Least Restrictive Environment (LRE)
Refer to your Admissions & Release Committee Meeting – Purpose for Conference Document to assist
you in completing the conference summary report.
Examples of Section E Documentation (located in the Notes Section)
Part-Time general education and Part-Time special education
The full time general education setting was considered and rejected by the ARC because the SDI
provided through direct instruction needs to occur at an intense level to accelerate learning for Sam’s
skills deficits in reading and writing. The supplemental aids and services within Sam’s IEP will provide
academic benefit in the regular education setting for her to make progress in the general curriculum and
socially interact in groups of student of her same age in all of her other core content and elective courses.
The intensity level of the instruction for Language Arts in the resource setting will provide opportunities to
accelerate learning to address Sam’s skill deficits reading and writing.
The full time general education setting was considered and rejected by the ARC because progress data
indicates that Tim has not made adequate progress in the full time general education setting even with
the supports of supplementary aids and services. He needs a highly structured environment and
opportunities to have concepts taught in small repeated increments. Tim needs a combination of large
(general education) and small group instruction (resource). The small group instruction is needed to
directly teach and reinforce concepts taught in the large group and provide him with opportunities to ask
questions and get consistent immediate feedback.
The full time general education setting was considered and rejected because data indicates that even
with a variety of supplementary aids and services implemented – including positive behavior supports,
Nicky was unable to maintain appropriate behaviors within the general education classroom which
resulted in negative attention drawn to him. The general education setting does not provide the needed
structured environment. The specially designed instruction identified for Nicky needs to be implemented
within a highly structured environment. He needs intensive behavior supports and SDI that includes
explicitly taught decision-making process for appropriate social behaviors and coping techniques. Nicky’s
progress will be closely monitored and the ARC will meet again when the progress monitoring indicates
that he is demonstrating fewer intensive behaviors and coping skills that would enable him to participate
in the general education setting with supports.
The ARC considered and rejected the full time general education setting because the specially designed
instruction and related services cannot be implemented solely in the general education classroom.
Allison needs individualized instruction for Braille and will need frequent breaks due to fatigue. She will
need a quiet setting outside the general education setting for the specialized instruction. She will
continue to receive the majority of her core content instruction in the general education setting with
supplementary aids and services.
The ARC considered and rejected the full time general education setting because the SDI and related
services, even with supplemental aides and services, cannot be implemented solely in the general
education setting. The nature of Cody’s cognitive disability and his need for symbolic language require a
functional approach to curriculum and instruction in multiple settings to generalize information.
OPS - LRE Support Document
February 2011
The ARC considered and rejected the full time general education setting based on progress data that
support that SDI and related services, even with supplementary aids and services, cannot be
implemented solely in the general education setting. In preparation for use within the regular education
setting, SDI (social skills instruction needs to occur in a small group setting with purposeful planned
learning situations). Within the regular education environment, supplemental aids will be provided for
application of skills when the student is attending elective classes.
The ARC considered and rejected the full time general education setting based on Sally’s needs for
instruction in a small group with a modified curriculum with the use of research based strategies. The
pace of the general education setting is too fast and does not provide the modified curriculum that she
needs at the current time based on her identified cognitive and adaptive behavior levels. She needs
additional time to learn new concepts with repeated opportunities to practice in order to learn new skills.
In addition, she needs instruction in functional life skills and community based instruction in order to assist
her in meeting her postsecondary goals.
The ARC considered and rejected the full time general education setting although he will be in the
general education setting for all classes with the exception of written expression. Joey demonstrates
deficits in the area of written expression. He becomes very distracted during the writing process due to
his Attention Deficit Disorder. His ADD is much worse when he is frustrated with a subject. His attention
wanders and he is unable to organize his thoughts in order to get them down on paper. When he is
provided his writing instruction in a small, quiet setting – he is able to concentrate due to the fewer
distractions and focus on the writing instruction. He will receive research based instruction at an
accelerated pace while in the resource room for writing instruction.
The ARC considered and rejected the full time general education setting although she will be in the
general education setting for all classes with the exception of reading. The ARC determined Sandy is
performing significantly below grade level in reading. Direct instruction in reading does not take place in
the general education setting in the 9th grade classroom. She needs research instruction using a multi
sensory approach to reading so that she can obtain the missing skills in reading and close the current
reading gap that exist between she and same aged peers. She will receive supplementary aids and
supports in her other classes along with accommodation so she can access the core content within the
general education setting even though her reading level is well below 9 th grade.
Full-time general education environment
Student performance data shows the SDI can be implanted successfully in the general education
classroom with supplemental amid services identified in the IEP and the support of co-teaching. She will
receive co-teaching services in the area of Language Arts to address her identified disability of Specific
Learning Disability in Reading.
Student performance data shows the SDI for social skills instruction can be implemented in the general
education setting along with supplemental aids and services identified in the IEP. The student will be
served through the collaboration model and monitored throughout the day to assist with the
implementation of appropriate social skills and coping strategies when frustrated.
OPS - LRE Support Document
February 2011