Initial Placement into Special Education:
If the student is determined to be eligible for special education services, the parent must provide written permission for the student to begin receiving special education services. This requirement is known as Initial Placement into Special Education. Initial placement is often confused with the ‘place’ or location where the student will receive services. Initial placement into Special Education does NOT determine the ‘place’ or location where the student will receive services. The written permission by the parent allows for the student to receive the special education services.
Individual Education Plan (IEP):
The parent, student (if appropriate), and other members * of the IEP team review the evaluation data to determine the student’s Present Levels of Academic Achievement and Functional Performance. This information is used to identify specific goal areas that are appropriate for the student to receive specially designed instruction. Goals are developed for a one year period with short term objectives identified. The student’s progress towards these goals and objectives are reviewed at least as often as the general student population receives reports and grades.
Any related services that the student may require to benefit from his/her education are reviewed and added to the IEP if necessary. The team determines which accommodations and modifications are needed for the student to access education. Statewide Assessment types and necessary accommodations are identified and added to the plan. Other special factors are considered, examples are: the type of diploma the student is expected to receive, whether or not the student requires Extended School Year services, if behavior impedes learning, or if the student is an English Language Learner.
* Other members of the IEP team include: general education teachers, special education providers (special education teacher, speech/language pathologist), and a district representative. Other members MAY be: occupational therapists, physical therapists, adaptive physical education teachers, autism consultants, counselors, school psychologists, educational assistants or nurses.
If a parent would like to bring support to the meeting he/she is permitted to do so and should contact the school to let them know who will be coming so adequate seating and space can be provided.
The IEP team determines the least restrictive environment (placement) to provide the services listed on the IEP. Placement or least restrictive environment (LRE) means where the student can benefit from his/her education and be with typical peers. Hood River offers a continuum of placement options to meet student needs. The following is a list of options (this list is not meant to be exhaustive) in order from least restrictive to more restrictive:
- Services provided in the general education setting
- Services provided in a special education setting for a portion of the students day/week/month with the rest of the time in the general education setting
- Services provided in a special education setting all day in the student’s home school
- Services provided in a special education setting all day but not in the student’s home school but located in the District
- Services provided in a special education setting all day, NOT located in the District
- Services provided in a residential setting outside the district Homebound instruction