lausd | division of special education outcome 6/7 donnalyn jaque-antón associate superintendent...

LAUSD | Division of Special Education

Outcome 6/7

Donnalyn Jaque-AntónAssociate Superintendent

Schools for All Children

2004/2005Least Restrictive

EnvironmentWhat an Administrator Needs to Know

LRE Administrators Module 1: Awareness


Outcome 6/7

Table of Contents

• Overview

• Part 1: LRE Awareness

• Part 2: Articulating the Vision

• Part 3: Organization and Structure

• Part 4: Supervision of Instruction


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


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


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.


Outcome 6/7

Role of the Administrator

Implementing LRE

Part 1


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


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:


Outcome 6/7

STRATEGIC PRIORITY

Integration of Students with Disabilities


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


Outcome 6/7

STRATEGIC PRIORITY

Access to the General Curriculum and Standards for Academic Achievement


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


Outcome 6/7


Articulating the Vision of LRE

Part 2


Outcome 6/7

Administrator’s Role

• Publicly articulate the vision

• Redefine staff roles

• Realign current resources

• Assess staff needs

• Support ongoing learning

Thousand, Villa, Nevin, 2004

Administrators will:


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?


Outcome 6/7

Indicators of Change

Vision is articulated by stakeholders

Layers of support including:Co-planningCo-teachingDirect instruction

Collaborative culture is evidentRealignment of resourcesStudents with disabilities are integrated

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Outcome 6/7

Organization and Structures

Part 3



Outcome 6/7Organization 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


Administrators will:


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


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Outcome 6/7

Supervision of Instruction

Part 4



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


Outcome 6/7Supervision of InstructionAdministrators 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


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

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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 different—to realize whatever unique potential of

body, mind and spirit he or she possesses. John Fischer, Author

lausd | division of special education outcome 6/7 donnalyn jaque-antón associate superintendent...

Documents

special education services

general education instruction

disabilities slide

support of lre slide

awareness slide

variety of students

academic achievement

integrated return slide