selma unified school district special...

SELMA UNIFIED

SCHOOL DISTRICT

SPECIAL CIRCUMSTANCE INSTRUCTIONAL

ASSISTANCE (SCIA)

GUIDELINES

January 2015

August 7, 2015 SUSD SCIA Guidelines 1

ACKNOWLEDGEMENTS

Thanks to San Mateo County Office of Education, Imperial County SELPA and Folsom Cordova Unified School District for their work in developing this document.


TABLE OF CONTENTS

Introduction Instructions First Consideration of Need for SCIA Page 4 Review of Need Page 4 Areas of Need Page 4-5 IEP Documentation Page 6 Evaluation, Monitoring and Fostering Independence Page 6 Decision Tree for Need for SCIA – Flow Chart Page 7 Documentation - Forms SCIA Process Checklist Page 9 Pre-Referral Activities Checklist Page 10-12 SCIA Required Documentation – by Area of Need Page 13 Student Needs for Additional Support Rubric Page 14 School Day Description and Assistance Needed Page 15 Summary of Evaluation for Additional Support Page 16 SCIA Request Form Page 17 Data Collection Tools - Forms Instruction Rating Page 19-20

IEP Goals and Objectives Charting Page 21 Task Analysis Data Page 22 At the IEP List of Items to be Addressed at the Meeting Page 24 Sample IEP Page Page 25 Plan for Fostering Independence Techniques to Promote Independence Page 27-28 Team Meetings Page 29 Guidelines for Planning to Foster Independence in the IEP Page 29 Roles and Responsibilities of the SCIA

Roles and Responsibilities of the SCIA Page 31 Support for Fostering Independence Page 31

Data Collection on Behavior/Goals and Objectives Page 31 Communication Page 32 Legal Issues and Confidentiality Page 32 Instructional Assistant SUSD Job Descriptions Page 33-34

Reports

Student Evaluation Form – Blank form Page 36-37 Student Evaluation Form – Sample with narrative Page 38-42


SELMA UNIFIED SCHOOL DISTRICT

SPECIAL CIRCUMSTANCE INSTRUCTIONAL ASSISTANCE

(SCIA)

INTRODUCTION

By law, special education and related services to students with disabilities must be provided in

the “least restrictive environment.” When an IEP Team is considering special circumstance

instructional assistance support for a student, all aspects of the student’s program must be

considered, with the intent of maximizing student independence. The IEP Team is responsible

for the design of the student’s program and designating personnel to implement the program.

The classified staff person(s) providing the additional instructional assistance will work under

the direction of certificated staff. IEP Teams need to do a careful analysis to ensure that the

IEP offers a free appropriate public education (FAPE) in the least restrictive environment (LRE)

when addressing the need for a SCIA.

First and foremost, the goal for any student with a disability is to encourage, promote, and

maximize independence; therefore, other options should be considered before assigning a

SCIA to a student. If not carefully monitored, special circumstance assistance can easily and

unintentionally foster dependence. A student’s total educational program must be carefully

evaluated to determine where support is indicated. Natural support and existing staff support

should be used whenever possible to promote the least restrictive environment.


SELMA UNIFIED

INSTRUCTIONS FIRST CONSIDERATION OF A NEED FOR SCIA

When the members of the IEP team are considering the need for a SCIA, there are a variety of tools which can be used prior to the IEP. Using these tools, the team should be able to identify the specific activities and times for which additional assistance is required. (See flowchart on page 7.) Prior to considering SCIA support, there should be evidence of visual schedules or planners if the student is having difficulty with transitions from structured to unstructured activities. There are some instances in which the need for SCIA support can be determined using existing data in the context of an IEP meeting. Most often, it is anticipated that an Assessment Plan will need to be developed in order to collect necessary data to bring to the IEP team. If the decision is to provide SCIA support, it is written into the IEP with specific goals. Monitoring strategies, independence strategies and review dates (three months suggested). The SCIA must be documented on the Services Section of the IEP as Intensive Individual Services. If the student does not need individual SCIA support, the IEP team can document in the Notes section of the IEP. REVIEW OF NEED At regular intervals as specified by the IEP team, designated members should use the tools to collect data about whether the level of assistance continues to be needed. As the student’s level of independence or ability to use natural supports increases, behavior improves or the make-up of the class changes, the assistance should be faded. AREAS OF NEED It is important that the team consider which type of assistance listed below is needed in order to determine if the student needs assistance from a SCIA with a particular activity and to estimate the amount of time that will be needed. Page 14 provides a rubric for the areas listed below.

1. Personal Care

a. Self help and bathroom needs: If a student needs assistance with toileting or other self-help skills, the team should note the times and duration for this activity. This should only be for brief periods during the day.

b. Assistance during snack or lunch: If the student requires assistance with feeding, etc., note the type of assistance needed and note the times and duration required. Encourage reliance on peer helpers (with supervision) or other natural supports as much as possible for getting out food, opening containers, etc.

c. Any requirements necessitated by a Health Care Plan or Emergency Health Care Plan would be defined by the school nurse.


2. Behavior

a. Due to behavior challenges, some students may need intensive support from a SCIA in order to assist classroom staff in implementing a Positive Behavior Support Plan and/or Behavior Intervention Plan.

b. A SCIA may be needed for a brief period to collect data while regular classroom staff are implementing a Positive Behavior Support Plan.

3. Instruction

a. Curriculum adaptations: Discussion about the need for adaptations/modifications of the curriculum should be done under the direction of the teacher. Most students will require no more than 1-1½ hours daily for curriculum adaptation. Materials preparation does not need to be done in the classroom or in the physical presence of the teacher. Adult volunteers and parents may perform some of these activities. Classroom interventions and strategies should be utilized before SCIA services are considered.

b. Instructional support: Sometimes classroom staff needs assistance in supporting a student in staying on-task or providing follow-up instruction. This should be faded as soon as schedules and/or behavior supports are put into place.

4. Inclusion

a. Recess or other activities: Assistance may be necessary if there are safety concerns with the student. It may also be needed when staff is attempting to facilitate social interactions with peers. Care should be taken that the development of natural peer supports and/or use of existing resources are the goals of the extra assistant, otherwise the adult may become the student’s sole recess companion.

b. Assistance with transitions: If a student has difficulty transitioning from classroom to playground, playground to classroom, or between activities, extra support may need to be available to help. When needed, the team should indicate type(s) of transition(s) as well as time of day and duration.

c. Assistance with classroom centers or other activities: If there is a particular activity or time of day which is difficult for the student to access, classroom interventions services and supports must be implemented, documented and data analysis completed prior to requesting extra help. When needed, the team should specify activity, time of day and duration.


IEP DOCUMENTATION

1. If the IEP team agrees that SCIA support is needed for a particular student, it will be

noted on the Services Page of the IEP as Intensive Individual Services. Specify areas of need. If more detail is needed, describe on the Notes pages of the IEP.

2. Extra paraprofessional support provided to a teacher to assist in managing a whole

class not specific to any one child’s needs may be also noted on the Services Page in the Supplementary Aids and Services.

3. For each area in which SCIA support is being provided due to lack of skill or independence, the IEP team should write a goal. Some areas, such as health/personal care needs may not be appropriate for goals. These supports should be noted on the Services Page of the IEP.

4. If additional SCIA support is required as a result of a child’s behavioral difficulties, the

child’s IEP should include a Positive Behavioral Support Plan or Behavior Intervention Plan.

5. For areas in which increase independence is possible, note the means for evaluating

where the SCIA support continues to be needed on the Notes pages. In these cases, write a systematic plan to address how the support will be monitored and decreased, as the independence increases.

6. When a SCIA is provided to assist a child on a short-term basis (i.e., transition to a new program), the written plan should specify the level of independence to be achieved before the SCIA service is decreased/removed, or a date when the SCIA will be discontinued.

EVALUATION, MONITORING AND INDEPENDENCE ACQUISITION

The student’s Case Manager is responsible for monitoring and fading of the SCIA. When it is appropriate to begin fading SCIA support, the Case Manager will meet with the IEP team to develop a fading plan that is included in the student’s IEP. It is the responsibility of the Case Manager to develop the written fading plan, supervise the SCIA and develop a system for data collection. The Case Manager will review the data and provide the SCIA with strategies for fading and promoting increased student independence and goal attainment. The Case Manager should meet at periods specified in the plan with selected members of the IEP team to review the data, make adjustments to the plan, if needed, and determine when criteria for fading have been met. Major changes to the plan would require an IEP Review or Addendum. If there is a goal which reflects the area in which SCIA support is being provided, then data collection on progress toward that goal will be sufficient.


DECISION TREE FOR NEED FOR SCIA

INITIAL DETERMINATION

Areas of focus have been identified by

IEP Team and pre-referral intervention

have been documented

IEP

IEP determines areas of need:

Personal Care, Behavior, Instruction, Inclusion

IEP Team reviews assessment data

and determines need for SCIA

IEP team should specify supports,

accommodations/modifications

Documentation on SELPA forms completed

and submitted to Director of Pupil Services.

Do we want Director to submit request to

Assistant Superintendent of Personnel?

Hold IEP & Include:

Goals/objectives and/or BSP

Accommodations/modifications related to identified areas of need on IEP

Independence/FADE Plan

Data

supports

SCIA Data does

not

support

SCIA

Ongoing monitoring—plan for reducing SCIA

support is specified on IEP

SCIA Assessment included in every Triennial

YES NO

Interim IA

Support allocated

according to district

procedures for safety

and health while

assessment is being

conducted


DOCUMENTATION


SELMA UNIFIED

SCIA PROCESS CHECKLIST

Student Last Name, First Name DOB Age

School Program Grade

Teacher Case Mgr Report Date

For all initial referrals for Special Circumstances Instructional Assistance, please complete by

following checklist to ensure all steps are included. Attach all appropriate documentation as

noted.

Date Completed

Task

__/___/___ 1. Pre-Referral Activities Checklist (See )

___/___/__

2. Site Administrator/administrative designee notifies district special

education administrator when there has been a request of consideration of Special Circumstance Instructional Assistance (SCIA). Include the following information:

a. Who made the request or suggestion? b. Justification for consideration of extra support

___/___/___

3. Observational evaluation is initiated by the identified team members (See guidelines for need for signed consent for assessment)

___/___/___

4. Observational evaluation and summary of additional support is completed

___/___/___

5. Review team is convened to discuss the results of the observational evaluation including possible duration and hours of additional support.

___/___/___

6. IEP meeting is convened. School administrator or designee must be in attendance. If it is determined that a SCIA is necessary, the SCIA Request Form must be completed immediately after the meeting.

___/___/___

7. If the decision is to provide SCIA support, it is written into the IEP with specific goals and objectives, monitoring strategies, independence facilitation strategies and review dates (three months suggested). A goal and objective is written for the student. (Attach appropriate goals and updates).

___/___/___

8. Parent is informed of the staffing process that will be followed.

___/___/___

9. A complete copy of the services page of the IEP is sent to the Director of Pupil Services for signature and further processing.

Principal/Designee:______________________________

Team member completing form:____________________


SELMA UNIFIED PRE-REFERRAL ACTIVITIES

CHECKLIST OF ENVIRONMENTAL SUPPORTS


School Disability Grade

Checklist prepared by Case Mgr Report Date

A. Classroom schedule Is there a posted classroom schedule?

*Yes (answer questions below) No 1. The schedule is

Daily Weekly Other 2. The following elements are included in the classroom schedule (check all

that apply)

Times Activities Staff names Students Locations *Attach a sample of the classroom schedule

Suggestions / Next Steps:

B. Schedule for individual student Is there an individual student schedule?

**Yes (answer questions below) No 1. Student uses the following format for individualized schedule

Object Icon Photograph Word Picture Planner

Computerized homework assignment

________________ ___________________ 2. Student ability to follow the schedule:

Independent With physical prompts With indirect verbal

With direct verbal prompts Inconsistent 3. Student use of the schedule

Student carries schedule Student uses transition cards

Student goes to schedule board Inconsistent

Teacher carries and shows the schedule _________________ 4. Room is arranged with structure to correlate with tasks on schedule (check

all that apply)

Areas for one-to-one work Area for independent work

Area for group work Area for leisure Not applicable **Attach sample individual schedule



Student_________________________ PRE-REFERRAL CHECKLIST Page 2

C. Curriculum and instruction 1. Are materials and activities differentiated for student’s:

Chronological age? (describe)

Ability level? (describe)

Interest level? (describe) 2. Check the curricular domains included in the student’s program:

Communication Pre-vocational/vocational Self-care

Domestic skills Recreation/leisure Academics

Motor skills/mobility Other __________________ 3. List equipment or devices used/available that may relate to the need for assistance (may be low incidence equipment or assistive technology device): 4. Describe an activity which is challenging for the student. If appropriate, attach a sample task analysis form used for a challenging activity with the student.


D. Behavior Support Are there problem behavior(s) interfering with learning of self or others?

Yes (answer questions below) No

Brief description of problem behavior(2)

Where behavior(s) typically occur

When behavior(2) typically occur 1. Student has a Positive Behavior Support Plan/Behavior Intervention

Plan:

***Yes (answer questions below) No

2. Behavior Plan is based on a Functional Behavior Assessment or Functional Assessment Checklist for Teachers/Student (FACTS):

Yes No In Process Need to Initiate

3. How effective is the plan in addressing the student’s needs?

Very Moderately Mildly Not at all

4. Describe anticipated level of support to implement plan (i.e., frequency of reinforcement, prompting, redirections):

5. What supports exist for implementing the plan? (i.e., self-monitoring,

other adults): ***Attach Behavior Intervention Plan



Student_________________________ PRE-REFERRAL CHECKLIST Page 3

E. Current data systems and collection of data: Are there current data on each IEP objective and/or Behavior Plan?

****Yes (answer questions below) No 6. Data records include:

Date Task Level of progress

Level of independence (prompting needed) 7. Data are collected:

Daily Weekly Monthly Other_______________ ______Amount of time data collected _____Number of settings data collected

8. Data are summarized:

Graphed Written narrative Other_________________ ****Attach sample data collection sheet


F. Planning team meetings: Are team meetings held? (formal or or informal meetings to problem solve):

*****Yes (answer questions below) No 1. Meetings are held:

Daily Weekly Bi-weekly Monthly As needed 2. Meetings include:

Parent(s) Specialists Special education teacher

General education teacher Other___________________ *****Attach team meeting format


G. Explanation of settings where supports may be needed (i.e., classroom, playground, lunch room, passing times, locker room): Describe existing accommodations/modifications: Describe or attach diagram of the setting (i.e., furniture, small group instruction area, and/or equipment of the classroom or other setting:


H. Check and describe other supports currently provided:

Training for instructional staff ______________________Date______

Consultation for the classroom staff _________________Date______

In-classroom coaching ___________________________Date______

Other ________________________________________Date______


Please summarize from this form components that need to be developed/implemented and/or where further training/consultation/coaching may be needed before considering need for additional adult support (see notes in “suggestions/next steps” column.)


SELMA UNIFIED

SCIA REQUIRED DOCUMENTATION BY AREA OF NEED




Pre-Referral Activities Checklist Completed

PERSONAL CARE BEHAVIOR

Required

SCIA Rubric – Health/Personal Care Section Only

Student Schedule Health Records: as needed Specialized health care plan School Day Analysis

SCIA Rubric Student Schedule Psycho-Educational Reports Goals: Progress Reports Academic progress assessments * SW Expectations Retaught Check-In/Check-Out FACTS/Behavior Intervention Plan Review BIP Behavioral Data Discipline Referrals School Day Analysis*

*Optional

INSTRUCTION INCLUSION (Social interaction)

Required

SCIA Rubric Student Schedule Psycho-Educational Reports Goals: Progress Reports Academic progress assessments School Day Analysis

Required

SCIA Rubric Student Schedule Psycho-Educational Reports Goals: Progress Reports Academic progress assessments SW Expectations Retaught Check-In/Check-Out FACTS/Behavior Intervention Plan Review BIP Behavioral Data Discipline Referrals Health Records School Day Analysis


SELMA UNIFIED

STUDENT NEEDS FOR ADDITIONAL SUPPORT (SCIA) RUBRIC



Disability Case Mgr Report Date

Select the number that best describes the student in each rubric category that is appropriate.

Personal Care/Rating Behavior/Rating Instruction/Rating Inclusion/Mainstreaming/Rating

0

General good health. No specialized health care procedure, medications taken, or time for health care. Independently maintains all “age appropriate” personal care.

Follows adult directions without frequent prompts or close supervision. Handles change and redirection. Usually gets along with peers and adults. Seeks out friends.

Participates fully in whole class instruction. Stays on task during typical instruction activity. Follows direction with few to no additional prompts.

Participates in some core curriculum within general education class and requires few modifications. Can find classroom. Usually socializes well with peers.

1

Needs reminders to complete “age appropriate” personal care activities. Ten (10) minutes or less

Follows adult directions but occasionally requires additional prompts. Occasional difficulty with peers or adults. Does not always seek out friends but plays if invited.

Participates in groups at instructional level but may require additional prompts, cues, or reinforcement. Requires reminders to stay on task, follow directions and to remain engaged in learning.

Participates with modification and accommodation. Needs occasional reminders of room and schedule. Requires some additional support to finish work and be responsible. Needs some social cueing to interact with peers appropriately.

2

Requires reminders and additional prompts or limited hands on assistance for washing hands, using bathroom, wiping mouth, shoes, buttons, zippers, etc. Occasional toileting accidents. Ten to 15 minutes daily.

Has problems following directions and behaving appropriately. Can be managed adequately with a classroom behavior management plan, but unable to experience much success without an individual behavior chart, checklist and behavior goal.

Cannot always participate in whole class instruction. Requires smaller groups and frequent verbal prompts, cues, or reinforcement. On task about 50% of the time with support. Requires more verbal prompts to follow directions.

Participate with visual supervision and occasional verbal prompts. Requires visual shadowing to get to class. Needs modifications and modifications to benefit from class activities. Regular socialization may require adult facilitation.

3

Limited mobility. Physical limitations requiring assistance (stander, walker, gait trainer or wheelchair). Special food preparation or feeding. Health related interventions 15-45 minutes daily. Frequent physical prompts and direction assistance for personal care. Food preparation required regularly. Requires toilet schedule, training, direct help, diapering.

Has behavior problems almost daily. Defiant and/or prompt to physical aggression. Requires a Behavior Intervention Plan (BIP) and behavior goals and objectives on the IEP. Has BIP but requires close visual supervision to implement BIP. Medication for ADD/ADHD or other behaviors.

Difficulty to participate in large group. Requires low student staff ratio, close adult proximity and prompts including physical assistance to stay on task. Primarily complies only with SCIA directions and monitoring. Cognitive abilities and skills likely require modifications not typical for class as a whole. Needs Discrete Trial, ABA, Structured Teaching, PECS. Requires signing over 80% of the time.

Participation may require additional staff for direction instruction and behavioral support. Requires direct supervision going to and from class. Always requires modifications and accommodations for class work. Requires adult to facilitate social interaction with peers.

4

Requires positioning or bracing multiple times daily. Health related interventions 45 minutes daily. Direct assistance with most personal care. Requires two-person lift. Direct SCIA assistance 45 or more minutes daily.

Serious behavior problems with potential for injury to self and others, runs away, aggressive on a daily basis. Functional Behavior Assessment (FBA) has been completed and the student has a well-developed BIP, which must be implemented to allow the student to safely attend school. Staff has been trained in the management of assaultive behaviors (NCPI, TCI, etc.)

Cannot participate in group without SCIA support. Requires constant verbal and physical prompting to stay on task and follow directions. Regularly requires specific 1:1 instructional strategies to benefit from the IEP. Cognitive abilities and skills require significant accommodation and modification not typical for the class group.

Always requires 1:1 staff in close proximity for direct instruction, safety, mobility or behavior monitoring. Requires SCIA assistance to go to and from class 80% of the time. Requires adult to facilitate social interaction with peers and remain in close proximity at all time.


SELMA UNIFIED SCHOOL DAY DESCRIPTION AND ASSISTANCE NEEDED




Please describe the school day, the assistance now provided, and the assistance needed. Time Activity Behavior

Exhibited Current Support Provided

By Whom Additional Support Needed and Type of Support


SELMA UNIFIED

SUMMARY OF EVALUATION FOR ADDITIONAL SUPPORT




Check the areas of intensive need that might indicate additional instructional assistant support.

Personal Care Behavior Instruction Inclusion/Mainstreaming

Specialized health plan

Food preparation

Diaper changing

Feeding-full support

Lifting/Transfers

Other:____________

Behavior plan in place

Physically aggressive weekly

Non-compliant in class

Runs away daily

Runs away weekly

Mental health client

Other:___________

Discrete Trial/ABA

Physical prompts

Task__Rate__

Verbal prompts Task__Rate__

Gestural Prompts

Task__Rate__

Structured teaching

Assistive technology

PECs

Signing

Other:_________

Direct adult instruction

Physical positioning /support

Safety supervision 80%+

Close visual supervision 80%+

Other:______________

Describe EACH area of intensive need marked above and indicate if there is an IEP

goal/objective written to address the area. Use additional paper if needed to describe all

needs.

Describe interventions used to support referred student in EACH of the areas marked above. Provide

data that documents the prior success or failure of interventions and complete attached rubric. Include

a school day description and description of assistance needed.


SELMA UNIFIED SCIA REQUEST FORM

Student Last Name, First Name School

DOB Grade Teacher

Student’s Hours of Attendance Case Manager

Date of IEP Date of Request

Form to be submitted within 48-hours of the IEP

Specifics of request:

IA Name, if known

Payroll Budget Code:

IA Range: 10 12 Primary SCIA responsibilities:

SCIA FTE

SCIA Work days Describe plan to reduce SCIA needs as student gains

independence: SCIA Hours

Describe specifics of the position requested (include hours needed, Level 10-14, days and times,

primary responsibilities):

Describe specifics of the position requested (include hours needed, Level 10-14, days and times,

primary responsibilities):

Describe justification for this service, including IEP Goals related to independence in area of need:

Present this REQUEST FORM with the documentation, below, to Program Specialist:

Copy of Prior Written Notice

Copy of IEP Notes pages

Copy of IEP offer of FAPE

Copy of IEP Signature page

Completed SCIA Process Checklist and ALL accompanying documentation/forms

Required Signatures:

Case Manager/Date Principal/Date

Program Specialist/Date Board Approval/Date


DATA COLLECTION TOOLS


SELMA UNIFIED INSTRUCTION RATING




Area of Instruction Explanation Participates fully in whole class instruction.

Stays on task during typical instruction activity.

Follows direction with few to no additional prompts.

Participates in groups at instructional level buy may require additional prompts, cues, or reinforcement.

Requires reminders to stay on task, follow directions, and to remain engaged in learning.

Cannot always participate in whole class instruction.

Requires smaller groups and frequent verbal prompts, cues, or reinforcement.

On task about 50% of the time with support.

Difficult to participate in a large group.


SELMA UNIFIED INSTRUCTION RATING

Student Name_____________________________________ Page 2

Area of Instruction Explanation Requires low student staff ratio, close adult proximity and prompts including physical assistance to stay on task.

Primarily complies only with 1:1 directions and monitoring.

Cognitive abilities and skills likely require modifications not typical for class as a whole.

Needs Discrete Trial, ABA, Structured Teaching, PECS, other

Requires signing over 80% of the time.

Cannot participate in group without constant 1:1 support.

Requires constant verbal and physical prompting to stay on task and follow directions.

Regularly requires specific 1:1 instructional strategies to benefit from the IEP.

Cognitive abilities and skills require significant accommodation and modification not typical for the class group.


SELMA UNIFIED

IEP GOALS AND OBJECTIVES CHARTING

Student:_________________________________

Learning Activity:_________________________

Dates:

GOALS/OBJECTIVES

Initials

Levels of Assistance

5 = Independent

4 = Gesture/Non Verbal Cue

3 = Verbal Cue

2 = Model

1 = Physical Prompt

-- = Not Applicable

Comments:


SELMA UNIFIED TASK ANALYSIS DATA

Student:__________________________

Learning Activity:__________________

Dates:

TASKS:

SCORE

Initials

Levels of Assistance

5 = Independent

4 = Gesture/Non Verbal Cue

3 = Verbal Cue

2 = Model

1 = Physical Prompt

-- = Not Applicable

Comments:

Environmental Setting Location, Peer Grouping, Specific Data

Unusual Situations


AT THE IEP


SPECIAL CIRCUMSTANCE INSTRUCTIONAL ASSISTANCE LIST OF ITEMS TO BE ADDRESSED AT THE IEP MEETING

Below is a list of issues that should be considered at the IEP meeting. Discussion of these

items could facilitate creative ways to combine district and county staff and resources in order

to meet student needs.

1. Address the SCIA philosophy, which indicates that too much support can become more disabling to a student and that staff should always work toward student independence.

2. Review and discuss the results of the observational evaluation.

3. Look at options related to more effective use of existing staff, rather than adding an SCIA. Discuss exactly how much individual assistance the student needs and who might be able to assist the student at a “high need” time. Consider natural supports.

4. Review the behavior management plan. Discuss whether a full functional analysis assessment and/or behavior intervention plan might be necessary.

5. Consider district resources and staff to meet the need.

6. Look toward additional materials or resources that might decrease need for additional staff.

7. Use the rubric and/or checklist to assist the team in quantifying the severity of student need.

8. Discuss specifically where and when additional assistance is needed, and if part-time SCIA, rather than full time.

9. Discuss plan for fading the extra support to maximize student independence.


PLAN FOR FOSTERING

INDEPENDENCE


TECHNIQUES TO PROMOTE INDEPENDENCE

1. Watch before assisting. Can the student ask for help from teacher or peer? Can the student problem solve on his or her own? What amount of time passes before frustration?

2. Give the student extra time to process and respond before assisting.

3. Have high expectations as to what the student understands or can do independently.

4. Provide consistent classroom schedule (posted, visual, at desk if needed, reinforcement periods included). Teach student how to use it.

5. Start with the least intrusive prompts to get student to respond:

a. Gestural, hand or facial signals b. Timer c. Verbal d. Light physical e. Hand over hand

6. Prompt, then back away to allow independent time.

7. Use strengths and weakness, likes and dislikes to motivate student participation and interest.

8. Model; guide (watch and assist); check (leave and check back).

9. Teach independence skills (raising hand, asking for help, modeling other students).

10. Praise for independent attempts.

11. Direct the student to answer to the teacher.

12. Prompt the student to listen to the teacher’s instructions. Repeat only when necessary.

13. Encourage age appropriate work habits. See what other students are doing.

14. Be aware of proximity. Sit with the student only when necessary.

15. Encourage peer assistance and partnering. Teach peers how to help, not enable.

16. Utilize self-monitoring checklists for student.

17. Color code materials to assist with organization.

18. Use transition objects to help student anticipate/complete transition (i.e., head phones for listening center).

19. Break big tasks into steps.

20. Use backward chaining (i.e., leave the last portion of a cutting task for the student, and then gradually lengthen the task).


21. Assist in encouraging a means for independent communication (i.e., PECS).

22. Provide positive feedback (be specific to the situation).

23. Ask facilitative questions (“What comes next?” “What are other students doing?” What does the schedule say?” “What did the teacher say?”).

24. Provide student with choices.

25. Maintain a log to track independence and need for assistance. Ask Case Manager for data collection sheets to record increasing independence.

26. Establish teacher/aide signal for when the aide should intervene. General rule of thumb: Teacher should prompt up to three times before SCIA steps in.

27. Make sure that class perceives you are there to help all of them, not just one student.

28. Find alternate tasks as student independence increases.


TEAM MEETINGS (TO FACILITATE/SUPPORT STUDENT’S INCREASED INDEPENDENCE)

The Case Manager, teacher, parent(s) and others involved with the student should meet on a regular basis to evaluate student progress and need for a SCIA. The SCIA should be given encouragement, strategies and support for encouraging student independence and stepping back as possible. If a SCIA is having difficulty “letting go,” it may be necessary to rotate the SCIA to another classroom.

GUIDELINES FOR PLANNING FOR INCREASED STUDENT INDEPENDENCE IN THE IEP

Develop goals and objectives that contain reduced levels of support and prompting to be used as measures of need for SCIA.

Include specific plan for reinforcement of Positive Behavior Support Plan.

Specify accommodations/modifications to be provided as needed or as requested by student.

Indicate specific activities and/or time for SCIA on the Notes pages of the IEP

Specify criteria for facilitating independence measures to be used, who will review and how often in written plan for fading Notes pages of the IEP.


ROLES AND RESPONSIBILITIES

OF THE SCIA


ROLES AND RESPONSIBILITIES OF THE SCIA

Teacher

The role of a SCIA includes many aspects of daily classroom activities. When the IEP team determines that a paraprofessional is needed to assist a student for special circumstances, the SCIA is assigned and becomes a member of the classroom staff working with the student. The support to the student can be provided by any of the adults working in the class provided they receive training necessary to meet the student’s needs. The SCIA takes direction from the classroom teacher.

Support to the Student

Support to the student is defined in the IEP and through the goals and objectives. It is important for the SCIA to become familiar with the expected outcomes and to have a variety of strategies at hand to assist students in achieving their goals. In a general education classroom, both the general education teacher and the case manager will work together to develop the guidelines for the SCIA. It is the responsibility of the SCIA implement the lessons provided by the teacher/case manager and to keep the classroom teacher and/or case manager informed about the student’s progress toward goals.

Role of the Teacher/Case Manager

At all times, the classroom teacher and/or case manager are responsible for all aspects of the student’s educational program. This responsibility includes supervising the work of the SCIA, providing training, support and guidance. The classroom teacher/case manager remains responsible for having direct, regular contact with the student. Developing instructional plans, materials, strategies, etc. are the responsibility of the classroom teacher. It is not appropriate to leave a student solely under the supervision of a non-credentialed person.

SUPPORT FOR FOSTERING INDEPENDENCE

The SCIA plays a major role in supporting the independence of students. At appropriate times, the IEP team members will determine that it is necessary to ensure that supports are faded in order to promote student independence. The SCIA is responsible for following the plan for decreasing support as indicated in the student’s IEP.

DATA COLLECTION ON BEHAVIOR/GOALS AND OBJECTIVES

The SCIA is responsible for maintaining accurate data collection as directed by the classroom teacher/case manager.


COMMUNICATION

The SCIA is responsible for maintaining frequent and regular communication with the classroom teacher about the student. The classroom teacher has the responsibility for contact with the family and other members of the IEP team with regard to the implementation of the IEP.

LEGAL ISSUES AND CONFIDENTIALITY

A SCIA must always be working under the supervision of a credentialed staff member. The SCIA is protected by the district’s liability insurance, as long as the SCIA is carrying out duties as assigned. The classroom teacher is responsible for ensuring that the SCIA receives all breaks required by contract. SCIAs must be well aware of the important requirements for confidentiality when dealing with students with special needs. The SCIA must not to share any personal information about the student with anyone other than “employees of the district with a legitimate educational interest.” The Case Manager and/or classroom teacher should clearly instruct the SCIA as to preferences regarding communication. While a Case Manager and teacher may prefer that a SCIA communicate only daily routine information to parents, it is the responsibility of the credentialed staff member to maintain contact with families. All communication about progress, behavior, health and other concerns is kept between teacher and parent(s) only. SCIAs need to be trained in any and all appropriate strategies for working with students. This may include training about appropriate physical contact with students, crisis intervention, instructional and behavioral strategies and medical/self-help procedures. If there is a potential for emergency intervention, the SCIA must only use Non-Violent Crisis Prevention Intervention (NCPI) and Therapeutic Crisis Intervention (TCI) techniques, with appropriate training, as designated by the District. If SCIAs are assisting the licensed with supports, they must always be trained and supervised by a credentialed school nurse. District liability insurance applies as long as the SCIA is performing duties according to training. It is important that the SCIA, general education teacher, and Case Manager have regular, ongoing communication to ensure that all have the same expectations as to the role of the SCIA.


Selma Unified School District Class Specification

SPECIAL EDUCATION INSTRUCTIONAL ASSISTANT

DEFINITION

The special education instructional assistant assists the teacher in ways determined by the teacher to be useful in improving the quality of educational opportunities, including clerical duties, the supervision of pupils, and instructional tasks which, in the judgment of the teacher may be performed by a non-credentialed employee. The work need not be performed in the presence of the teacher, but the teacher retains responsibility for the instruction and supervision. The assistant shall not assign grades to pupils or give out any personal information concerning any pupil to any person other than teachers, administrators, or Special Education staff members in the school which the pupil attends.

DISTINGUISHING CHARACTERISTICS

Positions in this class are less than 8 hours. These positions are authorized only in connection with established special education classes where students have behavioral, physical, language or learning disabilities, with a wide range of ages and ability levels.

ESSENTIAL FUNCTIONS

Assists individuals or small groups of individuals with assignments under the supervision of the teacher. Prepares special teaching demonstrations using a variety of aides and techniques to reinforce skill or learning. Participates in classroom discipline or behavior management programs; consults with the teacher regarding lesson plans, work schedule and evaluation of student progress. Assists with a variety of record keeping activities, such as attendance, lunch count, and daily charts of student progress. Provides instruction in community integration skills such as safe walking and street crossing, utilization of public transportation, shopping, as well as how to interact with non-handicapped persons. Assists in monitoring a variety of tests; corrects tests and work sheets. Supervises students during mainstreaming activities with non-handicapped peers in campus activities and cross-age tutoring. Organizes work areas and assembles learning materials, study aids, art supplies, or assignment folders; assists in keeping study areas orderly; may order supplies or audio visual materials; inventories classroom supplies, books or equipment. May assist students in working with computers. Performs other duties as assigned.

QUALIFICATIONS

Successful completion of the District Instructional Assistant Proficiency Test. Knowledge of:

Correct English usage, spelling, grammar, and punctuation; games, arts and crafts, and other activities suitable for physically and mentally challenged students; the social and educational needs of physically and mentally challenged students; basic math operations; first aid practices.

Ability to:

Work effectively with a wide variety of personalities and situations requiring tact, judgment, stability, and poise; relate effectively with physically and mentally challenged students; organize and supervise students in games, play, or group activities; understand and follow oral and written instructions; keep records and write reports; correctly demonstrate sufficient strength, mobility and range of motion to arm lift 50 pounds and floor lift 50 pounds in an employee entrance evaluation.

Experience:

Experience in supervising/organizing children's activities; experiences with students in school settings are desirable but not required; experience in a classroom designed for physically and mentally challenged students is highly desirable but not required.

Education

Equivalent to the completion of the 12th grade. Courses and/or in-service in psychology, behavior modification, sensory-motor integration, language development, recreation, or related fields are highly desirable.

Revised 12/3/85; 10/20/92; 7/96


Selma Unified School District Class Specification

INSTRUCTIONAL ASSISTANT - SEVERELY EMOTIONALLY DISTURBED/SEVERELY HANDICAPPED (Range 12) DEFINITION

The special educational instructional assistant assists the teacher in ways determined by the teacher to be useful in improving the quality of educational opportunities, supervision of students, and instructional tasks which, in the judgment of the teacher, may be performed by a non-credentialed employee. The work need not be performed in the presence of the teacher, but the teacher retains responsibility for instruction and supervision. DISTINGUISHING CHARACTERISTICS Positions are less than 8 hours. These positions are authorized only in connection with established special education classes which are labeled SED or SH and where students have behavior, physical, language, or learning disabilities, with a wide range of abilities. Assistants may spend a substantial portion of their time providing intervention to students who exhibit disruptive, aggressive, depressive, and/or self-injurious behaviors associated with ED. ESSENTIAL FUNCTIONS Assists individuals or small groups with assignments under the supervision of the teacher. Prepares special teaching demonstrations, using a variety of aids and techniques to reinforce skill or learning. Participates in classroom discipline and behavior management programs. Assists with a variety of record keeping activities, such as attendance, lunch count, daily charts, recording student behavior, and other records as needed or required. Assists teacher with crisis intervention and physical restraints (as needed). Participates in crisis management and physical intervention training provided by the District and the SED team. Supervises students during mainstreaming activities, including lunch and social activities as required. Models appropriate social interaction with students and peers. Assists in contacting outside agencies. Supervises students during assigned disciplinary actions, i.e., in-house suspension, social isolation. QUALIFICATIONS Successful completion of the District Instructional Assistant Proficiency Test. Prefer experience in the care of children with physical and/or learning disabilities and/or emotional disturbances. Must obtain and maintain First Aid/CPR Certificate. Willingness to complete such training courses, in-service, or otherwise, as may be required after being hired. Knowledge and Abilities: Knowledge and awareness of children with emotional disturbances and at-risk children. Knowledge and awareness of learning handicaps. Knowledge of individual differences in children. Ability to remain calm in stressful situations. Ability to follow schedule that may change, in part, hour to hour and day to day. Ability to work effectively with a wide variety of personalities and situations requiring tact, judgment, stability, and poise. Training, Education, and Experience: Completion of 12

th grade. Willingness to complete such training courses, in-service, or otherwise, as may be required after

being hired. Courses and/or in-service in psychology, behavior modification, and other related fields desirable. Prefer experience in the care of children with learning disabilities and/or emotional disturbances. Training in crisis intervention highly desirable. OTHER CHARACTERISTICS Assistants in this program work with emotionally disturbed children ranging in age from six to eighteen years (depending on the program, i.e., elementary, intermediate, secondary), either in small groups or individually. Many of the children also have learning disabilities; processing disabilities, conduct problems, and aggressive traits (verbal and physical). Assistant must be prepared to manage whole class in crisis situations. Students require constant, consistent supervision. Ability to lift up to 50 pounds and physically restrain and control a student up to 150 pounds with assistance. Approved: 3/22/01


REPORTS


SELMA UNIFIED STUDENT EVALUATION




Reason and Purpose for Referral:

Current Goals:

Data Collection Sources for this report:

The information provided in this report came from the following sources:

Review of records

Observations of student and environments

Special Needs for Additional Support Rubric (from teacher, principal, OT)

Interviews with teacher, Principal, school nurse, parent Background:

A. School: B. Family: C. Health and Development: D. Social/Emotional/Behavioral:

Specific concerns from past records and conversation with parent:

Bathroom:

Status:

Playground:

Status:

Stairs without handrails:

Status:

Physical Education:

Status:

Backpack:


SELMA UNIFIED STUDENT EVALUATION

Student Name____________________________________ Page 2

Status:

Classroom:

Status:

Bus Stop:

Status:

Computer Access:

Status:

Lunchroom:

Status:

Results from Student Needs for Additional Support Rubric*:

Reviewer Personal Care Behavior Instruction Inclusion/

Mainstreaming

Comments:

Observations done by:

Classroom Data:

Summary and Recommendations:

Respectfully submitted by ________________________________________________ Signature


SELMA UNIFIED SAMPLE STUDENT EVALUATION


School Program

Grade


Reason and Purpose for Referral:

______________ was referred for this assessment per an assessment plan dated _________. The time to

complete this assessment was extended to coincide with the beginning of the school year (assessment due within

60 days after the start of the school year (date). The assessment was requested by the parents due to various

concerns (see concerns below) regarding ______________ being able to have access to all required school

equipment and activities especially related to self help.

The purpose of this assessment is to provide information to assist the IEP team in determining if

______________ requires an individual instructional assistant to help her navigate her school day and to meet

the goals and objectives in her IEP.

Current Goals SAMPLE:

Goal #1 Fine Motor: Bilateral Coordination: To demonstrate improve fine motor/bilateral coordination,

______________ will be able to independently cut out a 5” flower and outline of person drawings within ¼” on 4/5

trials.

Goal #2 Fine Motor: Bilateral Coordination: To demonstrate improved fastening/manipulation skills,

______________ will fasten zipper on jacket and button 1” buttons with verbal instruction on 4/5 trials.

Data Collection Sources for this report:

The information provided in this report came from the following sources:

Review of records

Observations of student and environments

Special Needs for Additional Support Rubric (from teacher, principal, OT)

Interviews with teacher, Principal, school nurse, parent

Background:

A. School: ______________ has attended __________ since kindergarten. She started in Mrs. ______ class and then when there was an opening in the _______ class, she moved to Mrs. ______ class on date. Currently, she is in Mrs. _______ class.

B. Family: ______________ lives with her parents in _________ and has an older sibling. C. Health and Development: Diagnosis of __________________ attributed to strokes believed to have

occurred prior to her birth. Please see Health, OT and PT reports for more details regarding health. Currently ______________ appears to be in good health. ___________ is allergic to peaches.

D. Social/Emotional/Behavioral: All staff and teachers who work with ______________ have reported that she is very social and has friends. It has been observed that she is with playmates at recess and lunch and other times of the unstructured day.

Specific concerns from past records and conversation with parent: Concerns are written in regular type

below and the status of corrective action is listed in bold/italics below the concern.


Bathroom: ______________’s access and ability to use an individual stall and all of the equipment within the

bathroom (i.e. entry door, stall doors, locks, washing area etc.) Also, getting her clothing on and off to

accommodate using the facilities was difficult for her in the past. Zippers and buttons are areas she is working

on.

Status: New parts for the stall doors were ordered and installed. New locks for inside the stall doors

have been ordered. The outside entry door is to be left open during the day per district policy at all sites.

Playground: ______________’s ability to access the playground and the equipment safely with supervision.

Status: All issues were addressed and are closed.

Stairs without handrails: There is one place on __________ campus that has stairs. The stairs provide access to

the stage.

Status: The handicapped entrance to the stage is behind the multi. ______________ has full access to

the stage by coming in that way. The outside entrance is the accessibility entrance for everyone.

Physical Education: Parent was concerned about ______________ being left behind in running activities and

monitoring for correct positioning when doing exercises.

Status: An Adapted PE assessment was completed by __________, APE Specialist on __________. The

results showed that ______________ is not eligible for APE services at this time. Please see full report

for all scores and a more comprehensive analysis.

Backpack: Having access to backpack before, during and after class and the weight of her books in her backpack

being too heavy or unbalanced.

Status: In kindergarten and first grade it is not required to bring heavy books home in student

backpacks. Should books be required in the future, the school will arrange/accommodate for a separate

set of books to be kept at home for ______________’s use. Parent and teacher are to let us know when

this is needed.

Classroom: Preferential seating (in front), having access to her desk, chair, ability to pull in her chair properly.

Access to materials, supplies, books, folders, etc. in her desk.

Status: ______________ sits in the front of the room near the overhead and where the teacher is teaching

most of the day. She does great with getting items out of her desk and can maneuver her chair properly.

She was having some difficulty getting her white board, marker and eraser out of her desk during white

board activities. The school has purchased a pouch that hooks on the back of ______________’s chair to

keep her white board and materials easily and readily available for ______________ to access when she

needs those items.

Bus Stop: Access to and from the bus stop.

Status: This issue has been addressed and closed. Everyone on the team needs to make sure

______________ arrives and leaves school on time. Her normal school day schedule is ____am to

____pm. This may vary if it is a minimum day or holiday. Please check the district schedule for the

minimum days.

Computer Access: ______________ is left handed and her mother has a concern that she be able to access the

mouse and the keyboard when she is in the computer lab.


Status: A comprehensive Assistive Technology Assessment is currently being done by

___________,who is certified in this area and will be able to give results of her assessment and

strategies/ideas on accommodations that can be made for ______________ in this area.

Lunchroom: Access to hot lunch, salad bar, milk and carrying her tray. Assistance opening her lunch items such

as containers, catsup packets, silverware, carrying her tray, etc.)

Status: We have worked out a process and have alerted the lunchroom staff of the process to assist

______________ with her lunch. A new milk refrigerator was installed at the school and is designed in a

way that ______________ will be able to easily get her milk from the refrigerator. Here is the process the

staff has worked out to give ______________ accommodations at lunch.

Mrs. _____ will send home two (2) lunch menus for ______________ on the day everyone else receives their new menus.

Parent is to mark the menus for the days ______________ will be buying lunch. Parents will keep one menu at home and send one back to school telling us which days ______________ will be buying lunch.

Parent is to send the adjusted lunch menu back to Mrs. _______.

Mrs. _______ will let Mrs. ______ know when the menu is in and Mrs. ______ will make two copies of the menu.

Mrs. ______ will post the original on her wall behind her desk. When she calls for who wants to buy lunch, ______________ will raise her hand and Mrs. ______ will double check the menu that she will indeed be buying lunch that day.

Mrs. ______ will keep a copy of the menu in her room and will give the second copy to the lunch room so they can post it on their wall.

The lunch room will check the menu to see if ______________ is buying lunch that day and be ready with her tray and assist her with whatever she needs.

______________ will let us know if she needs anything additional. We will check in with her to make sure she is getting all the lunch items she wants for the day.

When NOT buying a full lunch, ______________ will go get her milk and let the lunch lady know to deduct it from her account. This way, ______________ will not be double charged for her milk.

Results from Student Needs for Additional Support Rubric*:

Reviewer Personal Care Behavior Instruction Inclusion/

Mainstreaming

Teacher 1 0 0 0

OT 0 0 0 0

Personal Care 1 0 0 1

Principal 1 0 0 0

Comments: Mrs. ______ scored ______________ a “1” in the personal care because of her allergy to

peaches.


Mrs. ______ scored ______________ a “1” I the inclusion/mainstreaming due to frequent asking

about what is coming up next on the school day schedule; asks daily about when snack/lunch will

be; always hungry; stands up at desk and shakes her hand to be called on in class. Please note:

Daily schedule is written on the board. Schedule changes, such as library, computer, are written

to the right of the schedule. Snack is at 10:50 and lunch is at 12:35 each day.

Mr. ________ scored ______________ a “1” in the health/personal care because of mild or

occasional health concerns.

Mr. _______ rubric showed “0’s” in all areas.

*Copy of Rubric used is attached to this report.

Observations done by Mrs. ______:

Classroom and student observation was done on _________ from 1:40-2:00pm. The daily schedule is listed on

the board with deviations from the schedule (library, PE, computers) listed in a box to the right of the schedule.

Mrs. ______ has a very visual classroom which includes posters or visuals relating to: Daily agenda, Classroom

Rules, High Frequency words, Jumping for Great Behavior, Two Alphabets, Sound/Symbol cards, Numbers (1

with touch points and one with numbers and number words), Colors, Circle Time Wall, Vowels, 4 Bulletin boards

with student work displayed.

______________ was playing with Playdoh. She was interacting with the other children at her table. One girl

asked her to pass a container of Playdoh to her. ______________ looked in the basket, grabbed the Playdoh the

girl wanted and gave it to her. She was very friendly and helpful to the other children. When it was time to clean

up, ______________ cleaned up quickly. She had an open book on her desk. She closed it and left it on the

desk. She cleaned up all the other items, got ready with her back pack and pushed in her chair. She also pushed

in the chair next to her (the other child forgot to push his chair in). Mrs. _____ asked Ms. ______ about pencil

sharpening. Ms. _____ said there are always pencils sharpened for the children to use in the basket. They do

not have to sharpen their own pencils.

A brief playground observation was done on ________ towards the end of the lunch period. ______________

was playing with friends. They were hanging on the bars. ______________ first used one hand and then added

the other to the bars and hung there for a short time. Her friends were doing the same. Then she ran to the play

structure and played on the various activities. When the bell rang, the kids were ordered to “Freeze”. The

children who were on the play structure were asked to “get down from the play structure and freeze”.

______________ quickly ran down the stairs of the play structure and froze at the bottom. When the whistle

blew, ______________ ran and got in line with the rest of her class.

Classroom Data: Ms. ______ reports that ______________ is at or above grade level in all academic areas.

Summary and Recommendations: `

______________ presents as a determined, active, happy, persistent child. She is friendly, cooperative, talkative,

participative, sweet, and adorable. The overall impression of this reviewer is that ______________ is and can

continue to be successful at school with accommodations and modifications in her areas of need. A 1:1 adult

assistant may end up being more detrimental than a help to ______________. She exhibits a happiness with her


independence and may feel encumbered with an adult following her around the school. Currently, she “fits in” to

the general education environment very well. It would not be recommended for her to have something that makes

her “stick out”. ______________ is so great about trying everything on her own and when she cannot do

something, she asks for help. The items she asks for help for are very age appropriate and many other first

graders may need to ask for the same things (opening containers at lunch, catsup packets, etc.). Specific

recommendations will be discussed at the IEP Review meeting on ___________, but it is the opinion of this

examiner and the others interviewed for this assessment that a 1:1 assistant is not needed at this time.

It has been a great pleasure getting to see ______________ in her classroom and on the playground this year. I

am the case manager for ______________ while she is attending __________________. If you have any

concerns, issues or questions regarding this assessment or need assistance with anything school related, please

contact me at the number below.

Respectfully submitted by ________________________________________________ Signature

selma unified school district special...

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