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
VI Abstract Symbolic Communication Limited use of abstract (arbitrary) symbols to represent environmental entities. Symbols are used singly. VII Formal Symbolic Communication Rule-bound use of arbitrary symbol system. Ordered combination of two or more symbols according to syntactic rules. 7 Levels of Communicative Competence Communication Modes Associated with Each Level of Communication from Rowland & Stremel-Campbell (1987) Communication Vocal / Speech / Gestural Electronic Technology 2D and 3D Symbols Level I Pre-Intentional Behavior Cry; Gurgle; Coo; Head and limb movements; Postural changes; Facial expressions Level II Intentional Behavior Fuss; Babbling sounds Gaze at object; Smile; Avert head; Approach object; Move away from; Push away; Take object Contingency awareness (not communication) Level III Unconventional Pre-Symbolic Behavior Laugh; Whine; Scream Eye contact; Manipulate person Calling device IV Conventional Communication Intonated sound patterns; Vocalizations accompany gestures Alternating gaze; Open palm; Hands up/out; Point; Extend object; Nod/Shake head; Wave; Kiss/Hug/Pat; Raise hand; Touch object, person Two-choice option; Yes/no option Level V Concrete Symbolic Communication Mimic sounds of objects Iconic gestures (mine, come, sit); Pantomime action, object Selection of concrete 2- or 3- dimensional symbols Concrete symbols Concrete 3- dimensional symbols Level VI Abstract Symbolic Communication Single spoken words Single manual signs Selection of abstract symbols Abstract shapes; Abstract graphics; Written words; Braille words Level VII Formal Symbolic Communication (Language) Combinations of 2 or more spoken words Combinations of 2 or more manual signs Selection of combinations of 2 or more symbols Combinations of 2- and 3- dimensional symbols Behavior Impedes Learning
Alternate Response Options DA - NE #12 – Lg Diam. Pencil N/A American Sign Language (ASL) DA – E #3 – Sign Lang (ASL, Cued) Non-embedded Acc Assistive Technology N/A Acc Audio Amplification #8 – Amp equip (Hearing aid, audio train) Non-embedded AF Bilingual Dictionary (ELA performance task full writes) DS – NE #13 – Word-to-word Glossary Non-embedded glossary) Braille DA – E #5 – Braille test book See paper version Acc Breaks – Flexible Schedules #19 – flex schedule Pause test and resume Calculator – (Braille or talking calculator) DA – NE #10 – talking calculator Non-embedded - Braille and talking Closed Captioning DA - E N/A Color Contrast DA – E, NE #20 - Embedded (not available for 2015) Overlay DS – NE #20 - other N/A Magnification (magnifiers) DS – NE #2 – Visual aids (magnifiers, templates) Available as a tool for all Masking DS – E #14 – Visual org. (templates, masks, markers, graph paper, ruler) Option eliminator available as a tool for all AF Multiplication (Single Digit 1-9) DA – NE #20 - other N/A Noise Buffers DS - NE Non-embedded Print on Demand and Large Print (if paper copy needed) (See Zoom) DA – NE #1 – large print test booklet Embedded Zoom (1x, 2x, 3x) available as a tool for all Print copies – must contact SD DOE Acc Read (See Text-to-Speech) – ELA and Math (not reading passages) DS – NE DA – NE #6 – test read aloud Non-embedded – trained person reading information on the screen (one-to-one) AF, Acc Repeating and/or Simplifying Directions (Assessments - Science Only) #7 – repeating and/or simplifying directions N/A Scribe (Response Assistance – including responding in test booklet) DS – NE DA – NE #11 – response marked directly in booklet (including Braille & Sign Language) – answers transferred onto answer sheet Non-embedded Acc Separate Setting Environmental Location – separate setting DS – NE #15, enviro mod #16, - small group Non-embedded •Home/Hospital Setting: Can be administered if an
Small Group Individual Administration Home/Hospital Setting #17 - individual admi #18 – home/hospital appropriate workstation, laptop, notebook, etc. is available with an internet connection Speech-to-Text DA – NE #11 - response marked directly in booklet (including Braille & Sign Language) – answers transferred onto answer N/A Acc Streamline DA - E N/A Text-to-Speech (for ELA reading passages, grades 6-8 and 11) DA – E See read aloud Translated Test Directions (for math items) DS - E N/A Translations (glossaries for math items) DS – E #13 - Word-to-word Glossary N/A Translations (stacked for math items) DS – E N/A Turn off any Universal Tools DS - E N/A DS = Designated Supports – Level 2 DA = Documented Accommodation – 3 E = Embedded NE = Non-embedded AF = Assessment Features Acc = Accommodations ELA = English Language Arts N/A = Not Available CAUTION: This alignment is not a perfect alignment. Please refer to the SD Accommodations Manual; the SBAC Usability, Accessibility, and Accommodations Guidelines; or NSCS Test Administration Manual documents for further information and clarification. NSCS (alternative assessment) accommodations and assessment features are draft at best with more information coming in the near future.
0315 Childhood setting 10 hrs/week 0325 Childhood setting Less than 10 hrs/week 0330 Early Child setting Less than 10 hrs/week 0355 Residential Facility Reject 0365 Home Accept Reject (Student) receives special education services and the related services in his/her home due to (Student’s) low immune system and fragile medical condition. Team feels this is the best placement at this time because prolonged exposure to others may compromise his/her health. Example 5: 0310 - Early Childhood setting 10 hrs/week 0315 - Early Childhood setting 10 hrs/week 0325 - Early Childhood setting Less than 10 hrs/week 0330 - Early Child setting Less than 10 hrs/week 0335 - Separate Class 0345 - Separate School 0355 - Residential Facility 0365 – Home Accept Parent/guardian prefers that the child does not attend a preschool until the child is at least 4 years old. At this time parent/guardian provides many opportunities for developmental growth within their daily activities within the home. Because (Student’s) developmental growth, except articulation, are on target the team rejected separate classroom and school. The team rejected home placement because it is more restrictive and because of distraction from his/her siblings within that setting. Reject 0375 Service Provider Location Accept The service provider location will provide a environment with fewer distractions, which is needed in order for (Student) to acquire his/her articulation sounds. Reject Statements That Represent Instructional Need Student needs a combination of large and small group instruction. Student needs multiple instructional methods and repetitive teaching strategies to acquire and maintain skills. Student direct strategy instruction with the opportunity to apply these skills in the general classroom/curriculum. Student needs skill practice, repetition and guided instruction in the assigned goal area(s).