Current through Register Vol. 50, No. 9, September 20, 2024
A. The IEP
team has the responsibility for determining the special education needs and
placement for a G/T student. Program decisions must be in made and written on
the IEP in the following areas that form the basis for the placement:
1. the student's strengths and support
needs;
2. the concerns of the
parents for enhancing the education of their child;
3. the results of the initial evaluation or
most recent reevaluation of the student;
4. as appropriate, the results of the
student's performance on any general state or district-wide assessment
program;
5. the student's present
levels of educational performance;
6. in the case of a student with limited
English proficiency, whose language needs relate to the student's
IEP;
7. the measurable annual
goals, including benchmarks or short-term objectives, related to:
a. meeting the student's needs that result
from the student's exceptionality and progress in an accelerated and enriched
curriculum;
b. meeting each of the
student's other educational needs that result from the student's
exceptionality; and
c. appropriate
activities for the preschool-aged student;
8. a statement of related services and
program modifications for school personnel that will allow the student to
advance appropriately toward the annual goals;
9. the explanation of the extent, if any, to
which the student will not participate with students in the regular class and
extracurricular and other nonacademic activities;
10. any individual modifications and/or
accommodations in the administration of State or district-wide assessments of
student achievement that are needed in order for the student to participate in
the assessment as documented by an attached Section 504 Plan;
11. and the anticipated frequency, location,
and duration of the special education services and modifications.
B. The IEP team, following a
discussion of the student's educational needs, must choose a setting(s) in
which the educational needs will be addressed. The term placement refers to the
setting or class in which the student will receive special educational
services.
C. Placement decisions
for students whose ages are 6-21. For the location of instruction/ services,
IEP team members should consider the following.
1. Where would the student attend school if
he or she did not have an exceptionality?
2. Based on IEP goals and objectives or
benchmarks, what the instructional setting(s) would support the achievement of
these goals and objectives or benchmarks?
D. For students aged 6-21. Utilizing the
above information, the IEP team should choose the most appropriate setting from
the continuum below:
1. regular classroom
(less than 21 percent of the day outside the regular class);
2. resource with regular classes (at least 21
percent, but no more than 60 percent of the day outside the regular
class);
3. self-contained class on
a regular campus (more than 60 percent of the day outside the regular
class.
E. For students
aged 3-5 . In determining the appropriate setting for a
preschool-aged student, each noted setting must be considered; but the list
should not be considered a continuum of least restrictive environment. The
settings for preschool-aged students, three through five years, are defined as
follows.
1. Regular Preschool Placement-Head
Start, Title 1, kindergarten, pre-kindergarten, child care center, Even Start,
4 year-old at-risk program, or any other program designed for
children.
2. Self-Contained-A
preschool class, or any other program designed for exceptional
children.
F. The
official designated representative shall be knowledgeable about placement
considerations and shall be responsible for informing the IEP team members. The
IEP team must participate in decisions made about the placement; however, the
LEA has the right to select the actual school site in view of committee
decisions.
AUTHORITY NOTE:
Promulgated in accordance with
R.S.
17:1941 et seq.
Note: See Section 2 for the complete instructions for
writing the IEP.
