and Placement
LEAST RESTRICTIVE
ENVIRONMENT
Presented by the LBL ESD Learning Consultant Team
Created 4/2025
We will be talking about the continuum of LRE placements, based on information provided by ODE and outlined in IDEA. That being said, we want to acknowledge the challenge that arises when trying to implement the continuum, especially within smaller districts and given that our LEAs are often working with limited resources.
Disclaimer
We do the best we can with what we have while keeping the best interest of the students in mind!
Table of Contents
01
03
02
04
LRE Purpose and Requirements
Placement
LRE Continuum
Best Practices...and Practices to Avoid
04
The good, the bad, the ugly…
(Examples, that is!)
05
01
LRE PURPOSE AND
REQUIREMENTS
Ensure that placement decisions are individualized in accordance with IDEA and that students with disabilities are educated with nondisabled peers to the maximum extent possible - including public and private school students and those in other institutions.
Purpose of LRE
IDEA Sec. 300.114
To the maximum extent possible, districts must ensure students with disabilities are educated with nondisabled peers, and
Special classes, separate schooling, or other removal of children with disabilities from the gen. ed. environment only occurs if the nature or severity of the disability is such that education in gen ed cannot be achieved satisfactorily
Requirements of LRE
Including students in public or private institutions and other institutions
IDEA Sec. 300.114
**With the use of supplementary aids and services**
LRE Requirements
Continuum of Placements
IDEA requires that districts provide a continuum of placements ranging from gen ed with support, to special classrooms, to special school placements
Placement Teams
IDEA requires that placement teams (IEP teams) are responsible for determining the most appropriate educational placement in the LRE that can meet the student’s educational needs
IDEA Sec. 300.114
CONTINUUM OF
PLACEMENTS
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Reminder:
Special Education is a SERVICE, not a PLACE.
Least Restrictive Environment provides the greatest access to gen ed peers
Placement options are fluid and can change over time
The law indicates that, when needed, supplementary aids and services must be provided to enable the student to participate in gen ed
For some students, gen ed may not be the least restrictive environment
undivided.io
IDEA Sec. 300.115
Continuum Key Points
undivided.io
IDEA Sec. 300.115
LRE is determined by student’s individualized program and related services (not by setting)
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If a student can participate in gen ed with supports (e.g. preferential seating, push-in support, etc.), they should be in gen ed
Placement should NOT be solely determined based on eligibility area, staffing, resources, convenience, staff/parent preferences
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2
PLACEMENT
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Placement Decisions
Could be the IEP team. The team must include the student (if appropriate), the student’s parents and individuals knowledgeable about: the student, evaluation data, and placement options
Placements often are completed following the IEP meeting but can be reviewed/determined outside of the annual IEP.
Placement should result in student being educated at the school they would attend if not disabled, unless the IEP requires another arrangement.
Determined at least Annually and Based on IEP
Made by a Group
Be as close to student’s home as possible
IDEA Sec. 300.116
Nonacademic Settings
Each public agency must ensure that each child with a disability...
Has the supplementary aids and services determined by the child’s IEP team to be appropriate and necessary for the child to participate in nonacademic settings
Participates with nondisabled children in extracurricular services and activities to the maximum extent possible for the child
IDEA Sec. 300.117
For example: noise cancelling headphones for lunchtime or assemblies, support staff for Outdoor School
Examples of Nonacademic Settings
IDEA Sec. 300.117
Meals
Recess
Sports
Clubs
Summer School (not ESY)
School plays
Outdoor school
After school programs
Field trips
School-wide events
Assemblies
P.E.
...and more!
Nonacademic Services
Each public agency must take steps....
An equal opportunity for participation in those services and activities
Including the provision of supplementary aids and services determined appropriate and necessary by the child’s IEP team...
IDEA Sec. 300.107
Reminder: Always follow requirements to obtain consent for referrals to other special groups or agencies!
...to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities...
Examples of Nonacademic Services
IDEA Sec. 300.107
...and more!
Placement Page
Ensure that the correct code is selected
Generally, any time the percentage changes, placement must be reconsidered
Placement Codes
Must include a description of placement in addition to the placement code (e.g., gen ed with resource room support for reading and writing)
Placement Descriptions
Best practice says to consider placement options requested by the parents
By law, signatures are not required on placement page - follow your district policies
Parent Participation / Signatures
Participants, placement options considered, benefits, possible harmful effects, modifications/supplementary aids and services considered, decision and reason for decision
Required components
Document what was considered, ensure they are uniquely identified and not copied from the service page.
*Do not state “see all accommodations and modifications identified in IEP” or something similar**
Modifications, Supplementary Aids and Services
Must include reason for the placement decision
Best practice says that if applicable, there should be an explanation as to why the student is in a program outside of their resident school
Justification
Synergy Placement Page
Code and
Decision
Rationale for decision
Placement Description/
Justify why not at resident school
Benefits of option
Possible harmful effects
*Modifications considered are addressed in a text box below harmful effects*
**Complete all sections for all placement options considered**
BEST PRACTICES...
AND THOSE TO AVOID
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Best Practices
Ensure individualization and program appropriateness
1
Adhere to the continuum of alternative placements
Provide supplementary aids, services, and program modifications
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2
Both academic and nonacademic settings and services
Provide opportunities for inclusion
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Other Important Considerations
PLAAFP and Accommodations
Modifications
Non-participation Justification
Accommodations identified on the service summary should align with the child’s needs identified in the PLAAFP
The team should not remove a student from the gen ed classroom because of modifications needed in gen ed
The non-participation justification statement needs to state the extent (if any) the student is removed from gen ed and will not participate in nonacademic and extracurricular activities
...and practices to avoid
The good, the bad,
the ugly….
(Examples, that is!)
05
The Good Examples: What do you notice?
Garth is in the 5th grade and his eligibility is SLD. His only area of need is reading support.
1
Garth is a 7th grade student with an ID eligibility and requires a highly structured environment and instruction in functional academics and communication (Life Skills)
Garth is a 5th grade student who has an ASD eligibility. He struggles with social skills, reading, writing, and math.
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2
Garth is a 6th grade student who, as an elementary student, was originally in resource before being placed in a Life Skills program as he struggled due to severe anxiety. His IEP team has recognized that Garth’s coping skills have improved dramatically and would like to transition him back to a resource placement.
-This example shows how a placement form could be filled out prior to the meeting
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...and some not so great examples….
INFORMATION PRESENTED IS ADAPTED FROM:
-Oregon Department of Education: https://www.oregon.gov/ode/students-and-family/SpecialEducation/publications/Documents/Educational%20Placements%20SDI%20and%20LRE%20Considerations.pdf
IDEA (Individuals with Disabilities Education Act –https://sites.ed.gov/idea/
-The Iris Center: https://iris.peabody.vanderbilt.edu/wp-content/uploads/pdf_info_briefs/IRIS_least_restrictive_environment_info_brief.pdf
The LRE Decision Tree - Adapted from Rozalski, Stewart, & Miller, 2010
Thank You!