The Sequel: ARD/LPAC Guidelines

1
The SequelARD/LPAC Guidelines

• ESC Region XIII
• February 7, 2009

2
Key Changes

• Written guidance document
• Flowchart
• Student Scenarios
• In conjunction
• Key Membership

3
Responsibilities

• ARD and LPAC Committees should consider
  information regarding
• Cognitive, linguistic, and affective needs
• Entry and exit criteria
• Review progress
• Determine linguistic accommodations
• Other issues regarding the students IEP

4
Meetings

• District may conduct informal joint meetings to
  make recommendations
• Recommendations must be presented at the formal
  ARD committee meeting
• Decisions must be documented by the LPAC and ARD
  committee

5
Membership

• Informal meetings
• District may select key members from LPAC and ARD
  committee to make recommendations OR
• District may include full committees
• Formal ARD meeting
• ARD committee members
• Key LPAC members OR
• District may include full LPAC

6
Confidentiality

• If the school district chooses to include LPAC
  Parent Representative
• District may identify these parents as school
  officials through annual FERPA notification
• Parent of student with a disability can provide
  written permission OR
• District may train the parent of the student with
  a disability to serve as the LPAC parent
  representative

7
2007-08 Exit Criteria Flowchart
8
Student Scenarios
9
Released RPTE

• If you choose to give a released RPTE as part of
  the exit criteria, you may access the cut off
  scores for beginning, intermediate, advanced, and
  advanced high levels at
• www.tea.state.us/student.assessment/scoring/convta
  bles/2007/rpte

10
Questions or Concerns

• Please email
• Janet OKeeffe
• Janet.okeeffe_at_esc13.txed.net