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Parent Information

If a student is struggling in school and has not been identified as a student with a disability, a Student Success Team (SST) meeting may be held to determine appropriate action. SST members, including the student’s parent, will discuss specific interventions that may help the student to succeed before a referral is considered for special education. The SST members may determine that the appropriate action is a formal assessment for special education.

Least Restrictive Environment (LRE)

At the IEP team meeting, the team will review current assessment information, propose goals for the student, and make recommendations for placement and services.  Most of the time, placement is within the general education setting with special education supports.  Occasionally, a more restrictive environment is necessary.  

Continuum of LRE Options Least Restrictive Environment (LRE)

 

To the maximum extent appropriate, children with disabilities will be educated with children who are not disabled; and special classes, separate schooling, or other removal of children with disabilities from the general education program will occur only when the nature or severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

General Education

 

For students who need little to no support and can perform at grade level in the subject area with or without accommodations.

Learning Center

 

For students who need additional support in core subjects. At the elementary level, students attend the Learning Center for a portion of their day to support English language arts and/or math. At the middle school level, the Learning Center may be a core replacement class or a support class for English language arts and/or math. Social studies and science classes are supported through accommodations and modifications to the general education program per the student’s IEP.

Special Day Class Program

 

For students who need special services for the majority of the school day. Students complete core subject requirements in small self-contained classes and are mainstreamed into general education settings as appropriate. Special day class programs serve students with developmental disabilities, where students participate in an alternate curriculum that does not lead to a high school diploma.

Southwest SELPA Regional Programs

 

The Southwest SELPA and member districts act as an intermediate partner to LESD to serve students with disabilities who require a more restrictive environment. Regional programs serve students with the following special needs:  Hearing and Visual Impairments · Emotional Disturbance · Intellectual Disabilities · Orthopedic Disabilities · Severe Developmental Disabilities · Autism Spectrum Disorders

Non-Public or Residential Placement

 

For students who require the most restrictive environment. These schools are specifically designed, resourced, and staffed to meet the varied needs of students who need additional support (i.e. physical, cognitive, medical, and psychological). This is considered the most restrictive environment because there is no access to non-disabled peers in these types of placements.

Independent Educational Evaluations (IEE)

Pursuant to the Parents' Rights and Procedural Safeguards, when there is a disagreement with the district's assessment, parents may request an independent educational evaluation.