Identifying Least Restrictive Environment (LRE) through a Continuum of Alternative Placement Options:(These are decisions made by Individual Education Program (IEP) Committee decisions).

What is the LRE Mandate in the IDEA with Respect to MakingPlacement Decisions?
§ To the maximum extent possible, students with exceptionalities must be educated in the regular classroom.
§ Special classes, separate schooling, or other removal from the regular classroom occurs only when the nature or the severity of the educational exceptionality is such that education in the regular class cannot be satisfactorily achieved with appropriate aids and supports.
§ Unless the student’s IEP requires some other kind of arrangement, thestudent attends the same school he or she would attend if not eligible forspecial education services.
§ Students with exceptionalities must be afforded the opportunity toparticipate in nonacademic and extracurricular services and activitiesalong with their peers in regular education.
§ Less restrictive placements must always be considered. However, wherethere is a reasonable likelihood that a student with an exceptionality canbe educated in the regular classroom with the use of supplementary aidsand supports, then that placement should be tried. The goal of special education is to meet the educational needs of students within the least restrictive environment. Whether that means providing consultation to the general education teacher or providing a highly specialized teaching environment for a student our programs must be as diversified as our students.

PreSchool

RRPS offers special education preschool at Shining Stars Preschool to provide early intervention services to children ages 3 to 5 who qualify for special education services on an IEP. Services are rendered in developmentally-appropriate settings with intense instruction coordinated with speech and motor therapists.

Below are some of the continuum of alternative placement options offered for students in Rio Rancho. Also, you can visit a school web page to see more specific descriptions of the programs offered there.

Monitor

This type of program is used with students showing mild level of support needs. Monitoring and feedback is done with the classroom teacher and parents to support the student's needs.

Consultation

This type of program will typically include the special education teacher/educational assistant/therapist consulting closely with the classroom teacher(s) about the ongoing needs of the student and provide feedback to the classroom teacher(s) about the student's performance in target areas. For example, a student may have been receiving services to address listening skills and the time has come for the student to demonstrate those skills without the direct intervention of the Speech Therapist. Instead, the teacher will observe and encourage the student's listening skills in the classroom and report this back to the therapist, who may provide some further guidance to the student, teacher, or in many cases the parents. The goal is for students to become independent in maintaining their new skills.

Inclusion/General Education

This type of program is designed to provide a way for the student to receive specially designed instruction and/or related services (SLP, SSW, OT, etc.) within the general education classroom setting. All Staff (GE and SE) collaborate to ensure the student receives appropriate instruction and therapy services. The needed supports are delivered in a manner that does not single out students but rather provides an opportunity to access the general education curriculum. Regular education with special education services and supports included in that setting which are aligned with the general curriculum (utilizing such strategies as flexible groupings, universally-designed curriculum, overlapping curriculum, cooperative learning, peer tutoring, parallel or alternative instruction, team teaching)

Pullout

This type of program is designed to provide a way for the student to receive specially designed instruction and/or related services (SLP, OT, etc.) in a small group, special education setting. This small group setting allows targeted intervention and instruction that support a student's specific need (i.e., academic, behavior, communication etc.) Every effort is made to ensure carryover of skills back into the general education classroom setting.

Social Skills Classroom/Small Group

This small group classroom is designed for students with significant social/emotional and behavioral needs. The purpose of this setting is to provide a highly structured, supportive, therapeutic learning environment, which remediates academic, behavioral and social difficulties, based on an individualized educational plan. The support and service is provided by a multidisciplinary team (e.g., special and general education teachers and ancillary providers such as the school social worker, school psychologist and behavior specialist). The instructional approach is based on a framework of positive behavioral intervention and support designed to enhance self-esteem, improve emotional regulation, develop prosocial skills, and develop more effective social and emotional problem-solving skills in order to access and make progress with the general education curriculum and Common Core State Standards. Each child’s individualized education plan includes support, services, accommodations and modifications within the small group classroom as well as general education settings as determined by the IEP team to be appropriate. Special education and general education staff work in collaboration with one another to ensure that the instruction provided in both settings meets the unique needs of the student.

Communication/Social Skills Classrooms/Small Group

This small group classroom is designed for students with significant communication, social and behavioral needs. The purpose of this setting is to provide a highly structured, language-rich learning environment targeting specific development in the areas of functional communication, pragmatic language, social skills and academics, based on an individualized educational plan. The support and service is provided by a multidisciplinary team (e.g. special and general education teachers and ancillary providers such as the speech pathologist, school psychologist and behavior specialist). Instructional strategies and interventions, such as systematic instruction, applied behavior analysis (e.g., antecedent intervention, differential reinforcement schedules, task analysis, token economies etc.) visual supports and functional communication training are evidence-based and designed to support the student’s access and ability to make progress with the general education curriculum and Common Core State Standards.Each child’s individualized education plan includes support, services, accommodations and modifications within the small group classroom as well as general education settings as determined by the IEP team to be appropriate. Special education and general education staff work in collaboration with one another to ensure that the instruction provided in both settings meets the unique needs of the student.

Cross-Categorical Classrooms/Small Group

Cross-categorical small group classrooms serve students with many different disabilities. The cross categorical classroom is designed to target specific needs, and provide instruction using general education curriculum, evidence -based supplemental and/or alternate curriculum and the Common Core State Standards. This instruction targets student needs in the areas of academics, communication, behavior, social-emotional and functional skill development. Each child’s individualized education plan includes support, services, accommodations and modifications within the small group classroom as well as general education settings as determined by the IEP team to be appropriate. Special education and general education staff work in collaboration with one another to ensure that the instruction provided in both settings meets the unique needs of each student.

Community -Based Instruction (CBI) Classrooms (Secondary Level only)/Small Group

Community-based instruction (CBI) refers to the delivery of skills training for students in the natural setting where those skills would be utilized. The purpose of community-based instruction is to teach students functional skills in natural environments. Classroom instruction is designed to assist students in acquiring skills necessary to take a more independent and active role in completing daily living tasks and prepare them for transition from the public school system into supported post-secondary adult life. Community-based instruction may be implemented in a simulated setting within the school facility, followed by instruction in a non-school setting (community). Community-based instruction may utilize alternate curriculums and alternate district and state assessments. Community-based instruction may involve instruction in a number of areas including the use of consumer services such as public transportation, banks, housing and medical care may be emphasized during training. Vocational/Recreation/Leisure skills may be taught in natural community sites.

Rio Rancho Public Schools