Inclusive Education Project

What do we mean when we say LRE or Least Restrictive Environment. I often see school districts focus solely on the place without discussing the full dynamics of a program and the demographic - what is LRE for one student will not automatically be LRE for another just because of the place.

Let’s talk about some of the most common mistakes school districts or schools make with be the IEP Process:

1. Pressuring a parent to consent to something they do not fully understand, have not had time to digest or do not agree with.
2. Relying on subjective options instead of concrete data.
3. Predetermination of eligibility, services or placement. Deciding before an IEP meeting, failing to discuss or analyze with the full IEP team.
4. Offering non-measurable or vague goals, accommodations or services. Not creating SMART goals.
5. Not documenting all support being provided in the IEP.
6. Failing to Assess at FIRST sign of suspicion of a disability, delaying the request or referral with SST or 504 meetings.
7. Failure to fully implement the IEP
8. Failing to assess in all areas of suspected disabilities or need.
9. “We don’t do that here” or “we’ve always done it this way” mentality.
10. Excluding Parents from team discussions or the IEP process.

Let’s discuss 10 of the most COMMON mistakes parents make while going through the IEP process. PARENTS - do not blame yourself for what you don’t or didn’t know - it is the Districts obligation to ensure you are informed and understand your rights.

Let’s get into it:
1. Signing the IEP immediately due to pressure; allowing the team to pressure to sign day of instead of taking the IEP home to digest, discuss and request changes as necessary
2. Not putting requests in writing - especially assessment or IEP requests. A school is supposed to help you put requests in writing but to make sure it gets done, start with the request in writing.
3. Not insisting on an IEP assessment IMMEDIATELY, allowing a school to delay or wait for an SST or 504 meeting.
4. Relying on emotion only instead of data. Allowing frustrating to dictate the meeting instead of bringing (or requesting) concrete data to support needs.
5. Requesting services without accompanying goals.
6. Failing to get everything in writing. Specific details, accommodations, any support being provided should be written into the IEP (and not just the notes).
7. Accepting vague, non-measurable goals (and accommodations) - SMART goals.
8. Accepting the same goals year after year without modifying services and supports.
9. Focusing on BEST instead of what is APPROPRIATE (legal standard is a Free Appropriate Public Education - FAPE).
10. Waiting for a major problem to arise to act, only communicating or escalating issues when there is a big problem rather than engaging in consistent, proactive monitoring. Not requesting IEP meetings throughout the year and waiting only for the annual.

As the school year winds down, this is a critical window for families and educators. If there’s anything you’ve been meaning to put in motion before summer, now is the time to act. Planning ahead is essential, and school districts operate on fixed timelines, leaving limited flexibility for scheduling assessments and services. In today’s episode, we’re diving into the challenges many families face in kindergarten and transitional kindergarten classrooms when it comes to getting students evaluated and connected with the support they need. Tune in as we break it down and share what you should know.