Special Ed. Two Year Plan - Island Trees Public Schools

In selecting the least restrictive environment, consideration must be given
to any potential harmful effect on the student or on the quality of services
that he or she needs; and
A student with a disability must not be removed from education in ageappropriate
regular classrooms solely because of needed modifications in
the general education curriculum.
PROCEDURES TO IMPLEMENT LRE REQUIREMENTS
The student will receive a comprehensive, nonbiased, multidisciplinary
individual evaluation in his or her dominant language or other mode of
communication, unless it is clearly not feasible to do so, to determine
his/her educational needs. In making a determination of a student’s
eligibility, the CSE shall not determine a student to be a student with a
disability if the determination factor is lack of appropriate instruction in
reading or math or limited English proficiency. The CSE must review
evaluation information to determine whether any additions or modifications
to special education services are needed to enable the student to
participate, as appropriate, in the general education curriculum.
Prior to placement in special education, the CSE will ensure that the
appropriateness of the resources of the general education program have
been considered.
A student’s educational program will be developed with the meaningful
involvement of the student’s parent or guardian and teacher and the
student, when appropriate. The Committee will include persons
knowledgeable about the student, the meaning of the evaluation data, and
the continuum of placement options. IDEA requires that not less than one
of the student’s regular education teachers must be a member of the
Committee, if the student is, or may be, participating in the general
education environment. In addition, the representative of the school
district qualified to provide or supervise the provision of special education
services must be knowledgeable about the general education curriculum
and the availability of resources of the school district. The individual
knowledgeable about the evaluation data must be able to interpret the
instructional implications of the evaluation results.
The Committee on Special Education or Committee on Preschool Special
Education will first consider placement in general education with
appropriate support for the student and the student’s teachers. The IEP
must include statements of the student’s present levels of academic
achievement and functional performance, including how the student’s
disability affects involvement and progress in the general education
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