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Defining LRE Continuum of Alternative Placements

Standards-based Individualized Education Program Module Seven: Determining the Least Restrictive Environment (LRE). Defining LRE Continuum of Alternative Placements. A documented explanation of any time the student will not participate along with nondisabled children is required. Ask:

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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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