PLACEMENT CHANGES:

Home-based

Definition

The IEP team makes a determination that a student needs to be served in their home. The Special Services Supervisor must be involved prior to this being a discussion at the IEP team meeting. Provision of home-based services are rare and typically timebound.

Who Makes the Placement Decision?

The IEP team makes the placement decision. 

Considerations and Next Steps

Contact the Special Services Supervisor (SSS) to discuss the necessity for and appropriateness of a home-based placement. Schedule an IEP meeting to propose the change of placement and determine how, when, and by whom services will be provided. 

Regardless of a student’s educational placement, IEP teams need to determine how special education services will be delivered. Students may access special education services virtually, in person, or a combination of virtual and in-person (e.g., speech virtual but reading and DAPE in person), based on the method that best meets their needs. 

Questions to consider prior to and during the meeting:

• Was the student enrolled in distance learning or homeschool last school year? 

  • If yes, did they make progress on their IEP goals? 

  • If yes, did they pass their classes? (secondary)

  • If no, how did the student do during any remote learning time periods last year? 

• Is the student able to meaningfully participate in services virtually?

• ​​Secondary Students: Is the student on track to graduate? 

Service delivery decisions need to be made on an individual basis and based on the data available. Some services may need to be provided in-person within a mainstream building or alternate, neutral location. 

For any in-person services, try to group students as much as possible to maximize available resources and prevent the student from  having big gaps in their day. 

Amendment Paperwork

Complete amendment paperwork in alignment with procedure.

LRE Statement in IEP

The LRE, regardless of setting, always has the same three considerations: 

1. Where instruction will take place: Specialized instruction can be provided in a variety of formats, including online

2. What the student will be missing: The specific classes and activities that the student will not participate in so that they may receive their specialized instruction

3. Why this is the student’s LRE: The explanation needs to be more specific than, “Because his skills are discrepant from peers, Johnny will receive…" Thorough rationales explain the features of specialized instruction that (1) are necessary for the student and (2) cannot be reasonably offered in a less restrictive setting.

Example statement: "A team decision was made at Annie’s annual IEP meeting that Annie will be receiving home-based services virtually. This is due to the current COVID 19 Pandemic and the associated risks. Annie has a significant health history, with frequent hospitalizations. She will also be having upcoming surgeries this winter and spring. This will be in effect for one year from the date of this IEP. Within one year, the IEP team will need to meet to determine Annie’s Least Restrictive Environment (LRE). She can return to school earlier than this one year date if determined appropriate by the IEP team. This current IEP reflects Annie's current home-based services.

While in home-based learning, Annie will not participate in the following activities: All In person learning in a school setting. Annie will miss general education reading, mathematics, science, social studies and specials.  Her home-based services will be special education reading, writing, mathematics, related services of Speech and DAPE with teams providing indirect service including virtual consultation and virtual access to special education morning meeting, special education language arts groups and special education mathematics groups.  Adapted materials will be sent home to access."