FAQ #12a Movement to More Restrictive Setting / Change of Placement (III or IV)
Frequently Asked Questions
FAQ Sheet # 12a
Question: What is the process for considering movement to a more restrictive setting or a change of placement for a
current student, K-21?
Answer: Under both state and federal law, the school district is required to provide special education and related
services in the least restrictive environment. In order to ensure that students are educated in the least restrictive
environment, any school staff considering a change in placement must implement the processes described below.
(Although students may receive setting II or III services in both the neighborhood and centerbase school, services
delivered in a centerbase school are more restrictive than those in the neighborhood.)
It may be appropriate to consider movement to a more restrictive setting or change of placement if:
A. most of the instruction is delivered outside of the general education setting, or
B. in order to participate in the general education setting, the student requires significant modifications,
not just accommodations to the curriculum.
There may be a combination of reasons why staff would consider movement to a more restrictive setting. The
primary need for movement may be the needs for students identified as Deaf/Hard of Hearing; students with severe
autism; fetal alcohol syndrome/effect (FAS/E); significant behavior concerns; cognitive concerns; or a combination
of the above. The process you use is dependent upon the primary need.
Deaf/Hard of Hearing Concerns
When the student’s needs for services for the Deaf/Hard of Hearing (D/HH) is the primary concern:
Before placement in a more restrictive setting can be considered the IEP team must:
1.
2.
Gather appropriate data including MAP, MCA, DRA scores; grades; classroom observations; current
audiological results (within one year); current evaluation results; PARC (teacher checklist) as well as
information from other service providers.
Hold an informal meeting with school staff and D/HH service providers to discuss the above data and
to determine if all staff agree to placement recommendation.
Behavior Concerns
When behavior is the primary concern, follow the process described below:
Before placement in a more restrictive setting can be considered, the IEP Team must:
1.
2.
Consult with the Behavior Intervention Specialist or Autism Resource Specialist to review status of
student progress.
Have the current Functional Behavioral Assessment (FBA) reviewed by your building’s Behavior
Intervention Specialist (BIS) or Autism Resource Specialist (ARS). Conduct a new FBA if the
behaviors are new and antecedents are unknown or if the BIS or ARS determine that the FBA no
longer reflects the behavioral profile.
The purpose of the Functional Behavioral Assessment is to identify causal factors for behaviors and
establish strategies that will allow the student to be successful in the current least restrictive
educational environment.
3.
The Behavior Intervention Plan (which must include positive behavioral supports) must be reviewed
with the Behavior Intervention Specialist or Autism Resource Specialist and revised if appropriate.
Revised August 2013
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
FAQ #12a Movement to More Restrictive Setting / Change of Placement (III or IV)
4.
5.
Data must be reviewed with the Behavior Intervention Specialist or Autism Resource Specialist to
determine the impact of the positive behavioral supports.
Based upon the review of the data, the Behavior Intervention Specialist or Autism Resource Specialist
may make additional recommendations or may recommend that the school follow the process for
referral to more restrictive settings because of cognitive concerns.
Cognitive Concerns
When the student’s cognitive level is the primary need for referral, follow the process described below:
Complete the Referral Rubric Form to determine the student’s needs in this area. If you believe the student would be
more appropriately placed in a more restrictive setting, complete the Referral Rubric Form and meet with your
Special Education Supervisor to discuss the concerns.
Referral Process
Staff must collect data that documents:
A. appropriate curriculum, modifications/accommodations and instructional strategies have been fully and
consistently implemented, and
B. a lack of progress and/or concern for the safety of students, peers and staff.
School staff should contact the Special Education Supervisor to review information and determine if they
should proceed with the referral. Upon approval:
1.
Hold an IEP meeting at the neighborhood school to review data and discuss the appropriate placement
(D/HH Centerbase; DCD/STARS; EBD; LAUNCH or other).
2.
Once a Setting IV or a Setting III center base program/placement is determined, the paperwork will be
provided to the appropriate Special Education Administrator.
3.
An intake meeting is scheduled by the receiving school (Setting III or IV) Special Education
Department Lead/Contact. The neighborhood school sends out the Notice of Team Meeting, completes
the significant change form or writes the new IEP. The transportation request is changed in DPRS to
reflect new program/placement and e-mail sent to new site, Mary Gale and Transportation department.
At the in-take meeting the Significant Change or IEP is reviewed. Other required paperwork is
completed at the intake meeting.
4.
The sending school should check with transportation the day following the meeting to ensure that the
transportation request was received.
The building Special Education Supervisor should be e-mailed about the in-take meeting, but will only attend when
requested by the parents or the school.
Things to Remember:
Document the on-going contact with parent/s re: the student’s behavioral/emotional and/or cognitive level of
functioning and concerns.
Ensure on-going consultation with your Autism or Behavior Intervention Specialist and/or Teaching and Learning
Specialist as you collect data on student functioning to determine the effect of the recommended interventions.
The student’s ESR should be current within the past 2. The IEP must reflect the student’s current level of
performance, assessment information, services, interventions, program changes, BIP data outlining progress, and
critical incidences of behavior. The IEP & BIP must be completed or updated within the previous 6 months.
Revised August 2013
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
FAQ #12a Movement to More Restrictive Setting / Change of Placement (III or IV)
Movement to More Restrictive Setting for Student Currently in the District
Student:
Date:
Case-manager:
Student Parent/Guardian:
Address /Telephone #:
Neighborhood School:
Grade:
Disability:
ESR/IEP Dates:
/
Full Scale IQ:
Initiation Date- Positive Behavior Intervention Plan (BIP), if applicable:
/
/
Initiation Date- Conditional Procedure Plan if applicable:
/
/
Date of Functional Behavioral Assessment (FBA), if applicable:
/
/
Referring Special Education Consultant
Phone Number:
Date Completed by Case Manager:
D/HH: If a move to a more restrictive center base program is being considered for a DHH student:
Dates following information was discussed with building Special Education Supervisor
 Collection of data
 Who is delivering the instruction in areas of identified need
 Whether additional service time has been provided (up to 90 min/week)
 Whether current modifications and accommodations are being implemented (If no, what factors are
preventing this from happening? If yes, are additional accommodations or modifications needed?)
-orBehavior: If behavior is the primary need for more restrictive:
Dates contacted Behavior Intervention Specialist to confirm the following has been
completed and review status of student progress:
 Collection of behavioral data
 Functional Behavior Assessment (FBA)
 Behavior Intervention Plan (BIP)
 Revision of BIP as needed
 Update Self-Sufficiency
Dates preceding information is discussed with building Special Education Supervisor
-orCognitive: If cognitive level is the primary need for more restrictive:
Dates Referral Rubrics and form sent to Special Education Supervisor
 Minutes of service on IEP match minutes provided by staff
 Curriculum being used
 How instruction is being differentiated
 Instructional strategies you being implemented
 List of modifications/accommodations that have been implemented
 Collection of data related to progress in curriculum that has been modified/accommodated
 Data Collections related to progress as the setting has been increased in neighborhood school
 Whether team is considering increasing special education services
 Results of updated self-sufficiencies
Date preceding information is discussed with building Special Education Supervisor
* If behavior and cognitive level are both a concern, the steps listed in both areas will need to be completed and
data supporting both areas will need to be collected.
Revised August 2013
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
FAQ #12a Movement to More Restrictive Setting / Change of Placement (III or IV)
When evidence supports the need for the IEP Team to consider a change in program/placement the case manager
must contact Special Education Supervisor, prior to IEP meeting with parent.
Date of IEP meeting to review student data and discuss programming/placement.
Date of Intake Meeting: Once the determination to move to more restrict setting is made, the
receiving school (Setting III or IV) schedules the Intake Meeting.
Date Neighborhood school sends the Notice of Team Meeting for the Intake meeting, completes the
Significant Change Form and/or writes the new IEP (including Sped Transportation).
Date transportation request is completed on DPRS.
Date of contact to transportation department to confirm that request has been received.
** The building Special Education Supervisor will only attend the intake meeting when requested by the
parents or by the school.
 Document the on-going contact with parent(s) regarding the student’s progress on behavioral/emotional and
academic levels of functioning:
Dates: __________, ____________, _____________
 Ensure on-going involvement and consultation with your Building Behavior Intervention Specialist, Autism
Resource Specialist and/or Teaching and Learning Specialist as you collect data on student functioning to
determine the effect of the recommended interventions.
Dates: __________, ____________, _____________
Required Paperwork if behavior is primary concern:
Notice of Team Meeting
Notice of Evaluation/Re-evaluation Plan
Evaluation Summary Report (ESR)
Significant Change and IEP forms
Mental Health Evaluation or Safety Data for an emergency placement request
Transportation Request
Notice of District Proposed Action or Denial
Functional Behavior Assessment (FBA)
Behavior Intervention Plan (BIP)
Self-Sufficiency
Required Paperwork if D/HH or cognitive ability are the primary concerns:
Notice of Team Meeting
Notice of Evaluation/Re-evaluation Plan
Evaluation Summary Report (ESR)
Significant Change and IEP forms with supporting data curriculum accommodations/modifications
Transportation Request (completed and finalized)
Prior Written Notice
Self-Sufficiency
If both behavior and cognitive level are of concern, you must complete all paperwork listed above.
Revised August 2013
(SPED/Hot files/FAQ)
AH Website/ SPED Resources
FAQ #12a Movement to More Restrictive Setting / Change of Placement (III or IV)
Guideline for Considering a Centerbased Program for Students with DCD Referral Rubrics
Name:
Area
Full Scale IQ
Daily Living and
Independent Living
Skills: Ability to
function in the school
environment and daily
routines
Social and Interpersonal
Skills: Ability to engage
with peers and staff
appropriately
Communication Skills:
Ability to communicate
verbally or with assistive
technology.
Academic Skills:
Ability to acquire
academic skills at their
instructional level (attach
data or summarize
progress on goals)
Curriculum
Requirements
School:
Case Manager:
Identify the level that most closely describes the student’s current status.
1
2
3
4
> 40
40-49
50-59
60-69
Dependent on staff Requires close
Requires close
Requires minimal
for all daily
supervision during
supervision during
support during
activities
all transitions,
most transitions,
some transitions,
playground,
playground,
lunch room,
lunchroom,
lunchroom,
playground
playground, etc.
playground, etc.
No interaction
Requires close
Requires close
Interacts
supervision all of
supervision most of
appropriately with
the time when
the time when
peers and staff
interacting with
interacting with
most of the time.
peers and staff
peers and staff
No communication Limited
Communicates with Effectively
skills
communication with peers and staff with
communicates with
familiar staff or
assistance from staff peers and staff
peers
some of the time
Most or all goals
Data indicates no
Data indicates
Data indicates
are functional goals progress in
limited progress in
some progress in
and are not geared
academic areas at
academic areas at
academic areas at
towards academic.
their instructional
their instructional
their instructional
level.
level.
level.
Student’s goal
cannot be met
through the use of
either alternative or
general education
curriculum.
Student’s goals
require the use of
alternative
curriculum. No
general education
curriculum is used.
Recreation and Leisure
Skills: Ability to
Dependent on staff
for all daily
activities.
Requires close
supervision during
recess and free time
all of the time
Student’s goals
require significant
differentiation of
district curriculum.
Some alternative
curriculum may also
be used.
Requires
supervision during
recess and free time
most of the time.
Community
Participation Skills
Dependent on staff
for all daily
activities.
Work and WorkRelated Skills
Dependent on staff
to complete any
activities and tasks
Requires
supervision during
all school and
community events
(bathroom, field
trips)
Requires
supervision to
complete tasks and
stay on task all of
the time
Requires
supervision during
most school and
community events
(bathroom, field
trips)
Requires
supervision to
complete tasks and
stay on tasks most
of the time
Federal Setting identified on IEP:
5
70-79
Independent during
transitions,
playground, lunch
room, etc
Interacts
appropriately with
peers and staff all
of the time.
Effectively
Communicates
with peers and
staff all of the time
Data indicates
progress in
academic areas at
their instructional
level.
Student’s goals
require significant
differentiation of
district curriculum.
Student’s goals
require
differentiation of
district curriculum.
Uses recess and
free time engaging
in age-appropriate
activities most of
the time.
Requires minimal
support during
some school and
community events
(bathroom, field
trips)
Completes tasks
and stays on task
most of the time
Uses recess and
free time engaging
in age-appropriate
activities all of the
time.
Functions
independently in
school and
community
(bathroom, field
trips)
Completes tasks,
stays on task
independently
Is team considering increasing amount of special education services (if yes, describe):
Reading Curriculum being used:
Math Curriculum being used:
Instructional Strategies being implemented:
Attach data or summarize data on academic goals
Revised September, 2010
Attach updated self-sufficiency