LRE (Least Restrictive Environment) Statement:
The Arlington Independent School District (AISD) provides students with disabilities an education in the least restrictive environment appropriate. The admission, review and dismissal (ARD) committee is responsible for determining the least restrictive instructional setting(s) for a student to assure that the student with disabilities: (1) is educated to the maximum extent appropriate with student who are not disabled, (2) is supported on the student's home campus or as close as possible to the student's home, (3) is provided opportunities to participate in school activities on the same basis as non-disabled students and (4) is provided an annual review of their individualized education program (IEP). When appropriate, the student with disabilities shall receive their instruction in the general education classroom with the use of supplementary aids and services. Special education supports and services will be utilized as needed to successfully maintain the student in general education.
Shackelford’s Supports and Services:
Co-Teach / In-Class Support
Co-Teach / In-Class Support is a service and support option on a continuum designed to meet the diverse needs of students with disabilities. Today’s classrooms have students with a diverse range of abilities and needs that bring unique challenges to teaching in a standards-based learning environment. Co-teaching and In-Class Support bring together two or more certified/licensed professionals who can use their expertise to design rigorous learning experiences tailored to meet the unique needs of all students. For example, general educators may have specific expertise in the areas of curriculum and instruction, classroom management, knowledge of typical students, and instructional pacing. Special educators may have additional expertise in the areas of differentiating instruction, monitoring progress, understanding learning processes, and teaching for mastery.Just as students have different learning preferences, teachers have different teaching styles. Co-teaching and In-Class Support provide students with opportunities to learn in environments that model collaboration, demonstrate respect for different perspectives, and utilize a process for building on each other’s strengths to meet a common goal. In effective co-teaching classrooms, teachers model and support these skills to create collaborative learning environments that are results-driven and
standards-based.
MAC (Mastery Assistance Center)
Mastery Assistance Center an instructional delivery model that advocates uniting the expertise of regular and special educators to provide the best possible educational outcomes for students with disabilities. Content Mastery or CMC is the general term used for this support option in other school districts. MAC is designed to assist students to achieve maximum potential in mainstream courses. The underlying principle is that students with mild to moderate disabilities can succeed in the mainstream with appropriate accommodations and support. The MAC model is a problem- solving model, constantly analyzing student performance in the mainstream. The MAC teacher works with the regular education teacher to match the demands of the class with the skills of the student. It is more than “a little extra help”. The content mastery teacher provides a quality support system for the student
so than pre-teaching, re-teaching and guided practice can occur using a variety of strategies and learning modalities.
Services include, but are not limited to, the following:
- Taped textbooks
- Highlighted materials
- Reading tests orally
- Test adaptation
- Individual and group assistance on worksheets, research, projects
- Study groups
- Teacher consultations regarding individual student strengths and weaknesses
- Supplementary materials
- Modified materials
- Study skills development
- Aiding in student organization
- Vocabulary development strategies
- Test taking skills instruction
The student may leave the classroom to go to MAC when independent work is being done. The student should not use MAC during direct instruction, class discussion, group work, lab work, or film. Time spent in MAC can vary from ten minutes to an entire class period depending on what the student needs to accomplish.
There are 4 rules or expectations of the students when they come to MAC.
1. Enter quietly and sign-in correctly.
2. If taking a test, sit at a desk.
3. Raise your hand to get teacher assistance.
4. Keep hands, feet, and objects to yourself.
SEAS (Social Emotional Academic Success)
SEAS is a service and support option on a continuum designed to meet the diverse needs of students with severe, chronic behavior that adversely affects the student’s educational performance despite the use of other supplementary aids and services. The primary focus is training and instruction in the academic and social skills needed in order to become successful in the academic setting. The components of this program place continued emphasis on age appropriate, general education curriculum in conjunction with continuous pro-active teaching of behavior and self-management.
Speech-Language Therapy
Speech-Language Therapy is a service and support option on a continuum designed to meet the diverse needs
of students with speech-language impairments. The focus is instruction and training in the communication skills essential for
educational and vocational progress. The components of the services include a number of hierarchical stages which establish and ultimately transfer newly acquired speaking patterns and / or communication skills to all aspects of the student’s educational setting.
Counseling Services
Counseling Services are determined as necessary by ARD committee and provided by Licensed Specialists in School Psychology, Special Education Counselors or other qualified personnel.
The Arlington Independent School District (AISD) provides students with disabilities an education in the least restrictive environment appropriate. The admission, review and dismissal (ARD) committee is responsible for determining the least restrictive instructional setting(s) for a student to assure that the student with disabilities: (1) is educated to the maximum extent appropriate with student who are not disabled, (2) is supported on the student's home campus or as close as possible to the student's home, (3) is provided opportunities to participate in school activities on the same basis as non-disabled students and (4) is provided an annual review of their individualized education program (IEP). When appropriate, the student with disabilities shall receive their instruction in the general education classroom with the use of supplementary aids and services. Special education supports and services will be utilized as needed to successfully maintain the student in general education.
Shackelford’s Supports and Services:
Co-Teach / In-Class Support
Co-Teach / In-Class Support is a service and support option on a continuum designed to meet the diverse needs of students with disabilities. Today’s classrooms have students with a diverse range of abilities and needs that bring unique challenges to teaching in a standards-based learning environment. Co-teaching and In-Class Support bring together two or more certified/licensed professionals who can use their expertise to design rigorous learning experiences tailored to meet the unique needs of all students. For example, general educators may have specific expertise in the areas of curriculum and instruction, classroom management, knowledge of typical students, and instructional pacing. Special educators may have additional expertise in the areas of differentiating instruction, monitoring progress, understanding learning processes, and teaching for mastery.Just as students have different learning preferences, teachers have different teaching styles. Co-teaching and In-Class Support provide students with opportunities to learn in environments that model collaboration, demonstrate respect for different perspectives, and utilize a process for building on each other’s strengths to meet a common goal. In effective co-teaching classrooms, teachers model and support these skills to create collaborative learning environments that are results-driven and
standards-based.
MAC (Mastery Assistance Center)
Mastery Assistance Center an instructional delivery model that advocates uniting the expertise of regular and special educators to provide the best possible educational outcomes for students with disabilities. Content Mastery or CMC is the general term used for this support option in other school districts. MAC is designed to assist students to achieve maximum potential in mainstream courses. The underlying principle is that students with mild to moderate disabilities can succeed in the mainstream with appropriate accommodations and support. The MAC model is a problem- solving model, constantly analyzing student performance in the mainstream. The MAC teacher works with the regular education teacher to match the demands of the class with the skills of the student. It is more than “a little extra help”. The content mastery teacher provides a quality support system for the student
so than pre-teaching, re-teaching and guided practice can occur using a variety of strategies and learning modalities.
Services include, but are not limited to, the following:
- Taped textbooks
- Highlighted materials
- Reading tests orally
- Test adaptation
- Individual and group assistance on worksheets, research, projects
- Study groups
- Teacher consultations regarding individual student strengths and weaknesses
- Supplementary materials
- Modified materials
- Study skills development
- Aiding in student organization
- Vocabulary development strategies
- Test taking skills instruction
The student may leave the classroom to go to MAC when independent work is being done. The student should not use MAC during direct instruction, class discussion, group work, lab work, or film. Time spent in MAC can vary from ten minutes to an entire class period depending on what the student needs to accomplish.
There are 4 rules or expectations of the students when they come to MAC.
1. Enter quietly and sign-in correctly.
2. If taking a test, sit at a desk.
3. Raise your hand to get teacher assistance.
4. Keep hands, feet, and objects to yourself.
SEAS (Social Emotional Academic Success)
SEAS is a service and support option on a continuum designed to meet the diverse needs of students with severe, chronic behavior that adversely affects the student’s educational performance despite the use of other supplementary aids and services. The primary focus is training and instruction in the academic and social skills needed in order to become successful in the academic setting. The components of this program place continued emphasis on age appropriate, general education curriculum in conjunction with continuous pro-active teaching of behavior and self-management.
Speech-Language Therapy
Speech-Language Therapy is a service and support option on a continuum designed to meet the diverse needs
of students with speech-language impairments. The focus is instruction and training in the communication skills essential for
educational and vocational progress. The components of the services include a number of hierarchical stages which establish and ultimately transfer newly acquired speaking patterns and / or communication skills to all aspects of the student’s educational setting.
Counseling Services
Counseling Services are determined as necessary by ARD committee and provided by Licensed Specialists in School Psychology, Special Education Counselors or other qualified personnel.