CTE Teacher: A best practice would be for the CTE teacher be involved in the ARD meetings for all of their students with special needs both in placement ARDs and for students currently enrolled in their course. As a teacher, it is important that I am aware of the student’s IEP goals and objectives as they relate to my course. It is also important to know about the student’s post-secondary goals and their transition plan. Best Practice also includes every CTE teacher having the opportunity to collaborate with the teachers and parents prior to the meeting so that everyone is on the same page and the ARD meetings themselves can run more smoothly. CTE teachers should also gather as much information as possible about their program and bring it to the ARD meeting. This is helpful in educating the ARD committee about the CTE courses. This information will also help in those cases where a student may not be a good fit for the course. CTE teachers need to be aware that they can call an ARD meeting when things are not working out for the student in their class.
CTE Teacher 2: The Best Practice for a CTE teacher in an ARD meeting, what it should look like, is basically you want to match that student with his interests and his abilities. If you have someone who is very interested in automotive, he might not be able to pull the engine out of the car. However, he might be able to work at a quick lube and be able to take out the oil plug and drain the oil. Sometimes we have to change our program to match the student but we have to be willing to do that. So our Best Practice is always trying to match the student to what his ability could be in the program if that is a possibility.
Special Ed Teacher: Ideally, the student should be highly involved with the development of the IEP. The entire IEP should be based on the student’s post-secondary goals. So in other words, the post-secondary goals drive the rest of the IEP. In order for that to happen, the student has to be very much involved with this process.