Dr. Lakshmi Mahadevan: In this portion of the meeting, the ARD or IEP committee reviews the previous goals and progress, new IEP goals are developed based on the student’s needs, interests and preferences. The special education teacher, the general education teacher and the CTE teacher review previous IEPs and progress, discuss proposed IEPs, discuss proposed modifications and accommodations, and discuss progress reporting. The principal oversees this process by monitoring the progress reports and keeping track of the extent to which the student’s needs are being met.
Special Education Teacher: My role in the implementation of the IEP program that is established at the ARD as a special education teacher is to ensure that I am keeping track of how the student is progressing on the annual goals and objectives for my course and also to collaborate with the general education teachers and provide them support to ensure that the student is also progressing in their classes too.
General Education Teacher: As a general education teacher, my role in implementing the IEP is to provide curriculum instruction, to monitor the extent to which the IEP objectives are being met by my student. I also update goals on a regular basis. If I do have a student that does not have an IEP because he or she may be a low-level needs student, then I do track the extent to which any accommodations that we have derived for the student are working. Also, I ensure that I maintain paperwork for the student and I maintain the parents informed of the student’s progress.
CTE Teacher: I help in the implementation of the IEP goals by monitoring the student’s progress and implement accommodations and modifications as required. Also, I maintain progress report sheets per IEP goal and objective that I am responsible for. I make notes about what is working and what’s not and keep records of things that I am going to suggest to the committee during the review process.
CTE Teacher 2: In an ARD meeting, when you have a student who has an IEP for your program, you just have to review it and, as an example, in building maintenance, if one of the objectives on the IEP that I’ve developed is he will strip and wax a floor, through the school year, through the training, he is going to have to strip and wax a floor. Sometimes you have to accommodate the student in some way; however by the time he leaves my program, he should achieve that goal or that objective.