IEP Least Restrictive Environment (LRE) Sample Statements
Updated 8/15/12
The LRE statement must describe the placement and explain the necessity of the
restrictiveness of a placement outside of general education, based on the nature and
severity of the student’s disability. NEW: The LRE statement must also list the general
education classes that the student will be removed from in order to receive special
education and each related service.
When reviewing an IEP to determine if the LRE explanation is in compliance, ask the
following three questions:
a.) Does the LRE clearly describe why the nature and severity of the child’s
disability is such that he/she must be removed from general education to receive
services?
b.) Does the IEP describe what the child is missing with general education peers
when pulled for direct special education services in the special education setting?
c.) Does the LRE match the service grid information?
Sample of Noncompliance: Nikki will spend no less than 79% of her school day in a
general education setting with her peers. She will receive the majority of her special
education services in the general education setting.
Sample of Compliance: Nikki needs intensive social skills instruction and practice in a
small group setting in order to improve her ability to resolve conflict and cooperate with
peers. She will receive this instruction from the social worker and EBD teacher during
her technology elective.
Sample of Noncompliance: Jamal needs a quiet environment with few distractions in
order to progress in his academics. He will also use the resource room to organize his
materials and complete classroom assignments.
Sample of Compliance: Due to Jamal’s significant information processing deficits in
the areas of auditory acquisition and organization related to sequencing words, he needs
small group reading instruction with repeated directions in multiple formats. Therefore,
he will be removed from general education reading to receive this instruction.
Birth to Three Settings
The IEP Team assures that services are provided in the natural environment. The following are settings
where services are provided:
DELETE THOSE THAT DO NOT APPLY
Child/Students Home
Family Day Care
Other Family Location
Child Care Program
Early Childhood Program
Head Start
Community-Based Program
Early Childhood Family Education
Early Childhood Special Education
If services are provided outside natural environment, state justification:
Federal Setting 1 Generic
STUDENT NAME is removed from the general education classroom up to 21% of the total school time in
order to
hear, learn and produce articulate speech sounds. STUDENT NAME is removed from….(list general
education activity/class that student is removed from) in order to receive this specialized instruction.
OR
practice with frequent adult direction to learn math concepts. STUDENT NAME is removed from….(list
general education activity/class that student is removed from) in order to receive this specialized
instruction.
OR
discuss personal stressors that interfere with behavior self-control and review appropriate social skills at
school within a private setting. STUDENT NAME is removed from….(list general education activity/class
that student is removed from) in order to receive this specialized instruction.
Federal setting 2 – Academic
In order to receive small group instruction in writing, reading, and math that breaks classroom assignments
down into smaller steps, allows for frequent review of materials and builds in individualized organizational
strategies for work completion, STUDENT NAME must be removed from the general education classroom
for 21% to 60% of the total school time. STUDENT NAME is removed from …..(list general education
classes) in order to receive this specialized instruction.
Federal setting 2 – DCD
STUDENT NAME must be removed from the general education classroom for 21% to 60% of the total
school time because STUDENT NAME requires a modified curriculum focusing on acquisition of
functional life skills. STUDENT NAME is removed from (list general education classes) in order to
receive this specialized instruction.
Federal Setting 2 –Behavior
STUDENT NAME must be removed from the general education classroom for 21% to 60% of the total
school time because the pattern of aggressive behavior can pose a threat to his or her safety and the safety
of other students in general education. STUDENT NAME needs specialized, direct instruction and practice
of social skills on a daily basis. STUDENT NAME is removed from (list general education
classes/activities) in order to receive this specialized instruction.
Federal setting 3 – academic
The IEP team determines that the student's needs can be met with special education service(s) outside of the
general education classroom for more than 60% because STUDENT NAME has severe academic deficits
in math, reading and written expression. Student needs adapted curriculum, specialized instruction with
extended practice and review to learn new skills. STUDENT NAME is removed from (list general
education classes/activities) in order to receive this specialized instruction.
Federal Setting 3 – Behavior
The IEP team determines that the student's needs can be met with special education service(s) outside of the
general education classroom for more than 60% because STUDENT NAME shows a daily pattern of
aggressive behavior that can pose a threat to his or her safety and the safety of other students in general
education. STUDENT NAME needs an individualized behavior intervention program that provides
immediate feedback on behavior and provides social skills instruction across the school day. STUDENT
NAME is removed from (list general education classes) in order to receive this specialized instruction.
or
because STUDENT NAME has severe academic deficits in math, reading and written expression. Student
needs adapted curriculum, specialized instruction with extended practice and review to learn new skills.
STUDENT NAME is removed from (list general education classes) in order to receive this specialized
instruction.
or
because STUDENT NAME has severe cognitive and adaptive delays that require alternative instruction to
develop functional communication, daily living and social skills. STUDENT NAME is removed from (list
general education classes) in order to receive this specialized instruction.
Federal setting 3 – DCD
The IEP team determines that the STUDENT needs can be met with special education service(s) outside of
the general education classroom for more than 60% due to the severity of the disability and to meet the
need for life skills curriculum focusing on specialized instruction and community based opportunities.
STUDENT NAME is removed from (list general education classes) in order to receive this specialized
instruction.
Federal Setting 4
(Student) has been considered for a less restrictive setting. Those settings have not been successful. Due to
significant (behavior, academic, functional) needs (student's name) will participate 100% of his day within
a special education setting to address his/her (academic, behavior, functional) areas of need. STUDENT
NAME is removed from (list general education classes) in order to receive this specialized instruction.
Hearing Setting 1
Due to ________'s hearing loss and his/her need for a quiet environment in which to develop his/her
academic and auditory skills, he/she will receive specialized instruction for up to 21% of the total school
time outside the general education classroom. STUDENT NAME is removed from (list general education
classes) in order to receive this specialized instruction.
Hearing Setting 2
________'s IEP Team has determined that Federal Setting 1 would not provide the opportunity for
specialized instruction and the quiet environment _____ needs to improve his/her ____ skills. In order to
make progress he/she will receive specialized instruction for 21% to 60% of the total school time outside
the general education classroom. He/she will be with his/her nondisabled peers for the following: recess,
lunch, school assemblies/special events, field trips, extracurricular activities. STUDENT NAME is
removed from (list general education classes) in order to receive this specialized instruction.
Hearing Setting 3
________'s IEP Team has determined that Federal Settings 1 and 2 would not provide the opportunity for
specialized instruction and the quiet environment _____ needs to improve his ____ skills. In order to make
progress, he/she will receive specialized instruction for at least 60% of the total school time outside the
general education classroom. He/she will be with his/her nondisabled peers for the following: recess, lunch,
school assemblies/special events, field trips, extracurricular activities. STUDENT NAME is removed from
(list general education classes) in order to receive this specialized instruction.