The site determination (i.e., the particular school or type of classroom listed on a student’s IEP) is separate from but related to the student’s IEP placement. School districts will often concentrate a program or type of classroom for students with lower-incidence disabilities or needs at one or more school sites to serve students from across the district or regions of the district. To illustrate, one district may choose to create classrooms designed to serve the needs of children with severe or profound cognitive impairments at a few schools spread throughout the district. While allocating resources in this manner is allowable, a student should generally be assigned to a school as close as possible to the student’s home and should be educated in the school the student would attend if non-disabled unless the IEP requires some other arrangement.1 Site determination procedures require that students in special education “be placed in programs on the basis of their unique special education needs, not as a result of their particular disabling condition.”2 Furthermore, the LEA cannot base the placement or site determination either on its particular “special education delivery system or on the availability of related services.”3 For example, a school district should not place all students with Emotional Disturbance in the district’s alternative school for expelled students because that is the site where the district has chosen to place all of its social work and counseling services. Instead, the district should work to ensure those commonly needed services are available at schools throughout the district so students can go to the school in their zone of attendance.