Auburn Union Elementary School District Report

Auburn Union Elementary School District Special Education Review April 9, 2010 Joel D. Montero Chief Executive Officer April 9, 2010 Michele Schuetz. Superintendent Auburn Union Elementary School District 255 Epperle Lane Auburn CA 95603 Dear Superintendent Schuetz: In January 2010, the Auburn Union Elementary School District entered into a study agreement with the Fiscal Crisis and Management Assistance Team (FCMAT) for FCMAT to perform the following: 1. Review student identification rate and role of principals in special education process. 2. Conduct an analysis of staffing of both classified and certificated in relationship to class size and compare to other districts. This will include, but not be limited to; review occupational therapist, adaptive physical education, speech therapist, school psychologist staffing and review of services provided. 3. Evaluation of district procedures for determining the need for instructional aides, the provision of training for staff and recommendations for improvement, if needed. Recommendations on how to use instructional aides effectively and efficiently. This report contains FCMAT’s findings and recommendations regarding those areas. We trust that this information will be beneficial to all concerned. It has been a pleasure to serve you, and please give our regards to all the employees of the Auburn Union Elementary School District. Sincerely, Joel D. Montero Chief Executive Officer FCMAT Joel D. Montero, Chief Executive Officer . . 1300 17th Street - CITY CENTRE, Bakersfield, CA 93 . 301-4533 Telephone 661-6 . 36-4611 Fax 661-63 . 6-4647 422 Petaluma Blvd North, Suite. C, Petaluma, CA 94952 Telephone: 707-775-2850 Fax: 707-775-2854 www.fcmat.org Administrative Agent: Christine L. Frazier - Office of Kern County Superintendent of Schools TABLE OF CONTENTS i Table of Contents Foreword ...........................................................................iii Introduction ...................................................................... 1 Executive Summary ......................................................... 3 Findings and Recommendations ................................... 5 Identification Process and Role of Principals .........................................................................5 Staffing and Caseloads .....................................................................................................................9 Staff Development and Instructional Aides .........................................................................13 Appendices ......................................................................17 FOREWORD iii Foreword - FCMAT Background The Fiscal Crisis and Management Assistance Team (FCMAT) was created by legislation in accordance with Assembly Bill 1200 in 1992 as a service to assist local educational agencies (LEAs) in complying with fiscal accountability standards. AB 1200 was established from a need to ensure that LEAs throughout California were adequately prepared to meet and sustain their financial obligations.A B 1200 is also a statewide plan for county offices of education and school districts to work together on a local level t o improve fiscal procedures and accountability standards.T he legislation expanded the role of the county office in monitoring school districts under certain fiscal constraints to ensure these di-s tricts could meet their financial commitments on a multiyear basis.A B 2756 provides specific responsibilities to FCMAT with regard to districts that have received emergency state loans. These include comprehensive assessments in five major operational areas and periodic report s that identify the district’s progress on the improvement plans. In January 2006, SB 430 (charter schools) and AB 1366 (community colleges) became law and expanded FCMAT’s services to those types of LEAs. Since 1992, FCMAT has been engaged to perform nearly 750 reviews for local educationa l agencies, including school districts, county offices of education, charter schools and community colleges. Services range from fiscal crisis intervention to management review and assistance . FCMAT also provides professional development training. The Kern County Superintendent of Schools is the administrative agent for FCMAT. The agency is guided under the leadership of Joel D. Montero, Chief Executive Officer, with funding derived through appropriations in th e state budget and a modest fee schedule for charges to requesting agencies. Study Agreements by Fiscal Year 80 70 60 50 40 30 20 10 0 92/93 93/94 94/95 95/96 96/97 97/98 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10 Projected Total Number of Studies....................743 Total Number of Districts in CA ........1,050 Management Assistance.............................705 (94.886%) Fiscal Crisis/Emergency ................................38 (5.114%) Note: Some districts had multiple studies. Eight (8) districts have received emergency loans from the state. (Rev. 12/8/09) Auburn Union Elementary School District seidutS fo rebmuN Fiscal Crisis & Management Assistance Team INTRODuCTION 1 Introduction Background The Auburn Union Elementary School District is located in Placer County and has a district enrollment of 2,135 students. The district has three elementary schools and one middle school and serves 11.3% of its students in special education. The district is con- cerned about the increasing costs for providing special education services and the impact of those costs on the general fund. In December 2009 the district requested that FCMAT review its special education pro- grams and services. The study agreement specifies that FCMAT will perform the follow- ing. 1. Review the special education Individualized Program (IEP) process with a focus on the identification process and the role of site principals. 2. Conduct an analysis of classified and certificated staffing in relationship to class size. The analysis will include, but not be limited to, the following positions: occupational therapist, adaptive physical education, speech therapist, school psy- chologist and the related services provided by these staff. 3. Provide an evaluation of district procedures for determining the requirement to add or hire instructional aides. This component will also include recommenda- tions for professional development trainings for both certificated and classified staff and include instructional strategies on how to effectively use instructional aides in the classroom. Study Team The study team was composed of the following members: William P. Gillaspie, Ed.D. Anne Stone FCMAT Chief Management Analyst Owner Sacramento, CA Anne Stone Consultants Mission Viejo, CA Leonel Martínez FCMAT Public Information Specialist JoAnn Murphy Bakersfield, CA FCMAT Consultant Santee, CA Auburn Union Elementary School District 2 INTRODuCTION Study Guidelines FCMAT visited the district on February 23 and 24, 2010 to conduct interviews, collect data and review documents. This report is the result of those activities and is divided into the following sections: I. Executive Summary II. Identification Process and the Role of the Principal III. Staffing and Caseloads IV. Staff Development and Instructional Aides IV. Appendices Fiscal Crisis & Management Assistance Team ExECuTIvE SummARy 3 Executive Summary The Fiscal Crisis and Management Assistance Team (FCMAT) conducted a previous study of the Auburn Union Elementary School District’s special education services, and the report was issued in June 2005. This document included many findings that were similar to those of the current report. In the previous FCMAT study, 46% of the district’s expense of providing special educa- tion and related services were supported by the general fund. For the 2009-10 fiscal year, the district’s special education budget is $3.5 million with 55% of the total cost provided by the general fund. The district is concerned about the increasing encroachment of spe- cial education costs and the fact that this encroachment significantly exceeds the state- wide average of 25-29%. The district serves 11.3% of its students in special education, which is consistent with the statewide average; however, FCMAT found that the students are overidentified for special education in the area of speech and language services. This pattern is consistent with the 2005 findings. This report provides several recommendations to help the district imple- ment strategies to decrease the number of students identified as speech and language impaired through the use of Response to Intervention approaches as well as entrance and exit criteria. Principals take an active role in Individualized Education Program (IEP) team partici- pation; however, they sometimes do not attend IEP meetings for students that require speech and language services. Site administrators also indicated they need more training in special education legal issues. FCMAT reviewed the district’s special education staffing caseloads and class sizes and made recommendations for certificated staffing reductions that will yield an estimated an- nual saving of $176,596. These reductions affect the psychologist, resource specialist and occupational therapist positions and will align the district with statewide practice without affecting services to students. This report recommends a reduction of instructional aides for an annual savings of $48,403. Original appropriations of approximately $100,000 could be removed from sub- sequent budget adoptions if the district reduced the hours of its two six-hour instructional aides with health-and-welfare benefits to three-hour aides, eliminating the benefits. At present, four instructional aides receive health-and-welfare benefits, resulting in a sav- ings of significantly less than $100,000. Over the past three years, Auburn Union Elementary employees have received limited training from the district and the Special Education Local Plan Area (SELPA). Many of these activities have been curtailed because of the state fiscal crisis and the district’s Auburn Union Elementary School District 4 ExECuTIvE SummARy inability to release teachers and instructional aides to attend training. The district should explore methods of accessing online training, examine the use of district-designated mini- mum days for training, and re-establish job-alike meetings for all areas of special educa- tion as an alternative to release days. Fiscal Crisis & Management Assistance Team IDENTIFICATION pROCESS AND ThE ROLE OF pRINCIpALS 5 Findings and Recommendations Identification Process and the Role of Principals The Auburn Union Elementary School District has student study team and 504 processes at each school. Section 504 is a part of the Rehabilitation Act of 1973 that prohibit s discrimination based on disability. A special education procedure manual includes the process and procedures for referring a student to special education. A review of this document and interviews with the district staff indicate that the district is generally following state and federal law regarding the Individualized Education Program (IEP) process and identification. However, the manual is not being consistently adhered to across all district sites, and there are differences in the criteria for eligibility from site to site. The staff indicated that a student may be identified and be eligible to receive services for speech issues and a specific learnin g disability at one site but not another. The district has criteria and a process for transferring a student from special education; however, these are not included in the procedure manual. Identifying a student in most of the following categories is objective and would rarely result in a student being found eligible in one school or district but not another: Mental retardation (MR), hardness of hearing (HH), deafness (D), visual impairment (VI), deafness and blindness (DB), multiple disability (MD), autism (AUT), and traumatic brain injury (TBI). A greater degree of subjective judgment is required in the categories of speech and language impairment (SLI), emotionally disturbance (ED), other health impairment (OHI), and specific learning disability (SLD). The following table compares the district’s identification rate in percentages as of December 2008 for each of the eligibility categories and the statewide average. Students in Each Eligibility Category by Percentage in 2008 Disability District State Mental Retardation 5.4 6.2 Hard of Hearing 1.2 1.3 Deaf 0 .6 Speech/ Language Impaired 41.7 25.5 Visually Impaired .8 .7 Emotionally Disturbed 1.6* 4.0 Orthopedically Impaired 1.6* 2.2 Other Health Impaired 7.8 7.5 Specific Learning Disability 35.5 43.0 Deaf Blind 0 0 Multiple Disability .4 .8 Autism 3.7* 7.8 Traumatic Brain Injury 0 .3 * Almost all the students in these disability areas are served by the Placer County Office of Education, which reduces the district’s percentage of students in these areas compared to the state. Source: California Special Education Management Information System (CASEMIS) by district of service Auburn Union Elementary School District 6 IDENTIFICATION pROCESS AND ThE ROLE OF pRINCIpALS The district is close to or below state percentages in all areas except for speech and language. FCMAT’s 2005 study found that a large percentage of the district’s student population was identified as having a speech and language disability. Fewer numbers of students were identified as eligible in this category than in the 2007-08 school year, but eligibility remains well above state averages. The following data indicates that the district continues to overidentify students as speech and language impaired. Students in Special Education Under the SLI category by Percentage School Year 2003 2004 2005 2006 2007 2008 SLI 46.51 48.7 48.2 45.2 46.3 41.7 Overidentification can result from several reasons, including the following: • Students are identified for speech services that are ineligible under state/federal guidelines. • Students are not transferred from the program when they are no longer eligible. • Students are designated under this category when they are eligible for special education under another category. • A combination of these reasons. School administrators do not attend some speech IEPs. Students may be referred and assessed for speech without going through the established student study team process to ensure that the disorder adversely affects the student’s educational performance and cannot be corrected without special education placement. All articulation students are reviewed through the IEP process while in many districts, students with single articulation errors are seen under a Response to Intervention (RTI) model without an IEP and are served in the general education program. Site staff members indicated that the special education director attends IEPs when requested by the site, and is always kept apprised of IEPs that could be contentious, result in services from outside providers, or may result in a student placed in a more restrictive program. Site principals indicated that they attend IEP meetings, although not always as the chair. They also reported that they ensure that a student is referred to special education only when all other interventions have been exhausted. Site administrators stated that although they feel comfortable with most IEPs at their site, they are sometimes unsure of the current legal issues and requirements. The district is in its third year of implementing a computerized IEP. This enables the special education director and the sites to monitor caseloads and time lines to review IEPs. The FCMAT 2005 report recommended that the district review its practices and Fiscal Crisis & Management Assistance Team IDENTIFICATION pROCESS AND ThE ROLE OF pRINCIpALS 7 eligibility criteria for students requiring only speech and language services, including the criteria for continuing these services and determining the need and level of service. The director indicated that the eligibility of new and continuing special education speech students is not regularly reviewed. Since FCMAT’s earlier report, the district has implemented practices and criteria for establishing eligibility in this area, but more work needs to be done. Recommendations The district should: 1. Continue implementing the student study team and 504 processes and forms. . 2. Continue using and developing the district special education procedure manual for the IEP process. 3. Clarify the procedures and eligibility criteria for identifying a student for special education services. 4. Develop exit criteria and a process for transferring a student from special education to general education for all eligibility conditions, but particularly for speech/language. These processes should be included in the special education procedural manual. 5. Train administrators as appropriate in current legal issues and requirements annually. 6. Ensure that the special education director attends or is otherwise involved in IEP meetings in the following situations: • When an IEP may recommend a more restrictive educational setting. • When a student will be referred to a program that is not operated by the district or is not located at the student’s home school. 7. Develop a process to ensure that all referrals for speech- and language-impaired students are first discussed in the student study team at the school site. 8. Continue using the computerized IEP system to monitor caseloads, time lines and review IEPs. The district should generate reports that assist in reviewing eligibility and educational benefit. 9. Work with the SELPA to develop a program that supports students with single articulation errors in the general education setting without the requirement of an IEP. Auburn Union Elementary School District 8 IDENTIFICATION pROCESS AND ThE ROLE OF pRINCIpALS 10. Enlist the help of an outside source such as SELPA or county office to review the IEP of each special education student under the category of speech and language impairment to determine the following: a. If each student is eligible under the category. b. If the student was eligible at the initial IEP, is still eligible, or should be transferred from special education. c. If the student is appropriately designated or eligible for special education under another category. Fiscal Crisis & Management Assistance Team STAFFINg AND CASELOADS 9 Staffing and Caseloads Designated Instruction Services FCMAT reviewed the ratio of full-time equivalent psychologists to students in California reported through California Basic Education Data System (CBEDS) for 2007-08, the most recent data available, and interviewed the district staff, including school psychologists. This research found that the district ratio of 889 students to one school psychologist is below the state standard staffing ratio of 1,328 to one. The district should consider eliminating .8 FTE of a psychologist position, which would align the staffing formula with the statewide average and yield an annual savings of $46,418. The district also provides .6 FTE psychologists for preschool special education assessment. The CBEDS comparative numbers for student to psychologist is based on enrollment and services in K-12. There is no comparative data for preschool psychologist duties; however, based on the preschool enrollment, .6 FTE is an appropriate amount of resources for this level. The district’s psychologists are entirely funded from special education resources even though some of their duties involve general education responsibilities. The district should consider funding this position proportionally from several categorical programs. This change will not result in a cost savings, but will more accurately reflect the cost of special education in the budget data. The district obtains 60 hours per year of services from a county office behavioral intervention specialist. These services cost $60.per hour or $3,600 annually. If the district can train district staff members to provide this service, the cost and potential increases would be avoided, offsetting a small percentage of the cost of psychologist services. Education Code 56362 (6) (c) limits the caseloads of resource specialists (RSPs) to 28 students. The district staffing formula for RSPs is 26 students; however, RSP programs operate with an average caseload of 20 students. The district should consider operating with an average of 28 students and eliminating 1.4 RSP positions for an annual savings of $105,096. The district has created an adapted physical education (APE) position, which is open and advertised for the 2010-11 school year. Services are provided through a bill-back from the county office. During the 2010-11 school year, the cost of those services will be eliminated as well as any APE costs for students served in county office programs. The district will also work with neighboring districts and offer available APE services through a memorandum of understanding (MOU). District speech caseloads average 48 students. EC 56363.3 defines speech and language caseloads as follows: Auburn Union Elementary School District 10 STAFFINg AND CASELOADS The average caseload for language, speech and hearing specialists in special educa- tion local plan areas shall not exceed 55 cases unless the local plan specifies a higher than average caseload and; the reasons for the greater than average caseload. Therefore, FCMAT has no recommendations for reductions in this area. If the district implements the FCMAT recommendations regarding speech and language impairment identification, the potential reduction in the speech caseload would require a subsequent review of caseloads and appropriate adjustments to staffing. EC 56441.7 requires the caseload of a speech and language specialist serving preschool special education children between three and five years of age to be no more than 40. The district’s preschool speech and language caseloads comply with this requirement. The average caseload for the occupational therapist (OT) is 28 students with a number of students receiving consult-only services. The district should consider reducing the OT by .4 FTE for an annual savings of $25,082. Summary of Proposed Reductions Certificated Staff Recommended Reduction Guideline/Statute Potential Savings Psychologist .8 FTE CBEDS report of statewide $46,418 average of psychologists Resource Specialists 1.4 FTE EC 56362 (6) (2) $105,096 Occupational Therapy .4 FTE Frequency and duration of $25,082 services is low Total Annual Savings $176,596 Sources: Annual CBEDS report 2008; California Education Code Part 30; Best Practices Special Day Class Settings The district staffing formula for the resource specialist intensive program follows the staffing formula recommended by the consulting firm School Services of California, Inc. for mild to moderate disabilities. The classes are staffed appropriately. The district staffing formula for special day classes for moderate to severe disabilities is aligned with the guidelines developed by School Services. The district plans to reduce two six-hour hour instructional aide positions because of overstaffing in these classes for an annual savings of $48,403, and FCMAT findings support this plan. Comparison of School Services Inc. Guidelines for SDC Classes with. District Practice Special Day Classes Guidelines District Practice Mild to Moderate (Elementary) 12 students, 1 aide 12 students, 1 aide Mild to Moderate (Secondary) 12-15 students, 1 aide 14 students, 1 aide Moderate to Severe (Elementary) 8-10 students, 2 aides 8-10 students, 2 aides Moderate to Severe (Secondary) 10-12 students, 2 aides 12 students, 2 aides Fiscal Crisis & Management Assistance Team STAFFINg AND CASELOADS 11 Recommendations The district should: 1. Reduce psychologist staffing by .8 FTE for an annual savings of $46,418, and align the staffing formula with the statewide average ratio for students to school psychologists. 2. Consider discontinuing the practice of charging all the psychologists to special education and allocating the expenditure proportionately to the categorical or general fund programs that the position supports. This will align the psycholo- gists’ duties with appropriate funding sources because much of their time is spent working with general education students. 3. Eliminate 1.4 FTE resource specialist positions for an annual savings of $105,096. This will result in a staffing ratio of 26 students per resource specialist and pro- vide room for growth in each caseload throughout the district. 4. Consider training the district staff to provide behavior intervention services in- stead of using contracted services. This will provide the district with the capacity to control contract costs. These services and costs could be shared with a neigh- boring district. 5. Reduce the occupational therapist position by .4 FTE for a savings of $25,082 per year. Future staffing formulas for this position should consider frequency and duration of services. Auburn Union Elementary School District 12 STAFFINg AND CASELOADS Fiscal Crisis & Management Assistance Team STAFF DEvELOpmENT AND INSTRuCTIONAL AIDES 13 Staff Development and Instructional Aides Training During the current state budget crisis, it is particularly difficult to implement staff development for certificated and classified staff members and instructional strategies for using instructional aides. At Auburn Union Elementary, staff development for all district employees has been curtailed, and the special education staff has received limited professional development training from the district and SELPA over the past three years. The special education credentialed staff has been trained in writing behavior support plans, IEP procedures, and using computerized IEPs effectively. The special education classified staff has received training in special education procedures and first aid. A limited number of classified staff members are being trained in autism and ProAct, a program to assist the staff with behaviorally challenged students. Training attended by staff members outside the district is documented, but the staff person is not required to share the information at the district level. Special education credentialed staff members indicated they have had insufficient training in current legal issues and requirements, RTI and behavioral techniques. The special education classified staff stated that it lacks sufficient training in behavior management and working with specific disabilities such as autism. The special education director has established monthly meetings with special education teachers, speech therapists, and psychologists, but these meetings are often cancelled because the director is called to other meetings. Special education teachers are particularly difficult to meet with because of schedule differences between the schools and the need for the teachers to attend meetings at their sites. In the past, the director attended meetings with the special education staff at the sites, but some meetings were canceled because the director attended potentially contentious IEPs at another site. The district should increase consistency in this area. The administration, teachers and aides indicated that special education instructional aides spend most of their time working directly with students. Although the aides complete some paperwork for teachers, it is not their primary responsibility. The staff indicated that special education aides may work with a special education student in a general education class without specific training or a clear understanding of the student’s IEP goals or appropriate behavioral techniques. This causes frustration for the aide and the general education teacher, who relies on the aide for strategies and assistance. Auburn Union Elementary School District 14 STAFF DEvELOpmENT AND INSTRuCTIONAL AIDES A district handbook for special education aides outlines general information, accommodations for special education students, roles and responsibilities, child abuse reporting requirements, special education definitions and some resources. It does not include information about specific disabilities and strategy instruction. Recommendations The district should 1. Document cases in which a special education staff person attends training outside of district and develop a process to ensure that the training information is disseminated to all appropriate special education staff members or other general education staff members that may benefit from the training. For example, behavior management techniques are effective for general education teachers and aides as well as the special education staff. 2. Conduct a needs assessment to determine the areas of greatest need for staff development for certificated, classified and administrative staffs. 3. Collaborate with the sites to develop a training schedule for special education credential staff that will not conflict with site training. The training should be focused on the specific staff needs, and attendance at the trainings should be mandatory. 4. Collaborate with the sites to develop a schedule for regular meetings with special education teachers, speech therapists and psychologists. These meetings should include opportunities for the staff to discuss concerns and for training to be conducted in specified areas. 5. Reinstate the special education director’s meetings with the special education staff at all school sites. These meetings should be held two or three times a year to facilitate communication and collaboration. 6. Continue assigning special education aides to work directly with students as their primary responsibility. 7. Train the classified staff in behavioral techniques and in working with students who have various disabilities 8. Implement online training for the classified staff similar to what is offered by the Los Angeles County Office of Education. A list of training sessions and the contact person is attached as Appendix A to this report. Fiscal Crisis & Management Assistance Team STAFF DEvELOpmENT AND INSTRuCTIONAL AIDES 15 9. Establish staff development specifically for the classified staff on minimum days when they are not working with students. 10. Ensure the classified staff members that work primarily in a general education class have information about their student(s) and basic training on effective behavior management techniques and instructional support strategies before starting the assignment. This may require the aide to accompany (shadow) another aide for a day with specific allotted time to meet with the special education case carrier. 11. Review and modify the instructional assistant handbook with the input of aides, teachers and administrators to include the following: 12. a. Behavior plans and the aide’s role and responsibility in implementation. b. The roles and responsibilities of aides working in a general education classroom. c. The roles and responsibilities of one-to-one instructional aides when their students are absent. d. Disability information and behavior management techniques and instructional strategies. The Role of Instructional Aides Throughout the state, the number of districts that use instructional aides, one-on-one aides and special circumstance instructional aides has greatly increased over the past few years. This increase has affected education budgets and contributions from the general fund, especially when the services of these aides are not warranted or monitored. Districts can determine whether the services are appropriate only through guidelines, policies and procedures as well as strict monitoring. While the district has guidelines on the use of one- to-one instructional aides, some teachers and principals sometimes do not adhere to them. Effective guidelines can help districts when they are challenged by parents and advocates for these services. Extensive training should follow the development and implementation of guidelines. Administrators, general education, and special education staff members should attend mandatory training on the use of these guidelines. The guidelines also assist staff members in making the following decisions: 1. Determining the need for one-on-one instructional aides 2. Determining dependence factors 3. Developing measurable outcomes 4. Drafting descriptors of success 5. Developing alternatives to one-on-one instructional aides 6. Determining whether existing resources are maximized 7. Evaluating the continuing need for these services 8. Determining when it is appropriate to add additional hours to an existing assistant’s contract Auburn Union Elementary School District 16 STAFF DEvELOpmENT AND INSTRuCTIONAL AIDES Many districts use the term “special circumstance instructional aides” instead of “one- on-one aides” because the former term emphasizes that the assignment is temporary. Transitioning students away from these services is important in promoting independence. The district does not use transitioning or “fading” strategies for instructional aide support. The Special Education Department does not have a specific staff member assigned to review aide use and analyze student needs. Policies and procedures should clearly define the role of the special education director, special education staff, and school site administrators. Once policies and procedures are implemented, a review should be conducted of all instructional aide placements. All instructional aide positions work six hours per day and receive benefits. The district should consider changing the six-hour position to two three-hour positions to eliminate benefits and realize an approximate annual savings of $99,303. Recommendations The district should: 1. Eliminate two six-hour instructional aide positions in moderate to severe special day classes for an annual savings of $48,403. 2. Consider using two three-hour aides instead of one six-hour aide to eliminate the potential cost of health-and-welfare benefits for savings of $99,303. This would allow the district to remove the $99,303 from future budget appropriations. 3. Consider using the “term special circumstance instructional aide” instead of “one- on-one aide,” and develop guidelines for these employees (Sample guidelines are attached as Appendix B to this report). 4. Ensure the director of special education continues training all school personnel on the guidelines for assigning, supporting, reducing, and terminating the services of instructional aides and the importance of adhering to these guidelines. 5. Evaluate the continuing need for instructional and one-on-one aides. 6. Develop a transition or “fading” plan for instructional aide services at IEP meet- ings. 7. Develop and implement instructional aide guidelines (Sample guidelines are at- tached as Appendix C to this report). 8. Assign specific staff members to analyze the use of instructional aides and student needs. Fiscal Crisis & Management Assistance Team AppENDICES 17 Appendices A. Los Angeles County Office of Education Training Sessions B. Sample Guidelines for Special Circumstances Instructional Aides C. Instructional Aide Guidelines D. Study Agreement Auburn Union Elementary School District 18 AppENDICES Fiscal Crisis & Management Assistance Team Process for Requesting Special Circumstance Instructional Aides Guidelines and Forms Revised 9/1/09 Guidelines for Requesting Special Circumstance Instructional Assistance Rationale: Special circumstance instructional assistance (SCIA) may be indicated in situations where additional staff support is needed in the classroom or en route to and from school due to 1) pervasive and aggressive student behaviors directed towards self or others, or 2) intensive student needs. Factors for review and consideration: The goal for any special needs student is to encourage, promote, and maximize independence. If not carefully monitored, special circumstance instructional 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. Special factors for students residing in the ________________________: 1. All requests for SCIA shall be submitted to the Director of Special Education. SCIA should not be indicated in individual student IEP’s as a service. However, in certain circumstances the need for additional support may need to be indicated in a student’s IEP. In those instances, the need shall be indicated in the present levels or meeting notes as “100% supervision.” 2. For services requiring additional personnel support as a result of student-related behavioral issues, a positive behavioral support plan or Behavior Intervention Plan should be developed and should include provisions describing how and when the support will be utilized to implement the plan and when the plan will be reviewed and modified, including the fading of SCI Assistance. 3. Observational assessments and team staffings will be conducted on a quarterly basis to evaluate the continued need for SCIA. Budget coding for additional paraeducator support (classroom and/or transportation): 0100-56400-0-5750-3142-220004-XXXX-XXX 0100-65000-0-5750-1110-210004-XXXX-XXX The appropriate code must be entered on all status forms and payroll timesheets. The Special Education Department Accountant shall receive a copy of all SCIA requests and shall be notified routinely of all excess costs. Process for requesting SCI Assistance: 1. Complete the Request for Special Circumstance Instructional Assistance (for Classroom Support and/or Transportation Support). 2. Complete the Observational Evaluation for SCI Assistance (For Individual Student Support only). 3. Complete the Student Needs for Additional Support Rubric (For Classroom Support , Individual Student Support and Transportation Support). 4. Complete the Class Weighting Worksheet (For Classroom Support only). 5. Attach supporting documentation if pertinent (IEP, Behavior Plan, etc.). 6. Submit all paperwork to the Director of Special Education. 7. Upon approval, complete the Request for Long-term Substitute for classroom support and/or an employee status form for transportation support (regular employee ride along). 8. All forms will be disseminated to the Special Education Accountant, Human Resources Department, Program Specialist and Special Education Director. 9. The Special Education Director will assist the site during each quarter to review the need for on-going SCIA classroom and/or transportation support. Request for Special Circumstance Instructional Aide Student-Related: Classroom Support or Individual Student Please complete all required information and return to the Special Education Department, Director of Special Education. Notification of approval will be provided to the Program Manager, Special Education Accountant, Finance Department, and Human Resources Department. Program ________________________________ Teacher______________________________ Program Specialist____________________________________ Date_____________________ Complete 1 or 2: 1. Classroom Support ______Class Location _______________________________________ 2. Individual Student Support ______Name ________________________________________ District of Residence_______________________________________ DOB________________ All requests for Special Circumstance Instructional Assistance are reviewed quarterly. Please attach required forms and supporting documentation (Refer to SCIA Guidelines). Requested Start Date __________________ Anticipated Ending date___________________ Department Approval: ______________________________________________ _______________________ Program Specialist Date ______________________________________________ _______________________ Special Education Director/Administrator Date Comments: SCIA Assignment Codes: 0100-56400-0-5750-3142-220004-XXXX-XXX 0100-65000-0-5750-1110-210004-XXXX-XXX Enter budget code: FUND RESOURCE YEAR GOAL FUNCTION OBJECT DEPT. MANAGER SCIA: rev. 9/10/09 Request for Special Circumstance Instructional Aide Student-Related/Transportation Support Please complete all required information and return to the Special Education Department, Director of Special Education. Notification of approval will be provided to the Program Manager, Special Education Accountant, Finance Department, and Human Resources Department. Program ______________________________ Teacher_______________________________ Program Specialist____________________________________ Date____________________ Student ______________________________________________ DOB__________________ District of Residence______________________________ Classroom___________________ Requested Start Date _________________ Anticipated Ending date___________________ Transportation Provider (check one): _____ District of Residence _____ First Student Rationale for ride-along support: (Attach additional information/documentation) -------------------------------------------------------------------------------------------------------------------- Department Approval: _______________________________________________ ______________________ Program Specialist Date _______________________________________________ ______________________ Special Education Director Date Comments: SCIA Assignment Codes: 0100-56400-0-5750-3142-220004-XXXX-XXX 0100-65000-0-5750-1110-210004-XXXX-XXX Enter budget code: FUND RESOURCE YEAR GOAL FUNCTION OBJECT DEPT. MANAGER SCIA: rev. 9/1/09 Special Education Class Weighting Worksheet Program:___________________________________Teacher:___________________________________Site:______________________________ Contact phone___________________________ Total Number of Students _______________ Total Number of Paraeducators _____________ Health/Personal Care Behavior Instruction Inclusion/Mainstreaming ____ A. Specialized health plan ____ A. Behavior plan in place ____ A. Discrete Trial/ABA ____ A. Direct adult instruction ____ B. G-tube ____ B. Physically aggressive ____ B. Physical prompts 80%+ ____ B. Physical support/ ____ C. Medications weekly ____ C. Verbal prompts 80%+ positioning ____ D. Suctioning ____ C. Non-compliant in class ____ D. Structured teaching ____ C. Safety supervision 80%+ ____ E. Food preparation ____ D. Non-compliant on ____ E. Assistive technology ____ D. Close visual supervision ____ F. Diaper changing campus ____ F. PECs 80%+ ____ G. Feeding-full support ____ E. Runs away weekly ____ G. Signing 80%+ ____ E. Other:_______________ ____ H. Seizures weekly ____ F. ADHD medication ____ H. Other:______________ ____ I. Other:_____________ ____ G. Mental health client ____ H. Other:______________ Total Student Names Rating System: 1. Write the “letter” for each of the items that apply to students in the columns above. 2. Tally and enter the number of individual items for all students in the area provided next to the items at the top of the columns. Example: If five students have a “Specialized health plan” in place, mark a “5” on the line next to “A. Specialized health plan” in the first column. 3. Please provide data for each item marked. Form to be completed by Program Specialist or Psychologist. Student Needs for Additional Support Rubric Student Name: _____________________________ DOB: ________ Disability: ____________________________ Date Reviewed: _____________ Teacher: __________________________________ Current Program: _______________________________________________________________ Select the number that best describes the student in each rubric category that is appropriate. Health/Personal Care/Rating Behavior/Rating Instruction/Rating Inclusion/Mainstreaming/Rating General good health. No specialized health Follows adult directions without frequent Participates fully in whole class instruction. Participate in some core curriculum within care procedure, medications taken, or time for prompts or close supervision. Handles change Stays on task during typical instruction general education class and requires few 0 health care. Independently maintains all "age and redirection. Usually gets along with peers activity. Follows direction with few to no modifications. Can find classroom. appropriate" personal care. and adults. Seeks out friends. additional prompts. Usually socializes well with peers. Mild or occasional health concerns. Allergies Follows adult direction but occasionally Participates in groups at instructional level but Participates with modification and or other chronic health conditions. No requires additional encouragement and may require additional prompts, cues or accommodation. Needs occasional 1 specialized health care procedure. Medications prompts. Occasional difficulty with peers or reinforcement. Requires reminders to stay on reminders of room and schedule. Requires administration takes less than 10 minutes time. adults. Does not always seek out friends but task, follow directions and to remain engaged some additional support to finish work & Needs reminders to complete "age appropriate" plays if invited. in learning. be responsible. Needs some social cueing personal care activities. to interact with peers appropriately. Chronic health issues, generic specialized Has problems following directions and Cannot always participate in whole class Participates with visual supervision and health care procedure. Takes medication. behaving appropriately. Can be managed instruction. Requires smaller groups and occasional verbal prompts. Requires 2 Health care intervention for 10-15 min daily adequately with a classroom behavior frequent verbal prompts, cues or visual shadowing to get to class. Needs (diet, blood sugar, medication). Requires management plan, but unable to experience reinforcement. On task about 50% of the time modifications & accommodations to reminders and additional prompts or limited much success without behavior support plan with support. Requires more verbal prompts benefit from class activities. Regular hands on assistance for washing hands, using implementation. to follow directions. socialization may require adult facilitation. bathroom, wiping mouth, shoes, buttons, zippers, etc. Occasional toileting accidents. Very specialized health care procedure and Serious behavior problems almost daily. Difficult to participate in a large group. Participation may require additional staff medication. Limited mobility. Physical Defiant and/or prone to physical aggression. Requires low student staff ratio, close adult for direct instructional and behavioral 3 limitations requiring assistance (stander, Requires a Behavior Intervention Plan (BIP) proximity and prompts including physical support. Requires direct supervision going * walker, gait trainer or wheelchair). Special and behavior goals and objectives on the IEP. assistance to stay on task. Primarily complies to & from class. Always requires food prep or feeding. Health related Requires close visual supervision to only with 1:1 directions & monitoring. modifications & accommodations for class interventions 15-45 min. daily. Frequent implement BIP. Medication for ADD/ADHD Cognitive abilities & skills likely require work. Requires adult to facilitate social physical prompts and direction assistance for or other behaviors. modifications not typical for class as a whole. interaction with peers. personal care. Food prep required regularly. Needs Discrete Trial, ABA, Structured Requires toilet schedule, training, direct help, Teaching, PECS. Requires signing over 80% diapering. of time. Specialized health care procedure requiring care Serious behavior problems with potential for Cannot participate in a group without constant Always requires 1:1 staff in close by specially trained employee (G tube, injury to self and others, runs-away, 1:1 support. Requires constant verbal and proximity for direct instruction, safety, 4 tracheotomy, catheterization.) Takes aggressive on a daily basis. Functional physical prompting to stay on task and follow mobility or behavior monitoring. Requires * medication, requires positioning or bracing Analysis of Behavior or Hughes Bill has been directions. Regularly requires specific 1:1 1:1 assistance to go to and from class 80% multiple times daily. Health related completed and the student has a well- instructional strategies to benefit from the IEP. of the time. Requires adult to facilitate interventions 45 min. daily. Direct assistance developed BIP, which must be implemented to Cognitive abilities and skills require social interaction with peers and remain in with most personal care. Requires two-person allow the student to safely attend school. Staff significant accommodation and modification close proximity at all times. lift. Direct 1:1 assistance 45 or more minutes has been trained in the management of not typical for the class group. daily. assualtive behaviors. *Attach a copy of documentation indicating frequency and duration over a period of time to determine further consideration of special circumstance instructional assistance. If mostly ratings of 3’s & 4’s, in two or more areas, continue with needs assessment process. Observational Evaluation for SCI Assistance Student: _______________________________________ School: ___________________________________ Teacher: _______________________________________ Date: ____________________________________ Observer’s Name/Title: ____________________________________Setting: _________________________ Section I: Please complete the following review of the visual and physical structure of the classroom, curriculum design, data collection and planning. Posted classroom schedule _____ Yes _____ No If yes, complete section below: 1. The following elements are included in the classroom schedule: Times Locations Students Activities Staff names 2. The schedule is Daily Weekly Other _____________________________________ Individual student schedule _____ Yes _____ No If yes, complete section below: 1. Student uses the following format for individualized schedule: Object Icon Photograph Word Picture 2. Room is arranged with structure to correlate with tasks on schedule: Area for one-to-one work Area for independent work Area for group work Area for leisure Not applicable 3. Student ability to follow the schedule: Independent With direct verbal prompt Non-verbal with gestural prompt With physical prompt With indirect verbal prompt Consistent Inconsistent 4. Student use of the schedule: Student carries schedule Student uses transition cards Student goes to schedule board Teacher carries and shows the schedule Consistent Inconsistent *Attach sample classroom schedule and individual student schedule Curriculum and instructional planning 1. Check the curricular domains included in the student’s program: Communication Academics Self care Motor skills/mobility Domestic Recreation/leisure Social/behavioral Pre-vocational/vocational Other: _____________________________ 2. Describe curricular accommodations and/or modifications currently being used: 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. Are materials and activities age appropriate? _____ Yes _____ No 5. Are materials and activities instructionally appropriate? _____ Yes _____ No Current data systems and collection of data Has data been collected on student performance? _____ Yes _____No If yes, complete section below: 1. Current data on each objective includes: Date Level of independence (prompting needed) Task 2. Data is collected: Daily Biweekly Weekly Monthly 3. Data is summarized in the following manner: Graphed Other________________________ Written narrative *Attach sample Behavior and safety 1. Describe the behavior management system in the classroom, including positive reinforcers and consequences. Is the system appropriate for the student or does it need modification? 2. Are specific positive behavior supports utilized for the student? _____ Yes _____ No Describe: 3. Is there appropriate safety equipment in place? _____ Yes _____ No 4. Are appropriate safety and medical procedures being used? _____ Yes _____ No 5. Does it appear appropriate training has been provided? _____ Yes _____ No Comments: 6. Describe the student’s interactions with peers: 7. Describe the student’s interaction with non-classroom staff in a less structured environment: 8. What activities does the student choose during breaks? 9. What problems are evident? Planning team meetings 14 1. Are team meetings held? (formal or informal meetings to problem solve) _____ Yes _____ No If yes, complete section below: Daily Biweekly Weekly Monthly Need to be schedule Meetings include the following participants: Current utilization of assistance How is existing assistance utilized? Behavior management Medical assistance Curriculum adaptation and preparation Supervision Instruction - individual Instruction - group Other_________________________________ Team Summary/Action Plan 1. Can current conditions be modified to meet the student’s goals and objectives and/or personal care needs? If so, how? 2. What other types of assistance are needed? Why? 3. Are there any other issues that need to be addressed? 4. Recommendations: 15 Techniques to Promote Independence and Fading of Support 1. Watch before assisting. Can the student ask for help from teacher or peer? 2. Can the student problem solve independently? 3. Give the student extra time to process and respond before assisting. 4. Provide consistent classroom schedule (posted, visual, at desk if needed, reinforcement periods included). Teach the student how to use it. 5. Start with the least intrusive prompts to get the 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 weaknesses, 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 the 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, 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. Give choices. 16 Instructional Aide Guidelines I. GUIDING PRINCIPLES A. Rationale ______________ SELPA is committed to providing a full continuum of placement options for students with identified disabilities who are receiving special education services. The Individuals with Disabilities Education Act (IDEA2004) and California laws and regulations describe a continuum of alternative placements such as instruction in general education classes, special classes, special schools, home instruction and instruction in hospitals and institutions. Both federal and state laws contain provisions to ensure that children with disabilities are educated to the maximum extent possible with children who are not disabled and that children are removed from the general education environment only when the nature of the disability is such that education in the general education classroom cannot be satisfactorily achieved with the use of related services. B. Related Services California’s related services as defined in Education Code and Title V regulations are referred to as Designated Instruction and Services or DIS. IDEA2004 defines Related Services as signifying the utilization of aids, services, and other supports that are provided in general education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate. This applies to any general education program or special education program in which the student may participate. C. Special Needs Assistant/Support By law, services to students with special needs must be delivered in the least restrictive environment (LRE). When an IEP Team is considering a special needs assistant for a student, all aspects of the student’s program must be considered with the intent of maximizing the student’s independence. It must be acknowledged that the teacher, rather than the assistant, is responsible for the design and implementation of the student’s program. The IEP team must consider the student’s personal independence when discussing the necessity for a special needs assistant. The foremost educational goal for any special needs student is to encourage, promote, and maximize independence. Without proper consideration of the role of a special needs assistant, the presence of such support may unintentionally foster dependence. The team must carefully evaluate a student’s total educational program to determine where support is indicated. Natural support, existing staff support, and/or other classroom modifications/supports (e.g. assistive technology, behavior plan) should be used whenever possible to promote the least restrictive environment (LRE). D. Other considerations  The IEP Team needs to base the decision for a special needs assistant as a related service on appropriate documentation and assessment. A special needs assistant is considered only in instances where the student is not able to 1 benefit from a Free and Appropriate Public Education without such support. Specifically the program modifications or supports for school personnel (special needs assistant) are necessary to assist the student to:  Advance appropriately toward the annual goals  Be involved in and progress in the general curriculum  Participate in extracurricular and other nonacademic activities; and,  Be educated and participate with other disabled and non-disabled students.  If a special needs assistant is necessary for curricular purposes, the IEP Team must consider if the current goals and objectives are appropriate and if the proposed placement is truly the least restrictive environment for the child.  If a special needs assistant is necessary for behavioral concerns, the IEP Team must have charted behaviors and implemented an appropriate behavior plan before they consider a special needs assistant.  The school nurse should be a part of the IEP Team discussion whenever assistance is needed due to a medical need. II. PROCEDURES/ADMINISTRATIVE GUIDELINES A. Complete an Evaluation Members of the school education team need to complete the Evaluation to determine the Appropriateness for a Special Needs Aide form to evaluate the need for additional classroom support. B. Schedule IEP Meeting If, after completing the form, it is determined that a special needs assistant (for the classroom or for a specific student) is needed, an IEP meeting should be scheduled and should include an appropriate district of residence administrator/designee. C. The IEP needs to include the following: 1. A statement that the special needs assistant is necessary for the child to benefit from his/her educational program with a specific statement of how the related service will assist the child. Specify the conditions and circumstances under which the special needs assistant appears appropriate for the student. 2. An objective manner (criteria) for evaluating whether the addition of personnel assists the child in benefiting from his/her educational program. 3. A statement of the frequency and location of the related service(s). 4. A statement of the duration of the services. A short-term special needs assistant could be used for an evaluation period or transition period not to exceed eight weeks. 5. A statement of the role of the special needs assistant as well as the role of the teacher and any other professionals responsible for the student’s education. 2 6. A systematic written plan to address how the additional personnel support will be monitored and to address the criteria for fading that support as the student gains independence. 7. The schedule for review of the student’s program which leads to the fading of the assistant. It is recommended that the team meet at least every six months except for cases of extreme medical need. 8. Goals/objectives that address the skills needed by the child in order for the special needs assistant to be faded. 9. A behavior plan for a student requiring a special needs assistant for behavior. The behavior plan needs to include a description of how and when support, including personnel, will be utilized to implement the plan and when the plan will be reviewed and modified. 10. If the student has instructional needs requiring additional personnel, a written plan must be developed by the general and/or special education teacher(s) based on appropriate assessment information. The plan must specify how the additional personnel will be utilized to support the teacher in implementing the student’s goals and objectives. Additionally, the plan must indicate what attempts will be made to transition to other available classroom resources and supports. (timeline, criteria, and specific resources and supports) Evaluation to Determine the Appropriateness for a Special Needs Aide Date: Student: Grade: Teacher: Title: School Site: Room Number: Instructional Setting: When completing the form, please use the back pages of the form as necessary to give complete information. A. Curriculum and Instructional Planning 1. Check the curricular domains included in the student’s IEP: ____ Communication ____ Academic/Pre-academic 3 ____ Self-Care ____ Behavior ____ Pre-vocational, Vocational ____ Motor skills/Mobility ____ Other (specify: ______________________________________ 2. Is the student currently making progress towards the IEP goals? ____ Yes (all) ____ Yes (some) ____ No 3. If limited or no progress is being made, what factors are responsible for this? 4. Describe all interventions attempted including the duration of the intervention and the success or lack of success for each intervention. 5. List equipment or devices used that may relate to the need for assistance. 6. Describe reinforcers and reinforcement schedule used. 7. List materials and activities being used as part of the student’s instructional program. 8. Does the student have behaviors that negatively impact the learning environment for other students? (Please include all documentation of attempts to reduce the behavior including a behavior plan.) B. Classroom Environment 4 1. Attach a diagram of the arrangement of the furniture and instructional areas that provide the physical structure of the classroom. Does the physical environment of the classroom present barriers to the student’s participation in the curriculum? If yes, how? 1. Describe the classroom schedule and visual supports provided for the student. 2. Describe the classroom management system. Are the visual structures in place enough to meet the student’s needs? If no, what else is needed? Is the current classroom management system working for the student? If no, what else is needed? 3. Are distractions occurring in the classroom that interfere with student learning? If yes, what are they? C. Determining Student Access to the Curriculum 1. What part(s) of the curriculum is accessible to the student given the natural or available supports? 2. What part(s) of the curriculum is not accessible given the natural or available supports? What factors prevent the student’s participation in this aspect of the curriculum? 5 D. Determining Available Supports 1. What supports (personnel, environmental, structural, instructional) are available for the student in the natural environment? 2. Describe other school personnel that might be available to support the student’s needs? (classroom teacher, special education teacher, special education paraprofessional, other school instructional aides, peer support, etc. 3. Describe other modifications or supports that might be considered for the student that have not been tried. (change of classroom environment, classroom management plan, individual behavior plan, assistive technology) 4. Please check any intervention below that might be helpful to try before consideration of a special needs aide. a. ____ Training for instructional staff (specify what type) b. ____ In class coaching c. ____ Consultation in the classroom d. ____ Behavior observation/support e. ____ Other (please specify) 5. If a special needs aide is being contemplated, does the assistant need to be assigned to one student or could the assistant be assigned to the entire class? 6. Specify exactly what times during the day the student could participate without the support of the special needs aide. 6 Time of Day Activity If a special needs aide is contemplated for this student, what part(s) of the day would the student require support? What type of support would be given? Time of Day Anticipated Support Activity E. Determining the Need for Assistance _____ The student is able to access the curriculum in the least restrictive environment with supports currently available in the school environment. _____ The student is not able to access the curriculum in the least restrictive environment using natural and/or available supports for the following reason(s): ____ Intensive medical need (attach documentation) ____ Serious behavior (attach documentation of attempted interventions and current behavior plan) ____ Low Incidence needs (scriber, sign language translator, notetaker, etc.) 7 ____ Basic life function assistance ____ Other (curricular, mobility, etc.) Specify: 8