Ms. Neely is the new principal of a high-achieving, small, suburban school called Ridgeway Elementary School. Current enrollment is 560 students in kindergarten through 5th grade. Twelve percent of the students have an Individualized Education Program (IEP) and are serviced through special education. The campus has 26 staff members, 3 counselors, and 4 campus administrators, including the principal. There have been several retirements in the past three years. Fifty-three percent of the teachers have five or fewer years of service. Shortly after the start of the current school year, Ms. Neely gets three parent complaints about the special education services provided by the campus. Ms. Neely wants to know more about the special education students, their needs, and placements. She is curious if Least Restrictive Environment (LRE) has been applied appropriately for all students. She schedules constructive work time with the school's educational diagnostician, district-level special education area coordinator, and campus special education coordinator to learn about each student's Individualized Education Program (IEP). Ms. Neely attends Admission, Review and Dismissal (ARD) committee meetings to monitor changes in needs and services. The work reveals that most students' IEP services are delivered via a pull-out resource model. The other students are serviced