Least Restrictive Environment Site Plan Elements and Collaboration

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Least Restrictive Environment

Site Plan Elements and Collaboration

Division of Special EducationLocal G LRE Teams

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OUTCOME

To support you in becoming familiar with:

• The Least Restrictive Environment Plan Elements

• The collaborative practices that will make LRE a reality for all children

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What do I need to know about the plan?

• The LRE Site Plan Elements have been integrated into the Single Plan for Student Achievement

• The LRE Site Plan is due December 31, 2002

Let’s look atsome elements . . . . . . . .

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LRE Plan Elements

Develop high expectations and standards for ALL students. What does that look like?– It looks like:

• Goals and Objectives aligned to standards

• Increased participation and scores in SAT9 for students with disabilities and all other students

• Increased high school graduation

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LRE Plan Elements

Planned staff development to support access for students with disabilities. What would that look like?– It looks like:

The integration of instructional strategies and curriculum adaptations in all staff development opportunities to address all diverse learners

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LRE Plan Elements

Intervention services used to support all at-risk students. What would that look like?– It looks like:

• Identification of students who are demonstrating early signs of academic, social or behavioral difficulty

• Description of the Intervention, Prevention programs, materials, and strategies

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LRE Plan Elements

Increased percentage of students with disabilities participating in general education classes 80% or more of the school day. What does that look like?

Go to the next slide…

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Collaborative Models

Establish Collaborative Resource Specialist Models

Establish Collaborative models between special day class teachers and general education teachers

Combination of “push-in” and “pull-out” models

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LRE Elements

• It looks like

COLLABORATION

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Developmental Continuum for Collaboration

Colleen Stump, San Francisco State University

Collaborative teams move through developmental stages. As they advance through each they develop trust and an openness to new and challenging activities.

Sharing information about the needs of students

Discussing adaptations and modifications through grade-level and department

meetings

Providing supports in the classroom

(monitoring, preteaching, reteaching)

Sharing Instructionn

Jointly providing instruction

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Collaborative Co-Teaching

• General and special education teachers work together to teach all students within a classroom

• Shared responsibility – planning, assessment instruction, grading• Strategies that support differentiated classroom instruction

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Collaborative Consultation

Involves direct interaction and

support between general and special

education teachers around

instruction, accommodations, and/or

modifications.

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Learning Center Model

Involves research based programs with blended special and general education, providing remediation and strategy instruction through flexible scheduling and grouping of students.

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Learning Center ModelVoluntary Shared Resources

CommunicationShared Responsibility Parity Problem Solving

Mutual Goals Shared Accountability

TeamsMultidisciplinaryInterdisciplinaryTransdisciplinaryTeacher

AssistanceStudent SuccessLanguage

Appraisal

Co-TeachingJointly Deliver

Instruction

Diverse Group of Student

Shared Space

Consultation

Voluntary process in which one professional assists another concerning a third party

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Evaluation and Monitoring

Identify growth in opportunities for students with disabilities to interact with students without disabilities.

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