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Defining LRE Continuum of Alternative Placements

This module provides guidance on developing Standards-based Individualized Education Programs (IEPs). It focuses on determining the least restrictive environment (LRE) for students with disabilities, including factors to consider for Extended School Year (ESY) services. The document outlines how to define LRE, consider alternative placements, and document services while ensuring student inclusion and appropriate support. It emphasizes the need for clear and unambiguous service descriptions, consideration of non-disabled peer participation, and factors influencing ESY service necessity. The guidance also provides samples of service documentation, prior notice and consent forms, and additional resources for reference.

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Defining LRE Continuum of Alternative Placements

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  1. Standards-based Individualized Education ProgramModule Seven: Determining the Least Restrictive Environment (LRE) Standards-based IEP Guidance– June 2016

  2. Defining LREContinuum of Alternative Placements Standards-based IEP Guidance– June 2016

  3. A documented explanation of any time the student will not participate along with nondisabled children is required. Ask: • What is the amount of direct instruction the student needs? • What setting is most likely to help the student achieve his/her goals? • What school facilities are needed to support the student's learning? • When will the services begin and end? Standards-based IEP Guidance– June 2016

  4. Sample: Service Documentation Standards-based IEP Guidance– June 2016

  5. Quick Check: Determining the Least Restrictive Environment (LRE) • The IEP team clearly described the following for each service: • frequency and amount (time or conditions), • location (general or special education classroom, lunchroom, etc.), and • duration (generally beginning and ending dates of IEP, unless otherwise specified). • Each statement of service is clear and unambiguous. • If the student will not participate in the general education environment (age appropriate and natural settings for preschool children) full time, did the IEP team describe why full-time participation with non-disabled peers is not appropriate? • The IEP team considered whether the student will participate with non-disabled peers in extracurricular and non-academic activities. Standards-based IEP Guidance– June 2016

  6. Extended School Year Services (ESY) Factors to be considered when determining the need for ESY services: • regression/recoupment • degrees of progress • emerging skills/breakthrough opportunities • interfering behaviors • the nature and/or severity of the disability • special circumstances or other factors Standards-based IEP Guidance– June 2016

  7. Sample: Extended School Year Services X Standards-based IEP Guidance– June 2016

  8. Sample: Prior Notice and Parent Consent Form Standards-based IEP Guidance– June 2016

  9. Standards-based Individualized Education ProgramModule Seven: Determining the Least Restrictive Environment (LRE) http://doe.virginia.gov/special_ed/iep_instruct_svcs/stds-based_iep/index.shtml The resources used during the development of this training module are listed on pages 38 through 40 of the guidance document found on the web-link listed above. Standards-based IEP Guidance– June 2016

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