LRE Placement Decision Schedule Matrix & Guide
This tool is intended to be completed by the IEP team prior to the IEP to provide a framework for making LRE placement decisions.
This form can also be used as an observation form for PLAAFP development to assist in determining the student’s performance within educational environments.
Student Name:_______________________________________
District / Building:_______________________________
IEP Date:___________
Student Schedule
Instructional Outcomes
Student Skills & Needs
IEP Goals / Objectives
Supports, Strategies, & Services
In this column, list the
general education
classroom schedule for
the grade the student is
in or would be in if he
was in the class.
In this column, identify the
instructional outcomes for
ALL students during this
part of the schedule.
Instructional outcomes are
defined as academic, social,
communication, behavioral
and / or independent skills
expected and taught for all
students. For example,
during “arrival,” the
instructional outcomes for
ALL students may include
independently taking off
outerwear, getting materials
ready, taking a seat, and
completing morning work.
In this column, list the
student’s skills and needs
related to the instructional
outcomes in the previous
column. Of the
expectations for all
students, which of these
skills can the student
complete independently,
which one require
supplementary supports
to complete, and which
ones will require
intensive interventions for
the student to participate
and make progress.
Based on the student’s
current IEP, define in this
column where, in the
general education
schedule, can the
student’s goals /
objectives be addressed.
List in this column the supplementary aides
and services that will be needed to support
the student in making progress on goals and
objectives, meeting instructional outcomes,
navigating the environment, and participating
in instruction as independently as possible.
These could include but are not limited to:
Instructional Outcomes
Student Skills & Needs
IEP Goals / Objectives
Student Schedule
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Visual / Organizational Supports /
Strategies
Peer to Peer Supports
Functional Communication System
Positive Behavioral Interventions &
Supports
Evidence-Based Practices
Accommodations / Modifications
Behavioral Response Plan / Crisis Plan
Adult Support
Supports, Strategies, & Services
Students with disabilities should not be excluded from general education unless the nature or severity of their disability is such that education in general
education with the use of supplementary aides and services cannot be achieved satisfactorily (e.g. the student cannot make adequate progress on their IEP goals
and objectives and / or cannot make more than minimal progress in the curriculum (the educational benefit standard)). IEP teams should conduct implementation
fidelity checks in general education classrooms of universal supports for students with ASD as well as individual student supplementary aids and services to
assure supports and strategies are implemented with fidelity and that, in fact, with these supports, the student is not able to make adequate progress on their goals
and objectives nor achieving more than minimal progress in the curriculum.
START IEP Development and Implementation Module edited 2-1-11