What's special about graduation for students with disabilities? What decisions should be made before and during a student's high school years? How should the results of each student's academic performance be documented on the AAR and the IEP? What role do registrars, counselors, and ARD committees play in this process?
To ensure that your schools feel confident in answering these questions, it is recommended that a team consisting of a counselor, registrar, and special education leader (ARD facilitator/administrator/transition specialist) from each campus/district attend this training. Secondary campus administrators are also encouraged to attend.
If you are a . . .
Counselor or administrator, you can expect to learn how graduation requirements can be adapted for your students with disabilities, and what it means for their high school program
Registrar, you can expect to learn how the decisions made at the ARD can affect PEIMS coding for transcripts and Grad-Type codes
Special educator, you can expect to learn how and why ARD committees can adapt graduation requirements, and what it means for students with disabilities and their postsecondary goals
For information about graduation for students with disabilities, see the Graduation for Students with Disabilities LiveBinder: www.bit.ly/cleartrail
T-PESS Indicators addressed:
- 1D: The principal ensures that effective instruction maximizes growth of individual students and student groups, supports equity, and eliminates the achievement gap
- 3C: The principal communicates with all audiences and develops productive relationships
- 5B: Maximized Learning Time - The principal implements daily schedules and a yearlong plan for regular data-driven instructional cycles, gives access to diverse and rigorous instructional programs, and builds in time for professional development