ARD Facilitator
Fort Stockton ISDPrimary Purpose:
Responsible for facilitating Annual, Review, and Dismissal (ARD) meetings and completion of required
ARD paperwork. Monitor implementation of individualized education plans (IEP) and facilitate
communication with parents and staff.
Qualifications:
Education/Certification:
Bachelor’s degree
Special Knowledge/Skills/Abilities:
Knowledge of state and federal laws for educating students with disabilities
Understanding of the individual needs of students with disabilities
Ability to communicate effectively with parents and staff
Ability to implement policies and procedures
Ability to interpret data
Strong organizational, communication, and interpersonal skills
Experience:
Three years of teaching students with disabilities and participation in ARD meetings
Major Responsibilities and Duties:
Program Management
- Schedules or assists in scheduling ARD meetings and assists with establishing an agenda, setting the time
allotted for the meeting, and establishing a set of guidelines for the meeting.
- Facilitate ARD committee discussions using facilitation techniques to help the committee members
communicate and collaborate effectively. Ensure each committee member has an opportunity to
participate, resolve disagreements that arise, and keep the committee on task.
- Ensure federal and state timelines are met with respect to functions of the ARD committee meetings.
- Implement and maintain systematic communication between special and general education personnel
with respect to ARD meetings and decisions, Individual Education Plans (IEPs), student accommodations,
and instructional concerns and progress.
- Support student achievement ensuring delivery of special education curriculum and instruction
according to the IEP of individual students.
- Ensure student progress is evaluated on a regular, systematic basis, and findings are used to make
decisions to improve program effectiveness as it relates to specific student needs. Offer and implement
changes when warranted.
- Collaborate with the teacher to address student achievement deficiencies, focusing resources, materials, and
technology to promote satisfactory classroom performance. Encourage and support the development of
innovative instructional programs.
- Assist in monitoring the instructional process to ensure program activities are aligned with the desired
outcomes and IEP.
Instructional Support
- Support the district’s student management policies and expectations for student behaviors related to
the special education program.
- Use coaching skills to support staff, build capacity, and provide technical assistance.
- Provide orientation to new staff on procedures for effective implementation of the campus ARD
Process.
Communication and Community Relations
- Establish and maintain a positive relationship with principals, teachers, staff, and parents by supporting
innovation and efforts in educating students with disabilities.
- Serve as parent liaison in matters pertaining to student assessment, program eligibility, and IEPs.
- Articulate the district’s mission and goals in the area of special education and solicit support in realizing
the mission.
Policy, Reports, and Law
- Compile, maintain, and file all reports, records, and other documents as required.
- Comply with policies established by federal and state law, State Board of Education rule, and local board
policy in the area of special education. Make recommendations to improve program effectiveness.
Other
- Follow district safety protocols and emergency procedures
Supervisory Responsibilities:
None
Mental Demands/Physical Demands/Environmental Factors:
Tools/Equipment Used: Standard office equipment, including personal computer and peripherals
Posture: Prolonged sitting; occasional bending/stooping, pushing/pulling, twisting
Motion: Repetitive hand motions, frequent keyboarding, and use of mouse
Lifting: Occasional light lifting and carrying (under 15 pounds)
Environment: Occasional districtwide and statewide travel
Mental Demands: Work with frequent interruptions; maintain emotional control under stress