10/9 Least Restrictive Environment (LRE) Collaboration Process

Least Restrictive Environment (LRE) Collaboration Process

The intent of the LRE Collaboration Process is to guide, support and partner with IEP teams early and often to ensure that students’ unique needs are being met in the Least Restrictive Environment. The new process will ensure schools and the Special Education Division are partnering together PRIOR to considering a significant change in the current setting.

**Request for collaboration shall be requested PRIOR to opening an evaluation plan for a change to the current setting and prior to discussing placement with parents.

Here are the steps to the process:

  1. When site teams need additional support, they will complete and send the Request for Collaboration Form and send to the Area Program Manager to collaborate about next steps.

  2. Once Request for Collaboration has been received, Program Manager will schedule the initial support meeting to partner with and guide the IEP team through the process.

  3. The Area Program Manager will collaborate with the site team on a plan for the student.

  4. If a change to the current setting is required, the Area Program Manager will contact central office staff to determine next steps for placements. Central office staff will work with the Area Program Manager to contact appropriate programs  at the possible appropriate program and be in contact with the site team.

  5. Central Office Staff will reach out to the program(s) who will, in turn, reach out to the school site with next steps.

  6. If a change in setting is required, the IEP team will convene to share the data from the assessments and discuss the changes in services / setting with the IEP team members.

Please note: An Annual IEP or a Triennial IEP is required for a Change of Placement. This offer must be substantiated by appropriate assessments.

We are all working together to improve the outcome for students with disabilities in the least restrictive environment.  Our partnership is essential in supporting all our students.

<Request for Collaboration From attached>

 

Request for Collaboration Regarding Least Restrictive Environment Guidelines

Please Note:Request for collaboration shall be held PRIOR to opening an evaluation plan for a change in Least Restrictive Environment and prior to discussing placement with parents.

Transdisciplinary site review of student needs

  1. When site teams need additional support and to partner with the Special Education Division more closely, they will complete the Request for Collaboration Form and send it to the Area Program Manager.
  2. Once Request for Collaboration has been received, Program Manager will facilitate initial support meeting to collaborate with and guide the IEP team and other site members through the process.

IEP team actions to consider when evaluating the appropriateness of the student’s current LRE:

  • When was the last comprehensive assessment? Were assessments completed in all areas of concern? Are all areas of need addressed in the IEP?

  • Is the student receiving ANY educational benefit in current setting (academic in any area or any social benefit) while served in the less restrictive environment/setting?

  • What would be different for the child in the more restrictive environment/setting?

  • How can those supports be provided in the current setting?

  • What accommodations and modifications can the team provide/add to the IEP? Are the current accommodations are all being implemented consistently (make sure they are listed on the IEP supplementary services section)?

  • Is the student making expected progress based on their unique circumstances in the current environment/setting even though they may not be at grade level academically?

  • Are appropriate related services and supports (SLP/OT/Psych Services/Mental Health, etc.) being provided?  Are effective communication tools in place?

  • Are adjustments to the SAI services and/or delivery model (e.g., increase time in separate setting vs time in general education) needed?  Are Universal Design for learning strategies in place for the student? Is the curriculum relevant and engaging to the student?

  • Is a review of goals appropriate based on student needs and to reflect the change in educational setting, especially if the student is going from general ed to a separate classroom setting?

  • If behavior is impacting the student’s learning or learning of others, is a Behavior Intervention Plan (BIP) in place? If a BIP is in place, how many times has it been revised? Is there data to demonstrate that the BIP has been implemented with fidelity? How long has the BIP been in place (6-8 weeks at a minimum)?

  • Does the student have Supplemental Support as part of his IEP?

  • If attendance is the primary reason for lack of progress, what has been tried to improve attendance for this student?