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1. Donnalyn Jaque-Antón
Associate Superintendent NCLB has put us on notice that a standards-based education is a necessity for all students, even those receiving remedial or specialized assistance. As a result of our efforts to improve the focus on goals for all children, we have begun to:
Provide curriculum to students with disabilities;
Include teachers of special education in general training;
Hold teachers and students accountable to testing and test preparation activities; and
Establish a movement to look at intervention to meet the needs of all students and use research-based intervention to address needs.
NCLB has put us on notice that a standards-based education is a necessity for all students, even those receiving remedial or specialized assistance. As a result of our efforts to improve the focus on goals for all children, we have begun to:
Provide curriculum to students with disabilities;
Include teachers of special education in general training;
Hold teachers and students accountable to testing and test preparation activities; and
Establish a movement to look at intervention to meet the needs of all students and use research-based intervention to address needs.
3. Beliefs High standards for all students
Equitable access to the core curriculum
Integration of students with disabilities
Positive behavior supports for all students
Academic results/achievement
Shared responsibility for all students
Collaborative environments
Monitoring and accountability as part of the improvement The beliefs articulated by the District demonstrate an expectation that students with disabilities are challenged to the highest level possible. This occurs when students have equal access to the core curriculum and are integrated into general education classrooms for instruction. Structures including positive behavior supports, shared responsibility for all students, and collaborative environments set the stage for successful integration and a sense of belonging for all students. The beliefs articulated by the District demonstrate an expectation that students with disabilities are challenged to the highest level possible. This occurs when students have equal access to the core curriculum and are integrated into general education classrooms for instruction. Structures including positive behavior supports, shared responsibility for all students, and collaborative environments set the stage for successful integration and a sense of belonging for all students.
4. Roles Three roles of the administrator:
Develop a climate that supports LRE
Establish organizational structures needed to implement LRE
Provide effective supervision and support of LRE
The role of the administrator in the implementation, organization, and supervision of least restrictive environment is critical. Developing cultures of collaboration and community as part of our practice opens the door to the provision of special education services within the general education classroom and ensures instruction based on grade-level standards for all students.
The foundation of a collaborative community begins when we, as administrators, model a shared responsibility for all the students on our campus. There is not one administrator in charge of special education, rather we all share responsibility for creating an inclusive culture around academic achievement, behavioral and social supports, and the development of communities for all students. The role of the administrator in the implementation, organization, and supervision of least restrictive environment is critical. Developing cultures of collaboration and community as part of our practice opens the door to the provision of special education services within the general education classroom and ensures instruction based on grade-level standards for all students.
The foundation of a collaborative community begins when we, as administrators, model a shared responsibility for all the students on our campus. There is not one administrator in charge of special education, rather we all share responsibility for creating an inclusive culture around academic achievement, behavioral and social supports, and the development of communities for all students.
5. Objectives Identify the three overarching roles of the administrator in implementing and supporting LRE.
Articulate the vision of LRE at your site.
State three steps that can be taken to support LRE.
This presentation has three main objectives. Participants will identify the three major roles of the administrator in implementing LRE at a school site, articulate the vision of LRE at your particular site, and state three steps that can be taken to support LRE. This presentation has three main objectives. Participants will identify the three major roles of the administrator in implementing LRE at a school site, articulate the vision of LRE at your particular site, and state three steps that can be taken to support LRE.
6. Role of the Administrator Part 1 of LRE for AdministratorsPart 1 of LRE for Administrators
7. Least Restrictive Environment Students with disabilities are to be educated with their non-disabled peers, supported with needed supplementary aids and services, unless otherwise and specifically justified to the contrary.
Gartner & Kerzner-Lipsky Creating a school community for all students becomes a crucial role for the administrator. The implementation of least restrictive environment requires that we change our current practice of educating students with disabilities in segregated environments and begin to merge general and special education building a unified system where all students succeed. Creating a school community for all students becomes a crucial role for the administrator. The implementation of least restrictive environment requires that we change our current practice of educating students with disabilities in segregated environments and begin to merge general and special education building a unified system where all students succeed.
8. Underlying Principles A continuum of services;
Instruction in general education classrooms;
Access and progress in general education curriculum; and
Instructional, curricular, and behavioral supports layered within this environment.
Several underlying principles guide the concept of least restrictive environment. There is much confusion about whether least restrictive environment equates to inclusion. It does not. Inclusion is the provision of special education supports within the general education classroom for students with moderate to severe disabilities who participate in general education classrooms for 100% of their day. For some students, supported participation through methods such as co-planning, co-teaching or inclusion in the general education class for 100% of the day is the least restrictive environment. For others, the provision of support outside of the general education classroom is the least restrictive environment. Both would be part of the continuum of services outlined in the legislation. There are several factors to consider in determining LRE. While no one factor should be the determination, IEP teams should consider academic, social, behavioral, and parental goals.
Instruction in grade level standards and participation in grade level classrooms are at the foundation of least restrictive environment. Supports and services should be layered into the general education program and support instruction in the general education curriculum. Students only receive services outside this environment when their needs cannot be met in the general education class with appropriate support. Several underlying principles guide the concept of least restrictive environment. There is much confusion about whether least restrictive environment equates to inclusion. It does not. Inclusion is the provision of special education supports within the general education classroom for students with moderate to severe disabilities who participate in general education classrooms for 100% of their day. For some students, supported participation through methods such as co-planning, co-teaching or inclusion in the general education class for 100% of the day is the least restrictive environment. For others, the provision of support outside of the general education classroom is the least restrictive environment. Both would be part of the continuum of services outlined in the legislation. There are several factors to consider in determining LRE. While no one factor should be the determination, IEP teams should consider academic, social, behavioral, and parental goals.
Instruction in grade level standards and participation in grade level classrooms are at the foundation of least restrictive environment. Supports and services should be layered into the general education program and support instruction in the general education curriculum. Students only receive services outside this environment when their needs cannot be met in the general education class with appropriate support.
9. STRATEGIC PRIORITY
Integration of Students with Disabilities The integration of students with disabilities is one of the District’s five strategic priorities. Successful integration provides any student with disabilities the opportunity to learn and progress in grade level curriculum and interact with age appropriate peers, including students with severe disabilities who may be utilizing an alternate curriculum.The integration of students with disabilities is one of the District’s five strategic priorities. Successful integration provides any student with disabilities the opportunity to learn and progress in grade level curriculum and interact with age appropriate peers, including students with severe disabilities who may be utilizing an alternate curriculum.
10. Integration of Students with Disabilities Administrators will ensure that:
Students attend their home school
Students participate in general education instruction and classrooms with use of collaborative services and supports
Positive behavioral supports and interventions are provided
Three Modified Consent Decree measures support the Integration of Students with Disabilities. These include the provision of services at the home school, increased participation in general education instruction and classroom, and the provision of behavioral support and interventions to support students in progressing in general education classrooms and curriculum.
It is the responsibility of each site administrator to build school capacity for all students who should attend their home school. The home school is any school the student would attend if he or she were not disabled. School administrators will need to examine and redistribute existing supports for both students and staff to meet the needs of all students.
The use of collaborative services supports participation and progress in general education curriculum and classrooms. The collaboration of educators in the classroom provides for powerful supports for a wide range of students.
The integration of students is supported when clear expectations for behavior are articulated. The foundation of this is a school-wide positive behavior support system for all students. Three Modified Consent Decree measures support the Integration of Students with Disabilities. These include the provision of services at the home school, increased participation in general education instruction and classroom, and the provision of behavioral support and interventions to support students in progressing in general education classrooms and curriculum.
It is the responsibility of each site administrator to build school capacity for all students who should attend their home school. The home school is any school the student would attend if he or she were not disabled. School administrators will need to examine and redistribute existing supports for both students and staff to meet the needs of all students.
The use of collaborative services supports participation and progress in general education curriculum and classrooms. The collaboration of educators in the classroom provides for powerful supports for a wide range of students.
The integration of students is supported when clear expectations for behavior are articulated. The foundation of this is a school-wide positive behavior support system for all students.
11. STRATEGIC PRIORITY
Access to the General Curriculum and Standards for Academic Achievement This strategic priority addresses access to the general curriculum improving outcomes for all students. This strategic priority addresses access to the general curriculum improving outcomes for all students.
12. Access to the General Curriculum and Standards for Academic Achievement Administrators will ensure that students:
Participate in Statewide assessments;
Progress in the general education curriculum;
Graduation or complete high school;
Stay in school; and
Transition to adult living.
There are five Modified Consent Decree measures that support access to the general curriculum and standards for academic achievement.
The least restrictive environment is supported when all students participate in the State and district assessments for their age appropriate grade-level and evidence progress in rigorous content curriculum. Students who are not working on the alternate curriculum should take grade-level State and District assessments including the periodic assessments in math, science, and English/Language Arts, and the CSTs. This is a challenge for us as educational leaders as we look to guide our teachers in bridging the academic gap we know is evident. Our role in assisting our staff in understanding how to develop meaningful accommodations to support students in content instruction while they are learning the foundational skills is critical. Professional development support through the Division of Special Education is currently being developed to address this need.
Increased graduation and completion rates occur when students are welcomed as a part of the school community and needed supports are provided in the most appropriate instructional environment. The structure of small learning communities ties students to their school community reducing dropout rates and preparing students for transition to adult living. There are five Modified Consent Decree measures that support access to the general curriculum and standards for academic achievement.
The least restrictive environment is supported when all students participate in the State and district assessments for their age appropriate grade-level and evidence progress in rigorous content curriculum. Students who are not working on the alternate curriculum should take grade-level State and District assessments including the periodic assessments in math, science, and English/Language Arts, and the CSTs. This is a challenge for us as educational leaders as we look to guide our teachers in bridging the academic gap we know is evident. Our role in assisting our staff in understanding how to develop meaningful accommodations to support students in content instruction while they are learning the foundational skills is critical. Professional development support through the Division of Special Education is currently being developed to address this need.
Increased graduation and completion rates occur when students are welcomed as a part of the school community and needed supports are provided in the most appropriate instructional environment. The structure of small learning communities ties students to their school community reducing dropout rates and preparing students for transition to adult living.
13. Role of the Administrator Part 2 of LRE for AdministratorsPart 2 of LRE for Administrators
14. Administrator’s Role Publicly articulate the vision
Redefine staff roles
Realign current resources
Assess staff needs
Support ongoing learning Articulating the vision is a significant step in building a school community that believes all students are capable of learning. Everyone embraces a shared responsibility for the learning of all students. Administrators build the commitment to the vision by sharing data, demonstrating the rationale for integration, recognizing and honoring teacher expectations and concerns, and replacing old cultures of practice.
In this new culture teachers need time to collaborate with one another to clarify and define expected roles. Administrators will recognize that roles, resources, and schedules may be fluid as teachers begin the process of working together.
The administrator has the responsibility to assess staff needs and determine how to provide professional development. Existing structures, such as grade level meetings, department meetings, and banked time provide opportunities for teachers to have ongoing dialogue around the collaborative process. Articulating the vision is a significant step in building a school community that believes all students are capable of learning. Everyone embraces a shared responsibility for the learning of all students. Administrators build the commitment to the vision by sharing data, demonstrating the rationale for integration, recognizing and honoring teacher expectations and concerns, and replacing old cultures of practice.
In this new culture teachers need time to collaborate with one another to clarify and define expected roles. Administrators will recognize that roles, resources, and schedules may be fluid as teachers begin the process of working together.
The administrator has the responsibility to assess staff needs and determine how to provide professional development. Existing structures, such as grade level meetings, department meetings, and banked time provide opportunities for teachers to have ongoing dialogue around the collaborative process.
15. Articulate the Vision
What are the expectations for all students?
What are the expectations for all staff?
How are special education services integrated for students with disabilities?
The guiding questions are designed to help frame discussion around least restrictive environment. The guiding questions are designed to help frame discussion around least restrictive environment.
16. Indicators of Change Vision is articulated by stakeholders
Layers of support including:
Co-planning
Co-teaching
Direct instruction
Collaborative culture is evident
Realignment of resources
Students with disabilities are integrated The indicators of change are designed to help examine where we are in creating systems that are supportive of least restrictive environment.The indicators of change are designed to help examine where we are in creating systems that are supportive of least restrictive environment.
17. Organization and Structures Part 3 of LRE for AdministratorsPart 3 of LRE for Administrators
18. Organization and Structure Implement needs-based programming
Identify supports available
Match support to students
Provide common planning time
Build the capacity of the school to support a variety of students Establishing the structure and organization of the school is one of the most significant roles of the administrator in building capacity to support LRE. Appropriate levels of support are most effectively provided with a structure that clusters students through needs based programming. Identifying and reallocating existing resources is a key element of the administrator’s role. Common planning time for teachers who are collaborating must be scheduled, organized, and structured. Establishing the structure and organization of the school is one of the most significant roles of the administrator in building capacity to support LRE. Appropriate levels of support are most effectively provided with a structure that clusters students through needs based programming. Identifying and reallocating existing resources is a key element of the administrator’s role. Common planning time for teachers who are collaborating must be scheduled, organized, and structured.
19. Indicators of Change Collaborative planning time is part of the culture of the school
Students are clustered to consolidate service
Teacher schedules are manageable
Resources are aligned to vision The indicators of change are designed to help us determine where we are in the process of developing a climate and culture of collaboration. The indicators of change are designed to help us determine where we are in the process of developing a climate and culture of collaboration.
20. Supervision of Instruction Part 4 of LRE for AdministratorsPart 4 of LRE for Administrators
21. Supervision of Instruction Instruction for students with disabilities occurs in a variety of contexts
General education classes
General education classes with consultation
General education classes with resource specialist program
General education classes and special education program
Special education program
Instruction for students with disabilities occurs in a variety of settings. Each setting has both commonalities and unique features for us to examine. In supervising instruction, an administrator would look for core elements in any instructional setting.Instruction for students with disabilities occurs in a variety of settings. Each setting has both commonalities and unique features for us to examine. In supervising instruction, an administrator would look for core elements in any instructional setting.
22. Supervision of Instruction Administrators will ensure that students are provided:
Grade-level standards as the foundation of all instruction
Special education supports layered within the general education program
Targeted intervention that is aligned to both assessment and instruction
Schedules that provide grade-level instruction and intervention
Regardless of the instructional setting, the foundation of all instruction is in grade-level content standards. Students with disabilities should either be working on grade level standards, possibly with accommodations or modifications, or the alternate curriculum. Curricular materials should be respectful of the student’s chronological age.
Special education intervention is layered into the general education program, with clear targeted goals and alignment of instruction and intervention based on ongoing assessment. Layered services include co-planning, co-teaching, and the use of differentiated teaching strategies within the general education class. All of this is reflected in schedules that provide for a balance of content instruction and intervention as outlined in the Position Papers found on the Division of Special Education website.
It is important for us to remember that curriculum choice on an IEP does not dictate placement. Students who are participating in the Curriculum for Students with Severe Disabilities can and often times should, be educated within the general education class using modifications of the presentation and expectations. Regardless of the instructional setting, the foundation of all instruction is in grade-level content standards. Students with disabilities should either be working on grade level standards, possibly with accommodations or modifications, or the alternate curriculum. Curricular materials should be respectful of the student’s chronological age.
Special education intervention is layered into the general education program, with clear targeted goals and alignment of instruction and intervention based on ongoing assessment. Layered services include co-planning, co-teaching, and the use of differentiated teaching strategies within the general education class. All of this is reflected in schedules that provide for a balance of content instruction and intervention as outlined in the Position Papers found on the Division of Special Education website.
It is important for us to remember that curriculum choice on an IEP does not dictate placement. Students who are participating in the Curriculum for Students with Severe Disabilities can and often times should, be educated within the general education class using modifications of the presentation and expectations.
23. Indicators of Success Instruction is based on grade-level standards
Students progress in grade-level standards
Layers of targeted intervention to support content instruction and IEP goals are provided based on assessed need
A successful program would include components of instruction based on grade-level standards, evidence of progress in grade-level standards, layers of intervention available and provided, and intervention that it targeted to student need. A successful program would include components of instruction based on grade-level standards, evidence of progress in grade-level standards, layers of intervention available and provided, and intervention that it targeted to student need.
24. The essence of our effort to see that every child has a chance must be to assure each an equal opportunity, not to become equal, but to become different—to realize whatever unique potential of body, mind and spirit he or she possesses.
John Fischer, Author
