 9:16 PMAustin Special Needs Kids ExaminerCourtney Wyrtzen

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Working together is key in successful ARD meetings.
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This is Part II in a series; AISD and ARD Part I : a new approach reviewed the idea of Collaborative Decision Making as part of the ARD/IEP process***.

Many parents of children with additional needs report that some of the most valuable information they receive is from other parents walking the same path. That seems to be the case around the world and in Austin, Texas as well.

A typical parent to parent exchange includes information about how to successfully advocate for your child in an ARD.  Following are some insights and tips about ARDs in AISD, how to navigate them, and some ideas for success until the new Collaborative Decision Making method is standard in the district. 

Hint: A "yes/no" vote on a proposed service for your child is NOT consensus.
FYI: Not everyone can agree in an ARD meeting; learning how to rate the level of agreement will lead to better decision-making on behalf of your child.
Hint: Always voice your concerns in an ARD, always. Ignore the person checking their watch. Speak up; they will learn to listen.
FYI: Someone is in charge of the ARD meeting and has the task of running the meeting; if this person is your child's teacher then they may not be able to voice their OWN concerns about your child's education.
Hint: Ask for an AISD facilitator for your next ARD meeting; it will not be brought up by someone else, you have to ask for it.
FYI: Trained facilitators will be able to help diffuse conflict and 'hold the space' in the meeting so that consensus can be reached.
Hint: There is an allotted time set for each ARD; if you feel rushed this is the reason why (apx. 45-50 minutes in AISD).
FYI: An AISD High School (unnamed by request) once had over 400 students in the special education system and ARD rotation.
Hint: Go into an ARD with specific ideas about what you want to accomplish and remind committee members that while you are aware that they have other special education students,  your child is paramount to you.

Tip: Talk with teachers, administrators, principal, and others involved before the ARD meeting; know what you are walking into and let them know where you are coming from.

Tip: Learn to ask yourself, "If ___________, then what?" Example: "If Charles doesn’t get the one to one aid then he won’t have as much interaction with his peers, he needs that support." Are there other ways that this need can be met if the ARD does not produce a one to one aid?

Tip: Make fewer positional demands and be clear about what your underlying interest really is: I WANT CHARLES TO INTERACT MORE WITH HIS PEERS, how might this happen?

FYI: You can approach your child's teacher if you have questions/concerns; if s/he doesn't respond you can go to the principal and the special education administrator before you take more drastic action (emergency ARD, litigation).

***(Note: This author has not taken the course and AISD was not interviewed for this article ~ all information is gleaned from the Rosedale Family Coop Session entitled: Building Consensus at ARD Meetings; other parents of special needs children contributed anecdotal experiences added to the information given here).