Least Restrictive Environment What an Administrator Needs to Know

1. LRE Administrators Module 1: Awareness Schools for All Children Least Restrictive EnvironmentWhat an Administrator Needs to Know 2004/2005 Donnalyn Jaque-Antón Associate Superintendent

2. Table of Contents • Overview • Part 1: LRE Awareness • Part 2: Articulating the Vision • Part 3: Organization and Structure • Part 4: Supervision of Instruction

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

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

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.

6. Role of the Administrator Implementing LREPart 1

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

8. Underlying Principles Administrators need to ensure: • 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.

9. STRATEGIC PRIORITY Integration of Students with Disabilities

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

11. STRATEGIC PRIORITY Access to the General Curriculum and Standards for Academic Achievement

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. Return

13. Role of the AdministratorArticulating the Vision of LREPart 2

14. Administrator’s Role Administrators will: • Publicly articulate the vision • Redefine staff roles • Realign current resources • Assess staff needs • Support ongoing learning Thousand, Villa, Nevin, 2004

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?

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 Return

17. Role of the Administrator Organization and StructuresPart 3

18. Organization and Structure Administrators will: • 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 Thousand, Villa, Nevin, 2004

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 Thousand, Villa, Nevin, 2004 Return

20. Role of the Administrator Supervision of InstructionPart 4

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

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

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 Return

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