From IEP to Placement
Working Draft
2008
IEP Content
IEP Services Summary
Antonio – a middle school student
Special education services
45 minutes per day specially designed
instruction in reading & language arts
Related Services
45 minutes per week-speech-language
services; 1 hour/month autism
consultant support
Supplementary Aids & Services
6 hours per day education assistant
support (academics & nonacademics)
Modifications & Accommodations
extended time for assignments; tests in
quiet area with 1:1 support; daily visual
schedule; modified instruction in
science, social studies
Supports for Personnel
autism consult to school team 1 hour
per month; SLP consult to classroom
teacher & resource teacher 1 hour per
month
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Placement
Nonparticipation
Justification
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes,
extracurricular
activities and
nonacademic
activities?
_X_Yes ___No
If yes, describe the
extent of the removal
and provide
justification:
Description of
Accepted
Placement on
Placement
Determination
Form
Regular class
with pull-out for
resource room
and speech/
language
services.
Implementation
Notes
At Antonio’s middle
school, periods are
45 minutes per day
and all 6th grade
students have a
reading period.
Antonio is scheduled
into the resource
room for his reading
period.
Reporting Placement &
Definition
(SECC)
30 Special education outside
regular class less than 21% of
school day
Calculation Notes
School Week = 6.5 hours per day X
5 days =32.5 hours per week =
1950 minutes
Speech language services = 45
minutes per week
Reading/language arts = 45
minutes x 5 days per week = 225
minutes per week
225 + 45 = 270 minutes outside
regular class per week
270 minutes outside regular class
per week/1950 minutes per school
week =14% outside regular class
45 minutes/day for
small group instruction
in reading & language
arts, 45 minutes/week
for speech/language
services because he
needs less distracting
setting
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IEP Content
IEP Services Summary
Julia – a high school student
Special Education Services
90 minutes per week of specially
designed reading
Related Services - none
Supplementary Aids & Services;
Modifications & Accommodations
Shorten written assignments by 1/3;
Textbooks with main concepts
highlighted; note-taking support in all
academic classes; use of calculator in
any class/activity requiring
computation; all written tests
administered in resource setting
Supports for Personnel –
special education teacher check in
weekly with regular classroom
teachers
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Placement
Non-Participation
Justification
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes,
extracurricular
activities and
nonacademic
activities?
_X__Yes ___No
If yes, describe the
extent of the removal
and provide
justification:
3 hours every two
weeks for oral reading
fluency instruction
Description of
Accepted
Placement on
Placement
Determination
Form
Regular class
with resource
room
Implementation
Notes
At Julia’s high
school, periods are
90 minutes per day
on an A/B block
schedule. Julia goes
to the Resource
Room on A days for
30 minutes of fluency
instruction/practice,
and works as a front
office assistant for
the rest of the period.
This counts as an
elective credit for her
– she receives partial
credit for office
assistant and partial
credit for Basic
Reading Skills.
Reporting Placement &
Definition
(SECC)
30 Special education outside
regular class less than 21% of
school day
Calculation Notes
School Week = 6.5 hours per day
X 5 days per week =32.5 hours per
week (1950 minutes)
1950 x 2 school weeks = 3900
minutes
Resource room = 3 hours every 2
weeks = 180 minutes
180/3900 = 5% resource room
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2
IEP Content
IEP Services Summary
Bianca – an elementary student
Special Education Services
50 minutes/day written language; 50
minutes/day reading;
Related Services
50 minutes per week of speechlanguage services
30 minutes per month of OT
daily transportation to and from school
Placement
Non-Participation
Justification
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes,
extracurricular
activities and
nonacademic
activities?
_X__Yes ___No
Supplementary Aids & Services
Modifications & Accommodations
4 hours/day adult assistance in general
education classes; weekly
communication notebook between
parents and teachers; modified
instruction in science and social
studies; daily visual schedule
Support for personnel
2 hour/month autism consultant
support to team; 30 minutes per week
resource teacher consultation with
regular class teacher
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If yes, describe the
extent of the removal
and provide
justification:
50 minutes/week of
speech/language
services for less
distracting setting; 50
minutes/day for small
group instruction; and
30 minutes/month for
OT for access to
sensory integration
equipment.
Description of
Accepted Placement
on Placement
Determination Form
Regular class with
pull-out for
speech/language;
reading/language
arts and
occupational
therapy.
Implementation
Notes
Bianca gets half
of her
reading/written
language special
education
services in the
regular class and
half in the
resource room.
The resource
room teacher
works closely with
the regular
education teacher
to coordinate and
oversee speciallydesigned
instruction across
settings.
Reporting Placement &
Definition
(SECC)
30 Special education outside
regular class less than 21% of
school day
Calculation Notes
School Week =
6.5 hours per day X 5 days per
week =32.5 hours per week (1950
minutes)
Speech/language = 50 minutes
per week
Written language/reading = 50
minutes per day X 5 days = 250
minutes per week
OT = 30 minutes/month = 7
minutes/week
50 + 250 + 7 = 307 minutes per
week outside regular class
307/1950 = 16% outside regular
class
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3
IEP Content
IEP Services Summary
Marcus –post-high school transition
student
Special Education Services
Community vocational skills – 2 hours
per day
Community access skills – 4 hours per
week
Functional academics – 10 hours per
week
Life skills (cooking, leisure) – 4 hours
per week
Related Services
Speech-language – 1 hour per week
(use of augmentative communication
system)
Transportation – daily
Supplementary Aids & Services
Modifications & Accommodations
Augmentative communication system
across settings all day
Individual behavior support plan across
settings all day
Placement
Non-Participation
Justification
Description of
Accepted Placement
on Placement
Determination Form
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes,
extracurricular
activities and
nonacademic
activities?
Transition classroom
in community
_X__Yes ___No
Implementation
Notes
Transition
classroom is
located in a small
house in town, not
on the high school
campus.
Community
vocational skills
taught in a cohort
at various
community
settings.
Reporting Placement &
Definition
(SECC)
31 Special education outside
regular class 21-60 percent
of school day
Calculation Notes
Transition school day is 6 hours.
Marcus spends approximately 3
hours per day in the transition
classroom and 3 hours per day in
community settings. This counts as
50% nonparticipation.
If yes, describe the
extent of the removal
and provide
justification:
3 hours per day for
skill instruction in
functional setting
Support for personnel
30 minutes per week team meeting to
coordinate services
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IEP Content
IEP Services Summary
Patrick – an elementary student
Special Education Services
30 minutes/day social skills
30 minutes/day study skills
Related Services
30 minutes per week individual
counseling
30 minutes per week group counseling
Transportation
Placement
Non-Participation
Justification
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes,
extracurricular
activities and
nonacademic
activities?
_X_Yes ___No
Supplementary Aids & Services;
Modifications & Accommodations
Individual behavior support plan
Educational assistant support for
lunch, recess, transitions
Supports for Personnel
Training on behavior support plan 1
hour quarterly for all staff working with
student.
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If yes, describe the
extent of the removal
and provide
justification:
3 class periods for
structured behavior
support and for grade
level instruction in
reading/language arts,
and math. (Also gets
individual & group
counseling during this
time.) Patrick cannot
yet manage anger for
more than half of
school day in regular
class.
Description of
Accepted
Placement on
Placement
Determination
Form
½ time regular
class; ½ time
therapeutic
behavior support
class
Implementation
Notes
Structured behavior
class is not located
at Patrick’s home
school so he needs
special transportation
to get to school.
Patrick is assigned to
a regular fourth
grade class that has
another student with
disabilities who
needs some
educational assistant
support. The
educational assistant
provides needed
support to both
students. District
behavior specialist
provides quarterly
training on behavior
support plan.
Reporting Placement &
Definition
(SECC)
31 Special education outside
regular class 21-60 percent
of school day
Calculation Notes
Removal for 3 of 6 class periods
is 50%. Counting participation
with nondisabled peers for lunch
and recess would reduce
percentage of removal but it
would still be more than 21%.
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5
IEP Content
IEP Services Summary
Mikala – high school student
Special Education Services
60 minutes/day reading
60 minutes/day written language
60 minutes/day study skills & learning
strategies
Related Services
2/year Audiology
Placement
Non-Participation
Justification
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes,
extracurricular
activities and
nonacademic
activities?
_X__Yes ___No
Supplementary Aids & Services
Modifications & Accommodations
ASL fluent teacher or interpreter
across all educational and
extracurricular settings.
Support for personnel
None
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If yes, describe the
extent of the removal
and provide
justification:
100% for environment
that addresses
communication needs
(ASL) with peers and
teachers.
Description of
Accepted Placement
on Placement
Determination Form
Special school
(OSD)
Implementation
Notes
Mikala receives
special education
services in
reading ,written
language, and
study skills/
learning
strategies to
address deficits in
these areas
resulting from her
deafness. The
rest of the time
she is
participating in the
general
curriculum with
full time ASL
instruction. The
plan is for her to
attend OSD as a
day student.
Reporting Placement &
Definition
(SECC)
34 Public Separate School
Calculation notes:
Just as type of curriculum in regular
class (general, modified, specially
designed instruction) does not
determine percentage for
placement code, neither does type
of curriculum outside a regular
class setting.. Placement code is
based on the setting, not the type of
instruction. Here, the setting is a
special school – OSD.
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EP Content
IEP Services Summary
Brett – middle school student
Special Education Services
45 minutes/day reading
20 minutes/day written language
45 minutes/day math
Related Services
30 minutes/week speech-language
services
Placement
Non-Participation
Justification
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes, extracurricular
activities and
nonacademic
activities?
Description of
Accepted Placement
on Placement
Determination Form
Oregon School for
the Deaf
or
residential deaf/hard
of hearing program
Implementation
Notes
Brett receives
grade level
curriculum across
all content areas
except for the
time he receives
special education
services.
Reporting Placement &
Definition
(SECC)
36 Public residential facility
Calculation notes:
100% of his time is in public
residential school with exclusively
children with disabilities
_X__Yes ___No
Supplementary Aids & Services
Modifications & Accommodations
Preferential seating
Captioned videos
If yes, describe the
extent of the removal
and provide
justification:
Support for personnel
550 minutes/week for
special ed services and
30 minutes/week for
SLP services, with
additional need for
intensive
social/cultural/language
immersion in Deaf
community to increase
expressive and
receptive language.
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IEP Content
IEP Services Summary
Placement
Non-Participation
Justification
Description of
Accepted Placement
on Placement
Determination Form
Implementation
Notes
Reporting Placement &
Definition
(SECC)
Does the student need
to be removed from
participating with
nondisabled students
in general education
classes,
extracurricular
activities and
nonacademic
activities?
_ __Yes ___No
If yes, describe the
extent of the removal
and provide
justification:
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Student’s Name:
Date:
School District:
Special Education Placement Determination
Placement Team (name and title):
Person Knowledgeable About the Child
Person Knowledgeable About Evaluation Data
Parent
Person Knowledgeable About Placement Options
Other
Other
This placement is based on:


the attached IEP, dated:
attached evaluation information
Evaluation information listed here:
Below, document discussions regarding placement option(s), and indicate selected placement:
Placement Option(s)Considered
Benefits
Possible Harmful Effects on
the Child and/or the Services to
be Provided
Modifications/Supplementary
Aids & Services Considered to
Reduce Harmful Effects
Indicate Whether Option is
Selected and Reason(s)
Rejected or Selected
Federal placement code for SECC reporting purposes only:
____30 Outside regular class less than 21% of school day _____31 Outside regular class 21-60% of school day ____33 Outside regular class more
than 60% of school day ____34 Public special school ___35 Private special school ___36 Public residential facility ___37 Private residential
facility ____32 Hospital ___39 Homebound
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Placement Dos and Don’ts
Do:
o Make sure IEP is current, accurate and appropriate before making a placement
decision.
o Be sure IEP documents the amount of time the student needs to be removed
from regular education settings for special education services and the justification
for the removal.
o Consider benefits, potential harmful effects, and modifications/services
considered to reduce the potential harmful effects for each placement options.
o Document all placement options considered.
o Provide parents with a copy of the IEP and placement determination.
Don’t:
o Make placement decisions based on category of disability or severity of disability.
o Make placement decisions based on administrative convenience.
o Make placement decision solely based on student’s need for modifications in the
general curriculum.
o Confuse SECC reporting codes with a description of the placement.
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