#5 - Placement, Programs, and Services.
The continuum of placement options must be made available to all students who are deaf and hard of hearing, with the recognition
that natural and least restrictive environments are intricately tied to communication and language.
Deaf and hard of hearing students require the IEP Team to consider the full continuum of placement options that recognize,
provide for, and are based upon their language and communication needs. A determination of what constitutes the “least
restrictive environment” for deaf and hard of hearing students must be determined by considering first and foremost these
unique communication and linguistic needs and then the student’s educational, social, emotional, cognitive, and physical abilities
and needs.
Outcomes Statement
Performance Measures / Indicators
Benchmarks
5.1 All IEP team participants will be
The # of IEP team participants who have
90% will have received training by x date
provided all information, without any bias, received training on all the educational
100% will have received training by 2014
about all educational options along the
options as stated on the National Agenda
continuum of educational placements and (including general education classroom,
in particular how the communication,
center-based resource program, state and
linguistic, and educational needs and goals charter school for the deaf, non public
of the deaf or hard of hearing student will schools, virtual (on-line) schools, home
be addressed in those options.
instruction, and hospital instruction)
CEASD Position Statement on Continuum
of Options, Cheryl Johnson - Placement
and Readiness Checklist
DPI needs to look at taking each one of
Best Practice:
the federal placement options on the
 The IEP Team will use current
continuum and look specifically at how
evaluation data and progress
language and communication impacts
data, both formal and informal,
each level (e.g. Regular – define the
along with areas of need
setting and the parameters that impact
established on the
that setting)
Communication Plan Worksheet
to determine LRE.
DPI will provide each LEA with a list of
 The State would develop brief
definitions and placement options.
descriptions of a full continuum of
services for D/HH students and
LEA’s will use that in making
placement decisions.

Outcomes Statement
5.2 The IEP Team MUST consider the full
continuum of placement options (within
or outside the district) that can provide for
the unique communication, linguistic, and
educational needs of each child who is
deaf or hard of hearing.
Outcomes Statement
5.3 For students who are deaf and hard of
hearing a “least restrictive environment”,
shall mean a language rich environment
that can address the student’s
communication, linguistic, and
educational, social emotional and
advocacy needs. The IEP team will make
all placement/LRE determinations based
on assessment data and other information
related to the abilities and needs of the
child, including fundamental
communication and linguistic needs, and
not solely on a philosophy that one
particular option on the continuum best
serves all children.
Outcomes Statement
5.4 Deaf and hard of hearing students will
Performance Measures / Indicators
Annually reported, # and % of children
placed in various settings.
Annually reported, % of LEAs that provide
the full continuum of options.
Annually reported, % of students receiving
services within the school district (and for
each educational setting).
Annually reported, % of students receiving
services outside the school district (and
for each educational setting).
Annually reported, % of parents who were
satisfied with their child’s placement.
Annually reported, % of parents who
were presented with the DPI developed
description of placement options.
Performance Measures / Indicators
# of children with communication needs
documented via the Communication Plan.
Benchmarks
100% of school districts reporting
Performance Measures / Indicators
% of students placed in a setting with 3 or
Benchmarks
100% of school districts reporting
100% of school districts reporting
100% of school districts reporting
100% of school districts reporting
100% of school districts reporting
Benchmarks
90% have an annually reviewed
Communication Plan
100% of school districts reporting
be placed in a setting where the child is
able to directly communicate with age and
language peers and communicate directly
and most easily with staff.
The committee (on 12-3-12) felt that this
outcome statement should be removed
altogether. It’s not about whether they
can communicate directly, it’s whether
they have full access to communication.
Outcomes Statement
5.5 Deaf and hard of hearing students are
entitled to full access to the general
curriculum whether on an IEP, 504 plan or
other auxiliary aids and services under the
ADA.
more language peers.
% of students placed in a setting with less
than three language peers.
% of students who are able to
communicate directly with staff (data
from Communication Plan).
Performance Measures / Indicators
# of students with a) interpreters, b) CART
– see Technology Section for list
# of IEP goals that provide access to the
grade level standards or Common Core
State Standards (CCSS)
# students receiving related services that
are directly related to CCSS.
# of students on a 504 plan
# of students on the “known hearing loss
list”
Do we need another section or additional info in preamble? Eligibility, ADA, 504, etc.
100% of school districts reporting
100% of school districts reporting
Benchmarks
100% of school districts reporting
100% of school districts reporting
100% of school districts reporting
Outcomes Statement
Performance Measures / Indicators
# of students with HI as a secondary area
of eligibility
# of EC students with known hearing loss
but not identified HI or Deaf receiving
accommodations on an IEP
Benchmarks
Outcomes Statement
Performance Measures / Indicators
Benchmarks
Outcomes Statement
Performance Measures / Indicators
Benchmarks
Outcomes Statement
Performance Measures / Indicators
Benchmarks