district may abide by the school term of the facility in which the child is placed based on the individual needs of the child. ARSD 24:05:28:03. Factors in determining placements. Each school district shall establish and implement procedures which ensure that the following factors are addressed in determining placements: (1) Each child's educational placement must be individually determined at least annually and must be based on the child's individual education program; (2) Provisions are made for appropriate classroom or alternative settings necessary to implement a child's individual education program; (3) Unless a child's IEP requires some other arrangement, the child shall be educated in the school which that child would normally attend if not disabled. Other placement shall be as close as possible to the child's home; (4) Placement in the least restrictive environment will not produce a harmful effect on the child or reduce the quality of services which that child needs; and (5) A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum. Only the amount of time the student is removed from his/her peer is calculated to determine the placement category. Placement percentage can be calculated according to a typical day, week, or whatever unit the team decides. The following method calculates placement percentage per week. Recess, lunch, art, music, P.E., and time spent in passing are all general classroom time when spent with typical peers. When a special education staff member works with a child in the regular environment, those minutes do not count as minutes of removal. (However, it is still important to document that on the services page if the child requires that support.) If a student is removed from a regular study hall environment to a special education study hall for 50 minutes, then those 50 minutes should be counted toward removal. Even though special education staff may not be working with the child for each one of those 50 minutes, all of them are still minutes of removal. Placement Codes Description of Placement Setting Students Ages 6-21 to Appendix: of LRE Statements and Justification for “Examples Placement” for additional information. 0100 Regular Inside the regular class 80 percent or more of the day. Unduplicated total that Classroom with were inside the regular classroom for 80 percent or more of the school day. (These Modification are children who received special education and related services outside the regular classroom for less than 21 percent of the school day.) This may include children with
district may abide by the school term of the facility in which the child is placed based on the individual needs of the child. ARSD 24:05:28:03. Factors in determining placements. Each school district shall establish and implement procedures which ensure that the following factors are addressed in determining placements: (1) Each child's educational placement must be individually determined at least annually and must be based on the child's individual education program; (2) Provisions are made for appropriate classroom or alternative settings necessary to implement a child's individual education program; (3) Unless a child's IEP requires some other arrangement, the child shall be educated in the school which that child would normally attend if not disabled. Other placement shall be as close as possible to the child's home; (4) Placement in the least restrictive environment will not produce a harmful effect on the child or reduce the quality of services which that child needs; and (5) A child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general education curriculum. Only the amount of time the student is removed from his/her peer is calculated to determine the placement category. Placement percentage can be calculated according to a typical day, week, or whatever unit the team decides. The following method calculates placement percentage per week. Recess, lunch, art, music, P.E., and time spent in passing are all general classroom time when spent with typical peers. When a special education staff member works with a child in the regular environment, those minutes do not count as minutes of removal. (However, it is still important to document that on the services page if the child requires that support.) If a student is removed from a regular study hall environment to a special education study hall for 50 minutes, then those 50 minutes should be counted toward removal. Even though special education staff may not be working with the child for each one of those 50 minutes, all of them are still minutes of removal. Placement Codes Students Ages 6-21 Description of Placement Setting to Appendix: “Examples of LRE Statements and Justification for Placement” for additional information. 0100 Regular Classroom with Modification Inside the regular class 80 percent or more of the day. Unduplicated total that were inside the regular classroom for 80 percent or more of the school day. (These are children who received special education and related services outside the regular classroom for less than 21 percent of the school day.) This may include children with
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