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Least Restrictive Environment (LRE) Indicator Target

Least Restrictive Environment (LRE) Indicator Target. Indicator 5a, 5b, and 5c. Indicator 5: Percent of children with IEPs aged 6 through 21 served: A. Inside the regular class 80% or more of the day; B. Inside the regular class less than 40% of the day; and

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Least Restrictive Environment (LRE) Indicator Target

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  1. Least Restrictive Environment (LRE)Indicator Target

  2. Indicator 5a, 5b, and 5c Indicator 5: Percent of children with IEPs aged 6 through 21 served: • A. Inside the regular class 80% or more of the day; • B. Inside the regular class less than 40% of the day; and • C. In separate schools, residential facilities, or homebound/hospital placements. • (20 U.S.C. 1416(a)(3)(A))

  3. Measurement • 5a-Percent = [(# of children with IEPs served inside the regular class 80% or more of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100. • 5b-Percent = [(# of children with IEPs served inside the regular class less than 40% of the day) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.

  4. Measurement • 5c-Percent = [(# of children with IEPs served in separate schools, residential facilities, or homebound/hospital placements) divided by the (total # of students aged 6 through 21 with IEPs)] times 100.

  5. Examining LRE Target • Reviewed other states’ data on LRE; • Reviewed target achievements of other SPP indicators; • Reviewed the reporting requirements on CASEMIS; and • Reviewed data in categories of high schools, elementary, county offices of education, charter schools and unified school districts.

  6. LRE Data 2006-2011

  7. LRE Data 2006-2011 (cont.)

  8. Indicator 5a Target and Actual

  9. Indicator 5b Target and Actual

  10. Indicator 5c Target and Actual

  11. Special Education StudentsELA Proficiency 2011 (DRAFT)

  12. CA Statewide AYP

  13. CA LRE Targets

  14. LRE Data Trends 2011

  15. Trends from CA’s High Percentage District’s • Emphasis on inclusion and access to the core curriculum • Culture and practices that support high standards and student achievement • Unified practice supported by targeted professional development

  16. Trends from CA’s High Percentage District’s (cont’d) • Effective leadership • Collaboration between special and general education teachers

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