District 100 Knowledge Base (Admin and Clerical)

    Consideration for More Restrictive Placement

    Consideration for More Restrictive Placement 
    Updated 8/27/2026

    This is for students that already have an IEP.
    1. 1

      Review Student Data

      These guidelines outline the process for when a student team considers moving a student to a more restrictive district-level program. It should be noted that these guidelines are outlined for the purpose of establishing a standard operating procedure, and should not interfere with situations that are beyond the scope of the IEP team.

      Step 1: Review Student Data

      The case manager and service providers review available data, including:

      • Progress toward IEP goals

      • Academic and functional performance

      • Behavioral data and intervention outcomes

      • Attendance and participation data

      • Related service information

      • Parent input




    2. 2

      Step 2 a: Collaborate with Building Administrators 2b: Schedule Team Concerns Meeting with Parents

      Step 2 a: The case manager consults with the LEA to discuss concerns and review student data.  Prior to considering a more restrictive placement, the team should:

      • Review and adjust current accommodations and modifications

      • Ensure that the accommodations and modifications are fully implemented across school settings 

      • Review/adjust current special education services and increase if necessary

      • Implement evidence-based interventions and provide specific data

      • Review and revise behavior supports, if applicable

      • Document the fidelity and effectiveness of interventions for 6-8 weeks

      Step 2b

      Schedule an IEP team meeting with the parents to discuss current concerns and formally amend the IEP with the support strategies identified in Step 2a. During this meeting, the team should:

      • Explain the new supports being implemented and clarify that their effectiveness will be monitored for 6 to 8 weeks.

      • Advise the parents that if the student does not show sufficient progress under these new interventions, the team may need to consider the full continuum of educational environments available to the individual.





    3. 3

      Step 3: Collaborate with Special Education Supervisor

      If the changes implemented in Step 2a result in improved performance, continue with the implementation of these changes. If there is no performance improvement after a 6–8 week trial of the Step 2a recommendations, the LEA should consult the Special Education Supervisor to schedule a data review meeting with the team. Please bring data (Step1) from the implemented changes.

    4. 4

      Step 4: Determine Need for IEP Team Meeting, Schedule with Parents

      If data indicates the student is not making progress despite increased support, an IEP meeting is scheduled to review the student's needs and consider placement options. Prior to this  meeting, work with the special education supervisor to decide if a new IEP should be drafted or is the revision can be done through an amendment at the meeting.

      During the IEP meeting, the team should:

      • Create NOC for review/revise IEP. It CANNOT indicate a change of placement on the Notice of Conference in in the section marked "Other."

      • Review all relevant evaluation and/or progress data considering individualized needs. 

      • Discuss the continuum of placement options and least restrictive environment (LRE).

      • Review the draft of the new IEP with an annual review date of today, OR create an amendment making the necessary changes.  

      • Document the rationale for any proposed placement change throughout the IEP including present levels, additional notes, and other sections of the IEP as necessary. 

      • Have the parent sign the Notice of Conference Recommendations.



    5. 5

      Transition and Monitor

      If a placement change is implemented:

      • Develop a transition plan, as appropriate.

      • Special Education Administration processes the change of placement.

      • Communicate expectations and support for student with staff and families.

      • Monitor student progress and adjustment.

      • Review effectiveness of the placement through ongoing data collection.