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Like driving along a road, you go where you need to go. When your needs change so does your destination. A student's placement should be individualized for their needs and change as the students needs and skills change.

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Supplemental aids and services are meant to create supports that allow the success of students within their Least Restrictive Environment. Like a lunch box, those services go with the child to support in each of their environments. A lunch box is used to take food to the place you plan to eat it. It doesn't have to be in a cafeteria or at home. Supp. aids and services can support the child in a variety of different locations.

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Decisions made for a students placement should involve all members of the IEP team. Teachers, admin, families, and the student (if appropriate for their age and ability). I chose a puzzle for this analogy. Specifically, a puzzle being put together by multiple people. Each person wants to see the picture and are working together to make it happen. This is the hope for all IEP meetings overall, but specifically for placement determination.

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Identifying a problem within a team is challenging. It takes collaboration, time, and is often complex. The magnifying glass represents the effort it takes to find the problem and identify it. Yet, it is the most important step in solving problems.

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Solving the problem once identified requires the participation of the whole group. This is often called "brainstorming." Many ideas are generated, combined, and then shared for the whole group.

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Implementing a solution requires detailed planning. Roles must be assigned, deadlines determined, and expectations made for the outcome of the solution. I chose a checklist to show that there are multiple steps and each needs to be addressed explicitly for the solution to have opportunity for success.