Best Practices for Conducting a Virtual Admission, Review, and Dismissal (ARD) Committee Meeting

(bright music) - [Instructor] Welcome to the best practices for conducting a virtual admission, review, and dismissal, or ARD committee meeting training. This training will detail the key legal requirements related to admission, review, and dismissal, or ARD committee meetings, whether the meetings occur face-to-face or virtually, proactive practices before the meeting, collaborative practices during the meeting, and effective practices after the meeting. Throughout this training, when the term parent or parents is used, the term includes the definition aligned to Title 34, Code of Federal Regulations, Section 300.30. That definition includes biological or adoptive parent, foster parent, guardian, an individual acting in the place of a biological parent with whom the child lives or is legally responsible for the child's welfare, or a surrogate parent as defined in Title 34, Code of Federal Regulations, Section 300.519. (slide swooshing) Please note that this presentation is copyrighted by the Texas Education Agency, or TEA. If you have any questions or need any further information, please contact copyrights at tea.texas.gov. (slide swooshing) Throughout the training, we will reference several helpful resources. Here is one that is especially important to the content and structure of this training. This Technical Assistance Individualized Education Program, or IEP, Development Guide from the TEA provides helpful, general information for local education agencies, or LEAs, and parents to develop an IEP that is individualized and based on the unique needs of the child, and enables them to work toward grade-level content standards and achieve challenging goals. We encourage you to reference this resource to expand your knowledge further and improve your practice. (slide swooshing) Here are important legal and state resources to keep at your fingertips for information regarding requirements for ARD committees. The Texas Legal Framework is an updated, web-based platform to assist stakeholders such as LEAs, advocates, and parents in learning about state and federal laws and regulations. It provides rich resources regarding obligations, and rights for the provision of free, and appropriate public education in the least restrictive environment to students with disabilities. The Parents' Guide to the ARD Process can be found in the Texas Legal Framework and SPEDTex, the Special Education Information Center for Families. This guide is designed to give parents of children who are or may be eligible for special education, and related services a better understanding of the special education process, and their procedural rights and responsibilities so that they can fully participate in the decision-making process regarding their child's education. (slide swooshing) Before we begin this training on conducting virtual ARD committee meetings, we want to take the opportunity to share with you another training that serves as an accompanying topic, Admission Review and Dismissal, or ARD 101. The ARD 101 training reviews ARD committee meeting requirements, and best practices and can be accessed on the Texas SPEDT support website. Another accompanying training is the ARD Committee Manager Training. This training is intended to provide information, guidance, and best practices for successfully facilitating an ARD committee meeting. (slide swooshing) Participants will build knowledge and gain an understanding of the following. The legal requirements for conducting virtual ARD committee meetings. Best practices to implement before, during, and after the meeting. (slide swooshing) Although it may seem that virtual ARD committee meetings are new, as we were propelled into this new platform as a result of remote learning, the Individuals with Disabilities Act, or IDEA, has allowed for alternative means of meeting participation since the last reauthorization in 2004. When conducting ARD committee and placement meetings, the parent of a child with a disability or an adult student with a disability in the LEA may agree to use alternative means of participation, such as video conferences and conference calls. Title 34, Code of Federal Regulations, Section 300.328, Alternative Means of Meeting Participation. Since we often conduct virtual ARD committee meetings, we wanted to share some best practices for LEAs to accomplish effective and successful meetings. (slide swooshing) Let's begin with a brief overview of the legal requirements of an ARD committee meeting, including notification to parents, membership, participation, and components of the IEP to be reviewed and developed. All legal requirements of an ARD committee meeting still apply to virtual meetings, so it is important to know and implement these requirements. (slide swooshing) The LEA must provide the parents or adult students with prior written notice of the ARD committee meeting at least five school days before the meeting, unless the parents agree to a shorter time frame. The notice must indicate the purpose, time, and location of the meeting, which should indicate that this is a virtual meeting, as well as how the parents will receive the virtual platform access information and who will be in attendance. In addition, the notice must inform the parents if other individuals who have knowledge or special expertise regarding the student, including related services personnel, will be in attendance. The notice should also include the topics, areas, components that will be reviewed and discussed. If the parent speaks a language other than English, the LEA must provide the parent with a written notice in the parent's native language, unless it is clearly not feasible to do so. If the parent's native language is not a written language, the LEA must ensure that the notice is translated orally or by other means to the parent in his, or her native language or other mode of communication so that the parent understands the content of the notice. Generally, if a public agency fails to fulfill the notice requirements, the parent may request that the ARD committee meeting be rescheduled. (slide swooshing) It is important to provide the current version of this document in the language understood by the parent, with accurate local contact information entered on the last page. This document is available in English and Spanish on the Legal Framework website and the Special Education Information Center, or SPEDTex, website in many languages. You will find the links to both websites in the resources section at the end of this presentation. Since we are discussing virtual ARD committee meetings, and it may be challenging to provide the notice to the parents at the meeting, the document may need to be sent ahead of time and in the format that the parent prefers, electronically via email, hard copy via mail, or other means. Also, it must still be documented that the parent received their copy. If the document is sent beforehand, you will want to consider how your LEA will document that the parent received it. ARD committees must include the following members. Parent or adult student with a disability, regular education teacher, if the student is or may be participating in their regular education environment, who must, to the extent practicable, be a teacher who is responsible for implementing a portion of the student's IEP, special education teacher, or where appropriate, not less than one special education provider of the student, representative of the LEA, who is qualified to provide, or supervise the provision of special education, knowledgeable about the general education curriculum, and is knowledgeable about the availability of resources of the LEA. When dyslexia is suspected, a person with specific knowledge of the reading process, dyslexia and related disorders, and dyslexia instruction must serve on the LEA's MDT. And any ARD committee that is convened to determine eligibility for special education and related services, and individual who can interpret the instructional implications of evaluation results. The adult student, or ARD committee, may invite the parent of an adult student, but once the student is an adult, the parent's rights transfer to the adult student. See Transfer of Rights at Age of Majority in the Legal Framework for more information. The IDEA regulations and the state rule provide that the evaluation representative on the committee may also serve as the general education teacher, special education teacher, LEA representative, or someone else on the committee whom the LEA or the parent invites. IDEA further provides that the LEA may designate the general education teacher, special education teacher, or evaluation representative to serve as the LEA representative. So long as the person serving in both roles is, one, qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of children with disabilities, two, knowledgeable about the general education curriculum, and three, knowledgeable about the availability of the LEA's resources. (slide swooshing) Additional members to be included when specific circumstances are present. At the discretion of the LEA or parent, other individuals who have knowledge or special expertise regarding the child, for example, specialists, school counselors, students with a disability when appropriate, including when the purpose of the meeting will be the consideration of post-secondary goals and needed transition services, are to be included. Representative of any participating agency likely to be responsible for providing, or paying for transition services, with the consent of a parent or adult student. Language Proficiency Assessment Committee or LPAC member if the child is identified as an emergent bilingual student. In addition, as to the LPAC member, state rule provides that the professional staff member who serves as the LPAC representative may also serve on the committee as a general, or special education teacher, or special education provider of the student. Career Technical Education or CTE representative, preferably the teacher, if the student is being considered for initial or continued career or technical education placement. The CTE representative may not serve in a dual role as another required ARD committee member. Teacher of the Visually Impaired or TVI if the child is suspected of or identified with a visual impairment. Teacher of the Deaf or Hard of Hearing, or TODHH if the child is suspected of, or identified as deaf or hard of hearing. TODHH and TVI if the child is suspected of, or identified as deafblind. Administrator or designee of the Juvenile Justice Alternative Education Program, or JJAEP must be invited to the ARD committee meeting convened to discuss the expulsion and discretionary placement of a student with a disability in the JJAEP. Early Childhood Intervention or ECI coordinator, or representative at the request of the parent at the initial ARD committee meeting for a child who was previously served under ECI. All required ARD committee members should participate unless appropriately excused. Parents should be notified ahead of time who will be absent, and appropriate documentation should be filled out. Each LEA must take steps to ensure that one, or both parents of a student with a disability are present at each ARD committee meeting, or are afforded the opportunity to participate, including one, notifying parents of the meeting early enough to ensure that they will have an opportunity to attend, and two, scheduling the meeting at a mutually agreed upon time and place. IDEA makes it clear that LEAs take the appropriate measures to ensure that one, or both of the student's parents are present in the meeting, or are afforded the opportunity to participate. When ARD committees are unable to meet in person, LEAs must continue to take steps to ensure parents can meaningfully participate in ARD committee meetings through participation via alternative means. This would include participating by phone or a virtual platform, which most of us are familiar with now. However, the LEA cannot require the parent to participate through an alternate method. The parent may wish to hold an in-person, face-to-face ARD committee meeting. In those cases, it is recommended that the LEA, and the family work collaboratively to determine a method for convening an ARD that is agreeable to both parties. Keep the student at the forefront in this situation and attempt to agree on a way to convene the ARD committee. It is important that the campus, district, and parents understand the importance and regulatory requirements of reviewing a student's IEP on an annual basis. In some situations, the LEA may be unable to convince the parent to attend and may conduct an ARD committee meeting without them. In that circumstance, LEAs must document its attempt to arrange a meeting at a mutually agreed-on time and place and may proceed without the parent when the parent cannot attend. (slide swooshing) As we've just discussed, parents must be afforded the opportunity to participate, including through alternative methods. The LEA must take whatever action is necessary to ensure that the parent understands the proceedings of the ARD committee meeting, including arranging for an interpreter for parents with deafness, or whose native language is other than English. All members of the ARD committee must have the opportunity to participate collaboratively in developing an IEP. We will discuss in more detail how to ensure collaboration during the meeting later in our presentation. A decision of the ARD committee concerning the required elements of the IEP must be made by mutual agreement, if possible. The ARD committee may agree to an annual IEP or an IEP of shorter duration. (slide swooshing) The ARD committee meeting agenda is an effective tool that schools use during ARD committee meetings. While not a required component, it is certainly a best practice that helps a meeting run more smoothly. The agenda lists the topics that must be addressed by the ARD committee as required by law. These topics are listed and will be discussed during the ARD committee meeting. Your school may have an agenda you can use at the meeting. Having an agenda will be even more important for a virtual meeting and should be sent to all members beforehand, since the members will not be in the same room with a copy of the agenda on the table, or posted on the wall. (slide swooshing) The ARD committee should review each topic in the order presented on the agenda, and work toward reaching a consensus among all members of the group. For example, most agendas begin with introductions, and the purpose of the meeting, then a review of any data evaluation completed and determination or continuation of eligibility, then the committee reviews the present levels of academic achievement and functional performance, or PLAF statements. Finalizes proposed measurable annual goals, describes the student's supplementary aids and services, special education, and related services, determines the student's participation in the state and district assessments, as well as determination of needed accommodations, and decides the least restrictive environment and most appropriate placement for the student. The ARD committee also discusses any requirements for behavior, transition, and graduation. If applicable, autism, deaf or hard of hearing, and or visual impairment, as well as any additional requirements such as transportation, personal care, or alternative placements. The ARD committee also reviews any needs for extended school year services and closes the meeting with a summary of decisions and a consensus determination. Please note that the order of the elements for your LEA's ARD committee meeting agenda may not be exactly as it is listed here. The critical takeaway is to ensure that the elements applicable to the student's eligibility, and or needs are reviewed and discussed. Using the ARD committee meeting agenda gives members a greater understanding of the formal ARD meeting and lets them know what to expect. (slide swooshing) Whether in a face-to-face meeting or in a virtual platform, the deliberations or notes documenting the decisions of the meeting, including any disagreements should be reviewed at the end of the meeting to ensure the input of all members was captured accurately. Additionally, the requirement for the documentation of ARD committee members in attendance must still be adhered to. Therefore, the LEA will need to decide how the signatures of the members and the decisions of the parents and the LEA representative will be documented. LEAs that wish to utilize electronic, or digital signatures for consent may do so if they choose. Please be sure to check your LEA's special education operating procedures, and or with your special education director with specific procedures for obtaining electronic signatures. Important considerations such as whether the parties have access to email, and whether there are any potential barriers should be addressed. (slide swooshing) There are potential barriers to conducting a virtual ARD committee meeting, such as varying levels of comfort and experience with technology and video. The virtual experience may be different based on the platform, i.e., phone, tablet, computer. The physical environment of the meeting will be different for each team member. Unique confidentiality concerns for virtual web-based meetings. Different sensory experiences for virtual meetings compared to in-person meetings. Audiovisual nonverbal cues. Virtual or phone ARD committee meetings may inhibit rich discussion, and or the ability to develop deeper relationships, and understanding between students, families, and educators. Some parents may be inhibited by the actual IEP process, let alone the virtual platform. Providing accommodations virtually may require additional knowledge in the use of technology, for example, providing accommodations such as interpreters. Despite these barriers, virtual ARD committee meetings offer unique opportunities and new possibilities for flexibility, engagement, and building relationships. As we walk through the information related to proactive practices to prepare for the meetings, we may reduce or eliminate many of these barriers and provide solutions, which would lead to successful meetings to develop rigorous student IEPs. (slide swooshing) Now, let us discuss some proactive practices to consider as you prepare and elements you may need to put in place before the meeting. (slide swooshing) First, collaboration and communication before the actual meeting are key elements. Activities to consider to support the collaboration and communication practices include ensuring participating members of the ARD committee receive a draft copy of the IEP. This will allow members to review the proposed information, ask questions before the meeting, and save time during the meeting. Additionally, having a copy of the draft may make it easier for some members to follow along during the meeting, particularly if they have difficulty following along on a screen or if their screen is small, such as on a phone or tablet. It is important to ensure that the copies are clearly marked as a draft. To ensure parents and other committee members do not confuse this with the final IEP determined, sending the agenda in norms to the participating members is also helpful. This will allow them to know the expectations during the meeting and the order of topics to be reviewed and discussed. Providing the agenda before the meeting is very important for staff members so that they will know exactly when they need to be prepared to share information, and can expedite the flow of the meeting. Finally, reach out to the parent or adult student before the meeting, find out if they have questions, or concerns, and if they have any information that is important for the ARD committee to know, attempt to get feedback on PLAFs, evaluation results, current services, et cetera. To assist parents as well, there are several resources from SPEDTex that you may want to provide. Remember, the parents won't be sitting in front of you to provide resources at a moment's notice, so you may want to offer these additional resources: acronyms and abbreviations sheet, frequently used educational terms sheet, ARD committee meeting prep sheet checklist. There is a link to the SPEDTex website in the resources section of this presentation. These documents and other resources can be found under the parent resources tab. One important question to consider as we conduct more meetings on a virtual platform and share information, such as draft IEPs electronically, is how can I ensure the meeting and communication maintains student privacy? Two excellent resources can assist with privacy and FERPA considerations. First is the TEA 2020-2021 School Year FERPA and Virtual Learning Document. Although this indicates guidance for instruction and learning, many points also apply to meetings when personally identifiable information about a student may be presented. Another great resource is the U.S. Department of Education's Student Privacy Policy Office, or SPPO, FERPA, and Virtual Learning Related Resources, which summarizes department privacy resources and guidance, including the Office of Technology's Protecting Student Privacy, while using online educational services. It is also important to check for additional state and district policies. A link to this document can be found in the resources section at the end of the presentation. One important piece to keep in mind regarding student privacy is to be attentive to who may be coming in and out of your surroundings. Parents should feel comfortable that the information being shared about their child is kept confidential. Seeing another person in the background may not put the parent at ease when sensitive information is being discussed. But also keep in mind the following. In the same way that you cannot control who enters a meeting room during a face-to-face meeting, you cannot fully regulate who may be coming in and out of participants' environments during the meeting. However, providing norms and tips for the meeting prior can reduce the potential activity. Unfortunately, you cannot fully guarantee online security. Hacks happen. Therefore, it is best to have a plan for limiting access to the meeting, such as utilizing waiting rooms, passwords, etcetera, and a plan for if someone uninvited joins the meeting. This will also be discussed a bit more later. If you are sharing documents that include personally identifiable information outside of your local network or sending information via email, additional security steps should be taken, such as locked documents with passwords only known by the appropriate recipient, parent or adult student, staff member, or other personnel. Typically, in a face-to-face meeting, if draft documents are provided, we would collect them after the meeting and shred them. However, that is not possible if the draft documents have been emailed. You will want to specify with the ARD committee members the steps to be taken, with any shared drafts, and how they should be handled following the meeting. (slide swooshing) Another important proactive practice to consider before the meeting is, what will be the backup plan? What is the plan if the virtual platform is not working? Will the meeting occur as a phone conference? How will the participating members be notified? If the virtual platform is not working, is there an alternative meeting date and time prearranged? But remember, timelines for the ARD committee meetings must be followed, so alternative meeting dates and times would need to be scheduled within the timeline, and with enough time to provide the parent or adult student with prior written notice of the new date time. What is the backup plan if team members have difficulty accessing the virtual platform? They should be provided an alternative phone number to participate by phone. What is the backup plan if the platform encounters technical difficulties during the meeting? And if screen sharing cannot be achieved, or some members are calling into the meeting, what is the backup plan for getting documents to the ARD committee members? (slide swooshing) As with face-to-face meetings, LEAs must provide accommodations for meeting the language needs of any ARD committee member, most notably parents or the adult student. LEAs need to ensure that interpreters are present during the meeting to translate the oral messages from one language to another, and that enough time is scheduled for the meeting for the interpretation. Additionally, a translation service should be available to translate the written text of the documents. Another important consideration of conducting ARD committee meetings on virtual platforms is, will captioning and or sign language interpretation be required? If a captioner or sign language interpreter is needed, then it is highly recommended that the documents to be reviewed during the meeting are provided to the person ahead of time so that this person will have an idea of the content, and provide the translation and or captioning as quickly as possible. Additionally, the manager or facilitator of the meeting will want to ensure that closed captioning is available and active during the meeting. Accommodations are not limited to interpreting and translation services. They could include other necessary supports. It would be wise to check with the participating members before the meeting and ask if they need any accommodations. Teams should consider assigning responsibilities to specific members as they adapt to virtual meetings. This also includes identifying the different roles members will have. The facilitator explains the purpose of the meeting and keeps the participants on track. The note taker, who takes notes for documentation in the IEP template, the timekeeper, who times each section of the meeting and helps the team adhere to the allotted time. Also, will waiting rooms be utilized before the meeting, and who will monitor that room? Do breaks need to be pre-scheduled or arranged? As we engage in virtual meetings more frequently, the virtual platform providers suggested that the sit time for a virtual session meeting should be approximately an hour to an hour and a half. Beyond that time, it is recommended that a 5-10-minute break is provided. This may be something added to the agenda or norms. If the meeting reaches an hour and is anticipated to continue for an additional 30-plus minutes, then a break would be provided. The ARD committee will need to decide about needed breaks during the meeting. Along with the tasks and responsibilities of specific members and integration of breaks, screen sharing is another consideration to plan proactively. Who will be sharing their screen? Will that person change during the meeting? What will be shared? Most importantly, the student's proposed IEP should be visible. Are there other documents or information that need to be shared? How will that be done? Also, is the person sharing their screen proficient in changing, switching documents if necessary? During the meeting is not the time to practice or spend time trying to find the correct document and sharing it appropriately. Another suggestion is to share the screen and close all other applications on your computer. It is often distracting if there are email pop-ups during the meeting and or if, during a change in documents, everyone can see the email you still have open. Some ARD committee members are proficient with the virtual platforms, while for others this is a relatively new experience. Therefore, before the meeting, a proactive tip would be to check with all staff, parents, or adult students and inquire if they would like to conduct a practice session. It should be confirmed that the members are familiar with the technology and features. Additionally, this would be a time to check that their video and sound are working. This is also a time to check the default functions of the platform and set the appropriate meeting functions to increase confidentiality. For example, will the chat or Q&A feature be used? What about any other features? Along with the practice session, tips for using the platform effectively may be helpful for the ARD committee members. This could be a checklist to help the members prepare for the meeting and could include items such as check that your devices are working and charged, choose the best location for internet strength connectivity, and reduce distractions and noise. Preview your video background. Is it appropriate or should you set a background screen or filter? Check your microphone and speakers. Review norms. Review the agenda. Also, a short video with screenshots of how to log into the platform and highlights of the features, such as start-stop video or mute-unmute or chat, may be helpful, particularly if the platform is new for some members. This is a resource of technology tips for virtual ARD committee meetings that you may find helpful. You can utilize or adapt this resource to meet your LEA's needs. This resource, or the adaptation, could be shared with all ARD committee members before the meeting. This resource is from Ideas that Work and can be found on the Center for Parent Information and Resources website. You can also find the resource for this training in the handout. With a virtual platform, particularly if some members phone in, they may be identified as a number or initials; we should ask them to verbally identify themselves to verify that they are one of the expected participants. We should also ask them to change their username if they can. When scheduling the meeting and coordinating the date and time with the parents, it may also be an excellent opportunity to ask if they will invite anyone to join the meeting. This will allow you to be prepared to admit them to the meeting and not be left waiting in the waiting room. Any unexpected participants should be able to explain their role in the meeting. The person could be a new speech-language pathologist working with a student, or if the parent invited someone, such as a family member or advocate. (slide swooshing) Let's now focus on collaborative practices during the meeting. You will most likely notice that many of the practices reviewed in this section are the same or similar actions that should be taken during a face-to-face meeting. However, we want to highlight eight actions as they are essential to keep in mind when in the virtual platform since we cannot see, read body language cues, et cetera. As with any ARD committee meeting, the discussion should focus on student needs. Be sure to begin the meeting by emphasizing the strengths and positives of the student. Concerns with progress may be addressed, but focus on facts and data, avoiding subjective, negative opinions or views about the student. In a virtual meeting, verbal details and family-friendly, jargon-free language become more important due to the lack of nonverbal communication. When presenting the information on screen, try not to read the IEP word-for-word, but summarize and highlight the information presented in each section. As mentioned earlier, having a document with common acronyms and definitions may be helpful. In the first section of this presentation, we discussed the legal requirements of an ARD committee meeting, and one suggestion was to have an agenda. Again, this is not a requirement, but will allow members to follow the order of topics to be reviewed and discussed. Providing the agenda prior to the meeting is very important for staff members, so they will know precisely what they need to be prepared to share information and can expedite the meeting flow. Also, reviewing norms reminds the committee members to follow the expectations during the meeting. The ARD committee members will need to decide the appropriate norms for the specific meeting. However, your LEA may want to develop a few norms that will be utilized in all meetings. Sample norms may include: use the most accessible technology for every participant, resisting multitasking and doing other work while the meeting is in session, using video whenever available, encouraging team members' participation and active listening, and staying focused on the students' needs. Unlike a face-to-face meeting, it may be difficult to know when an ARD committee member may need additional wait time. Also, it is important to check in with participants frequently to ensure they are still connected and do not encounter any difficulties hearing or understanding the information. As mentioned in the proactive practices prior to the meeting section, it is recommended that someone share their screen and display the draft of the student's IEP and other documents. If you are not using screen sharing, or someone is calling in, always state what page number you are on and what section of the IEP you are looking at. This will help ensure everyone is following along. It is also recommended that each ARD committee member turn on their camera to be seen during the meeting, unless there are extenuating circumstances. This facilitates communication as the other members, but most importantly parents, do not feel like they are listening to, or talking to blank air. Be aware of your body language and facial expressions. Look for nonverbal cues from the parent as well. If they seem anxious or uncomfortable, change your approach. If your ARD committee decides to utilize the chat feature, be sure everyone understands the purpose and can use the feature. Also notify the committee members of what will happen to the text from the chat feature. Will they be saved? Will they be deleted? Some considerations for utilizing the chat feature include: it may limit interruptions by having members type technical issues they are encountering. Allow someone who would like to add to the conversation to type into chat that they have something to share. Keep in mind, someone should be specifically assigned to monitor the chat for both technical meeting issues, my audio stopped working, and substantive issues, I need to share. Just as you would with a face-to-face ARD committee meeting, remove any potential distractions. Just like you wouldn't leave the conference, or room door wide open during the meeting, ensure committee members are in a location that encourages attentiveness. Another norm you may want to consider is to ask participating members to close other applications, such as email, during the meeting, so that their attention can be focused on the student and the IEP development. Be sure to include the parent in the discussion and listen throughout the meeting. They are the ones who know their child best. Also, do not mute the parents at any time. This could send an unintentional message that their opinion is not important. Allow the parents to mute themselves. Check in and make sure everyone understands what is being discussed. Ask questions and use clarification and verification techniques, such as, does this match your understanding? Or, do you see the same strengths or concerns? Correct documentation is essential for developing an IEP that reflects consensus. Accurate documentation is critical to resolve any future disagreements, disputes, or conflicts that may arise. At the closing of the meeting, after all topics have been discussed, review the list of tasks assigned to ARD committee members. For example, should the general education teacher provide something to the parents? Or is the special education teacher assigned to send home additional activities for the student to practice? Or should the LEA representative check with someone at the central office about a particular procedure? It is important to review this task list, because often, during the discussion of the topic, something may have been assigned, but it might have been during the review of the PLAF statement at the beginning of the meeting. Also, signatures indicating attendance must be obtained by all participating members, along with their names and roles. How will that be accomplished? Does everyone agree to that procedure? Don't forget to check your special education operating procedures for obtaining electronic signatures. Furthermore, is there a form that needs to be signed by the parent, such as consent for initial services? Will the parent sign electronically? Will the form be sent home for a physical signature and verbal consent is documented in the minutes deliberations? Also, don't forget to check your special education operating procedures for obtaining electronic signatures. (slide swooshing) Finally, before the meeting is adjourned, and the parents leave the virtual platform, confirm how the IEP and other documents will be delivered to them. Will they be sent via email? Will they be mailed? (slide swooshing) Our last section for review is effective practices after the meeting. We will review some key elements that need to occur after the meeting. (slide swooshing) After the meeting, it is important to follow up with the parents. This allows them to ask questions they thought of after the meeting, to address any concerns they may have, and to debrief how the meeting went and provide any feedback for future virtual ARD committee meetings. Also, this is an opportunity to ensure they receive their copy of the IEP and other documents. Following up with staff members is important as well. This allows staff to identify what went well, pinpoint what barriers they encountered, and give suggestions for enhancing future virtual ARD committee meetings and improving the experience. This is also the time to ensure all teachers, and personnel responsible for portions of the student's IEP are informed of and understand their responsibilities, and receive a copy of the IEP. This is the time to follow up with any tasks assigned to staff during the meeting and ensure they were completed. Thank you so much for joining us today to learn more about virtual ARD committee meeting requirements and best practices. If you have any questions or need more information, please connect with your regional Child Find Evaluation statewide contact. You can access the statewide contact list by clicking the link in the handout or scanning the QR code. (bright music fades)