LAUSD | Division of Special Education Outcome 6/7 Donnalyn Jaque-Antón Associate Superintendent Schools for All Children 2004/2005 Least Restrictive Environment What an Administrator Needs to Know LRE Administrators Module 1: Awareness

LAUSD | Division of Special Education Outcome 6/7 Table of Contents Overview Part 1: LRE AwarenessPart 1 Part 2: Articulating the VisionPart 2 Part 3: Organization and StructurePart 3 Part 4: Supervision of InstructionPart 4

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 Objectives 1.Identify the three overarching roles of the administrator in implementing and supporting LRE. 2.Articulate the vision of LRE at your site. 3.State three steps that can be taken to support LRE.

LAUSD | Division of Special Education Outcome 6/7 Role of the Administrator Implementing LRE Part 1

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 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. Administrators need to ensure:

LAUSD | Division of Special Education Outcome 6/7 STRATEGIC PRIORITY Integration of Students with Disabilities

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 STRATEGIC PRIORITY Access to the General Curriculum and Standards for Academic Achievement

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 Role of the Administrator Articulating the Vision of LRE Part 2

LAUSD | Division of Special Education Outcome 6/7 Administrators Role Publicly articulate the vision Redefine staff roles Realign current resources Assess staff needs Support ongoing learning Thousand, Villa, Nevin, 2004 Administrators will:

LAUSD | Division of Special Education Outcome 6/7 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?

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 Organization and Structures Part 3 Role of the Administrator

LAUSD | Division of Special Education Outcome 6/7 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 Thousand, Villa, Nevin, 2004 Administrators will:

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 Supervision of Instruction Part 4 Role of the Administrator

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 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

LAUSD | Division of Special Education Outcome 6/7 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 differentto realize whatever unique potential of body, mind and spirit he or she possesses. John Fischer, Author