SPECIAL CIRCUMSTANCE INDEPENDENCE ASSESSMENT Presenta5on for State - - PowerPoint PPT Presentation
Special Educa,on Local Plan Area SPECIAL CIRCUMSTANCE INDEPENDENCE ASSESSMENT Presenta5on for State SELPA May 2016 Purpose of Presenta5on Review Revised SCIA Process Staff Training Outcomes Reinforce the understanding of Free and
Special Educa,on Local Plan Area
§ Review
§ Revised SCIA Process
§ Staff Training Outcomes
§ Reinforce the understanding of Free and Appropriate Public
Educa,on (FAPE)
§ Increased Independence benefits § Realign assignment of instruc,onal support to beBer meet
student needs
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§ Increased demands from Every Student Succeeds Act
(ESSA), California Department of Educa,on (CDE), and district administrators aligned to Results Driven Accountability
§ Emphasis on Common Core State Standards (CCSS),
Universal Design for Learning (UDL), and Mul,-Tiered Systems of Support (MTSS)
§ Increased expecta,on to serve students in general
educa,on environment (> 80% in General Educa,on)
§ District accountability aligned to Annual Performance
Reports (APR)
§ Scarce resources to serve students
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§ Students with disabili,es are en,tled to services and
supports that are needed to access the general curriculum and to receive educa,onal benefit
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§ Focus on independence § Stronger emphasis on pre-referral interven,ons § Streamlined process § Includes communica,on competency and
considera,ons for assis,ve technology
§ Reduce bias in decision making by consistently
following data driven steps
§ Inclusion of Policies and Guidelines § Updated Resources and References
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§ Implement instruc,onal/behavioral interven,ons with
integrity prior to or instead of a SCIA Referral
§ Collabora,ve Behavior Interven,on Plan (BIP) process
and monitoring
§ Be Accountable
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§ Take responsibility for own learning and ac,ons § U,lize natural supports for assistance § Generalize skills in a variety of seUngs § Develop posi,ve peer interac,ons § Develop skills to become independent and a life-long
learner
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Complete Referral for Special Circumstance Independence Assessement
If no need to proceed, consider how to increase use of current supports Complete Assessment Process
Complete IEP Process Complete SCIA Review
§ Interven5ons Previously Implemented § Referral Process (Step 1) § Assessment Process (Steps 2-5) § IEP Process (Step 6) § SCIA Review Process (Step 7)
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To be completed by SCIA Team Members
Completed by IEP Case Manager/Psychologist Prior to Referral
§ Exhaust all exis,ng and natural supports § Gather Behavior Data § Review BIP implementa,on data § Gather informa,on from other records, as appropriate:
§ Academic Progress/Interven,ons and behavioral data § Student’s schedule (including grades and aBendance) § Psycho-Educa,onal Report(s) § Discipline Referral Informa,on § Health Records § Communica,on Competency § Use of Assis,ve Technology
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(Step 1)
Completed by School Site Staff and IEP Case Manager
§ Complete SCIA Rubric (Step 1 – Form 1) § Complete review of SCIA Behavior IntervenLon Plan
and progress on behavior goals (Step 1 – Form 2)
§ Complete SCIA Referral (Step 1 – Form 3)
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§ Student with behavioral challenges should have a
current behavior plan
§ The percentages on the rubric can be as precise as
needed or can be used as an es,mate of degree needed
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(Step 2-5)
Completed by School Site Staff and IEP Case Manager
§ Complete process to obtain permission to evaluate
(Step 2)
§ Complete Interviews (Step 3) § Obtain Observa,on informa,on (Step 4)
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Completed by School Site Staff and IEP Case Manager
§ Interview and observa,on represent the categories of
the rubric
§ Addi,onal spaces have been added for ques,ons
unique to the student’s needs
§ All data collected should inform one or more areas of
need iden,fied on the rubric
§ Compile informa,on into EvaluaLon Report and
Independence Plan (Step 5)
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student's independence
the Evalua,on Report
student, how to teach these skills and build the student’s life long independence by reducing the dependence on adult prompts
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(Step 6)
Hold IEP Mee,ng and review results of evalua,on
§ If SCI support IS NOT recommended
§ Specify natural supports, accommoda,ons, and/or
modifica,ons that are effec,ve in student’s IEP
§ Add IEP goals and objec,ves, if appropriate § Revise BIP, if necessary
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(Step 6)
§ If SCI support IS recommended
§ Iden,fy IEP goals and objec,ves to be supported by SCI
support
§ Complete Special Factors page regarding behavior, if
appropriate
§ Documenta,on of recommended SCI supports into
the student IEP should follow district policy guidelines
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(Step 7)
§ Select date to review Independence/Fading Plan § Conduct on-going observa,on, necessary interviews,
and progress toward independence
§ Can use SCIA Rubric to document improvement in
independence
§ Review BIP – analyze and revise, as needed § Complete SCIA Review to Determine ConLnued Need
for SCI Supports
§ Review/revise Independence/Fading Plan and
document changes to the plan. If the plan requires a change in service – amend the IEP.
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Contact the North Inland SELPA for an ORDER FORM North Inland SELPA 760-788-4671 kknudsen@sdcoe.net Cost: $30 per Manual (+ 20% S/H)
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