least restrictive environment site plan elements and collaboration
DESCRIPTION
Least Restrictive Environment Site Plan Elements and Collaboration. Division of Special Education Local G LRE Teams. 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. - PowerPoint PPT PresentationTRANSCRIPT
njf/st 9.4.02
Least Restrictive Environment
Site Plan Elements and Collaboration
Division of Special EducationLocal G LRE Teams
njf/st 9.4.02
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
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 . . . . . . . .
njf/st 9.4.02
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
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
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
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
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
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
njf/st 9.4.02
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
Collaborative Consultation
Involves direct interaction and
support between general and special
education teachers around
instruction, accommodations, and/or
modifications.
njf/st 9.4.02
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
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
njf/st 9.4.02
Evaluation and Monitoring
Identify growth in opportunities for students with disabilities to interact with students without disabilities.