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FTable of ContentsOverview Part 1: LRE Awareness Part 2: Articulating the Vision Part 3: Organization and Structure Part 4: Supervision of InstructionPU 0  U 0!'!U 0BH"U 0fl:BeliefsAHigh 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 improvement4 P"PB7RolesThree roles of the administrator: Develop a climate that supports LRE Establish organizational structures needed to implement LRE Provide effective supervision and support of LRE >#Z$ZZpZE Objectives  Identify the three overarching roles of the administrator in implementing and supporting LRE. Articulate the vision of LRE at your site. State three steps that can be taken to support LRE. " D4Role of the Administrator Implementing LRE Part 1*5.C*C T"Least Restrictive Environment(Students with disabilities are to be educated with their non-disabled peers, supported with needed supplementary aids and services, unless otherwise and specifically justified to the contrary. Gartner & Kerzner-LipskyFxxP V#Underlying PrinciplesA continuum of services; Instruction in general education classrooms; Access and progress in general education curriculum; and Instructional, curricular, and behavioral supports layered within this environment. 0PPP@STRATEGIC PRIORITY B&+ Integration of Students with Disabilities*,C*@|2)Integration of Students with Disabilities**B Administrators will ensure that: Students attend their home school Students participate in general education instruction and classrooms with use of collaborative services and supports Positive behavioral supports and interventions are provided l#PPP<PPP ASTRATEGIC PRIORITY B&K Access to the General Curriculum and Standards for Academic Achievement8JCJB$~4GAccess to the General Curriculum and Standards for Academic AchievementHHCAdministrators 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. H+PPP+5ARole of the Administrator Articulating the Vision of LRE Part 2*B;C*C i%(Administrator s Role}Publicly articulate the vision Redefine staff roles Realign current resources Assess staff needs Support ongoing learning05PPHP~w/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?  ;Indicators of ChangeVision 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 integratedDP,P"PCP&,!C<#Organization and Structures Part 3*$C&C n&Organization and StructureImplement 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 students0xZZBZp(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 visionFrD="Supervision of Instruction Part 4*#C&C BSupervision 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 JLZZxxLq)Supervision of InstructionGAdministrators 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 8ZZZIZZ@ZZ8@  ?Indicators of SuccessInstruction 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 >" C 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\C Sc # #/hx    !"  ` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғq>9y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PV    @ ` `p>>   (    0ӹ    RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  6ٹ"@ @    <Xܹ"P # _%LAUSD | Division of Special Education& & f  s *f#" `  6` `0  T Click to edit Master title style! !`  s *"`  s *"`  s *"`  s *"@  <"0 E Outcome 6/7   H  0޽h ? 33 $Blank PresentationS  0 (      6k" @    6kf" Y%LAUSD | Division of Special Education&&  6k p k T Click to edit Master title style! !`  s *"   60k"  = Outcome 6/7   0d k  `   k W#Click to edit Master subtitle style$ $H  0޽h ? 33" 0 @2(    0xk P%  k Z*   0}k  % k \* d  c $ ?(K  k  0k  @) k RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  6k P  k Z*   6,k   k \* H  0޽h ? 3380___PPT10.W  0(  0 0 0 P%   X*  0 0  %  Z*  0 6௨ P   X*  0 6    Z* H 0 0޽h ? 3380___PPT10.*! 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U 0  6   ]U 0 >Return 2 H  0޽h ? 33___PPT10i.Rj+D=' = @B + K0  z(     0 0     6,g 0p P Role of the AdministratorC&H  0޽h ? ̙33y___PPT10Y+D=' = @B +  0 L(  Lr L S %`0   r L S &    L 0' RThousand, Villa, Nevin, 2004 2 L 0,0P" LAdministrators will:0 PH L 0޽h ? 33___PPT10i.CzXI+D=' = @B +c  zrP T (  Tr T S <`0   r T S =`   T 0> RThousand, Villa, Nevin, 2004 2 T `A$ MCEN00634_0000[1] : U 0 T c HA$ MMj01726300000[1]0y 6 U 0 T 6Return 2 H T 0޽h ? 33___PPT10i.Dz`w+D=' = @B +K0  y(     0hW 0     6X 0p ORole of the AdministratorC&H  0޽h ? ̙33y___PPT10Y+D=' = @B +$   $$(  $r $ S g`0  g r $ S dg  g H $ 0޽h ? 3380___PPT10.`w$  ` X$(  Xr X S $ˆ`0   r X S @̆`   H X 0޽h ? 3380___PPT10.DzG9  @ P(  r  S 8j`0   r  S j     `A$ MCEN00634_0000[1] B U 0  c HA$ MMj01726300000[1]0y > U 0  6Ն  fU 0 >Return 2 H  0޽h ? 33___PPT10i.S]+D=' = @B +   8^(  8~ 8 s *z   8 `Aj0288988 H 8 0޽h ? 33___PPT10i.ۇ.+D=' = @B +t" 0  t(  t^ t S (K    t c $̔ @)   zfCreating 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. H t 0޽h ? 3380___PPT10.2 0 2*p (  ^  S (K   $  c $x @)   xThree 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. $y\H  0޽h ? 3380___PPT10.@4 0   (  ^  S (K     c $  @)   OThere 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. $P*H  0޽h ? 3380___PPT10. 5:< 0  J(  d  c $(K     s *@¢ @)   4 Part 3 of LRE for AdministratorsH  0޽h ? 3380___PPT10.:= 0  J(  d  c $(K     s * @)   4 Part 4 of LRE for AdministratorsH  0޽h ? 3380___PPT10.# 0  (  ^  S (K     c $ע @)   rSeveral 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. H  0޽h ? 3380___PPT10.Pp#z@ 0 x (  ^  S (K   r  c $ۢ @)   The integration of students with disabilities is one of the District s five strategic priorities. Successful integration provides any student with disabilities the opportunity to learn and progress in grade level curriculum and interact with age appropriate peers, including students with severe disabilities who may be utilizing an alternate curriculum.$dbH  0޽h ? 3380___PPT10.Re7 0  "(  ^  S (K     c $ @)   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. H  0޽h ? 3380___PPT10.np : 0 vn (  ^  S (K   h  c $|- @)   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. H  0޽h ? 3380___PPT10.opǝ% 0 qi (  ^  S (K   c  c $(7 @)   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. *H  0޽h ? 3380___PPT10.s (gp/ 0  (  ^  S (K     c $< @)   vbThe guiding questions are designed to help frame discussion around least restrictive environment. H  0޽h ? 3380___PPT10.|P0=; 0  (  ^  S (K      c $|O @)   The indicators of change are designed to help examine where we are in creating systems that are supportive of least restrictive environment.H  0޽h ? 3380___PPT10.|& 0 TL0  (   ^   S (K   F   c $U @)   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. H   0޽h ? 3380___PPT10.~P 8( 0 ` (  ^  S (K      c $ @)   The indicators of change are designed to help us determine where we are in the process of developing a climate and culture of collaboration. H  0޽h ? 3380___PPT10.ŭ ) 0   p  (  ^  S (K      c $e @)   * 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. 6 0Z4H  0޽h ? 3380___PPT10.@ B 0  ((  (^ ( S (K   ~ ( c $8h @)   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.H ( 0޽h ? 3380___PPT10.? 0 |t , (  ,^ , S (K   n , c $ @)   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. H , 0޽h ? 3380___PPT10. ?vA 0  <(  <^ < S (K    < c $D @)   |hThis strategic priority addresses access to the general curriculum improving outcomes for all students. H < 0޽h ? 3380___PPT10.4 {,.5 0  @>(  @^ @ S (K    @ c $ @)   4 Part 2 of LRE for AdministratorsH @ 0޽h ? 3380___PPT10.9B:D 0  HJ(  Hd H c $(K    H s *| @)   4 Part 1 of LRE for AdministratorsH H 0޽h ? 3380___PPT10.9B 0 0 L(  L^ L S (K   ky L c $Xk @)l  kTL___PPT9.& ?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. @L" LH L 0޽h ? 3380___PPT10.L)*#E 0 P T3(  TX T C (K    T S P @)   5This 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. H T 0޽h ? 3380___PPT10.jr@9@K[%DQTpVtinp w |z~Ņ ( hdpsx'}<@@ 1nWmgj (b%? Oh+'0 `h  PowerPoint PresentationuserPoiDaniel Gumarang213Microsoft PowerPointon@?K@~T@0eSm mGg  G?  -- @ !--'-- @ !)--'f-- @ !*--'@"Trebuchet MS-. ?2 g%LAUSD | Division of Special Education           ."System--- @ !*--'-- @ !*--'@"Trebuchet MS-. 2  Outcome 6/7n    .--- @ !GS---- $SS--'@"Trebuchet MS-. 2 Donnalyn Jaque  .-@"Trebuchet MS-.  2 b-h .-@"Trebuchet MS-. 2 mAntn .-@"Trebuchet MS-. 2 Ka Associate     .-@"Trebuchet MS-. 2 KSuperintendent   .-33-- @ !, t---- $t##t--'-- @ !---- $^^--'@"Arial Black-. 2  Schools for    .-@"Arial Black-. 2 1 All Children  .-@Arial-. 2 3 2004/2005r.-@"Trebuchet MS-. "2 oLeast Restrictive  "  .-@"Trebuchet MS-. 2  Environmentn ! !0 !.-@"Trebuchet MS-. =2 $What an Administrator Needs to Know      .-@Times-. $2 <LRE Administrators  .-@Times-. $2 <Module 1: Awareness    .-՜.+,D՜.+,<     On-screen Show LAUSD DotshA !Times Trebuchet MSArialTimes New RomanFranklin Gothic Demi Cond Arial Black Wingdings Arial NarrowBlank PresentationE Least Restrictive Environment What an Administrator Needs to Know Table of ContentsBeliefsRoles Objectives5Role of the Administrator Implementing LRE Part 1Least Restrictive EnvironmentUnderlying PrinciplesSTRATEGIC PRIORITY *Integration of Students with DisabilitiesSTRATEGIC PRIORITY HAccess to the General Curriculum and Standards for Academic AchievementBRole of the Administrator Articulating the Vision of LRE Part 2Administrators RoleArticulate the VisionIndicators of Change$Organization and Structures Part 3Organization and StructureIndicators of Change#Supervision of Instruction Part 4Supervision of InstructionSupervision of InstructionIndicators of Success Slide 24  Fonts UsedDesign Template Slide Titles< 8@ _PID_HLINKSA`;324,6,Role of the Administrator Implementing LRE Part 1D309,13,Role of the Administrator Articulating the Vision of LRE...+316,17,Organization and Structures Part 3*317,20,Supervision of Instruction Part 4$../Activity slides part 1 10.23.ppt$../Activity Slides part 2 10.23.ppt'../Supplemental slides part2 10.23.ppt../Activity Slide Part 3.ppt(../Supplemental slides part 3 10.23.ppt../Activity slides part 4.ppt(../Supplemental slides part 4 10.23.ppt&../Supplemental slides open 10.23.ppt326,2,Table of Contents326,2,Table of Contents326,2,Table of Contents326,2,Table of Contents'_9kDaniel GumarangDaniel Gumarang  !"#$%&'()*+,-./0123456789:;<=?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesCzCurrent UserSummaryInformation(PowerPoint Document(>]DocumentSummaryInformation8