Least Restrictive Environment Site Plan Elements and Collaboration

1. Least Restrictive EnvironmentSite Plan Elements and Collaboration Division of Special Education Local G LRE Teams njf/st 9.4.02

2. 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 njf/st 9.4.02

3. 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 at some elements . . . . . . . . njf/st 9.4.02

4. 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 njf/st 9.4.02

5. 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 njf/st 9.4.02

6. 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 njf/st 9.4.02

7. 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… njf/st 9.4.02

8. 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 njf/st 9.4.02

9. LRE Elements • It looks like COLLABORATION njf/st 9.4.02

10. Developmental Continuum for Collaboration Collaborative teams move through developmental stages. As they advance through each they develop trust and an openness to new and challenging activities. Jointly providing instruction Sharing Instructionn Providing supports in the classroom (monitoring, preteaching, reteaching) Discussing adaptations and modifications through grade-level and department meetings Sharing information about the needs of students njf/st 9.4.02 Colleen Stump, San Francisco State University

11. 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 njf/st 9.4.02

12. Collaborative Consultation Involves direct interaction and support between general and special education teachers around instruction, accommodations, and/or modifications. njf/st 9.4.02

13. 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. njf/st 9.4.02

14. Learning Center ModelVoluntary Shared Resources CommunicationShared Responsibility Parity Problem SolvingMutual Goals Shared Accountability Teams Multidisciplinary Interdisciplinary Transdisciplinary Teacher Assistance Student Success Language Appraisal Co-Teaching Jointly Deliver Instruction Diverse Group of Student Shared Space Consultation Voluntary process in which one professional assists another concerning a third party njf/st 9.4.02

15. Evaluation and Monitoring Identify growth in opportunities for students with disabilities to interact with students without disabilities. njf/st 9.4.02

16. return njf/st 9.4.02