SCIA
Special Circumstances Instructional Assistance
SELPA Guidelines
2012 Update
1
Considerations for SCIA
Prior to Assessment
• Analysis of offer of FAPE and LRE
• Goal is to encourage, promote,
maximize independence.
• Consider all aspects of students’
programs.
• Natural support and existing staff
should be used whenever possible.
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4 Areas of Need
Required documentation
(page 15 of Guidelines Booklet)
Health
Behavior
Instruction
Inclusion (social interaction)
3
Pre-Referral Activities
Review
• District SCIA administrator/County
manager will return pre-referral
activities review form.
• They will either approve or ask for
completion of “next steps” and
resubmission of form.
• If approved Assessment Plan can be
completed.
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9
Pre-Referral Activities
Review
New review form to be completed by
district SCIA administrator or County
manager before teacher/psychologist
completes any other portion of the
SCIA packet.
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13
Summary of Evaluation for
Additional Support
(required documentation)
Page 19 in Guidelines Booklet
• Using data collected, check the areas
of intensive need that may indicate
additional SCIA support.
• Describe each area of intensive need
and interventions used.
• Entire page must be completed
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15
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School Day Analysis
(required documentation)
Page 18 in Guidelines Booklet
 School day analysis data should be
taken for over 3 observations, over 3
days in 3 different settings/times.
 Change to School day Analysis form
(dates are embedded in form).
 Can be completed by teacher, aide,
psychologist or other professional
observing student.
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Data Collection
 Current practices?
 Data collection tools in packet are
examples (not required documentation).
 All required Data Collection is listed on
“SCIA Required Documentation by Area
of Need” (part 2).
 Concerns in regards to DATA
Collection?
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IEP Documentation
If a SCIA is needed, it must be documented in
the services grid as additional supports for
student. Specify areas of need under
comments. More detail must be added on
notes page.
Extra Para support for classroom may also be
noted on services page at the top in
“supplementary aides and services” section.
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IEP documentation continued:
A goal will need to be added to target
areas of concern or use existing goals
relevant to areas of need. (except for
health only cases).
If additional SCIA support is added due to
behavioral needs, the IEP should also
include a BSP or BIP
A systematic fade/independence plan
should be documented with a goal.
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IEP documentation continued:
• A “Review the Success of SCIA
Support” must be completed in order to
consider re-authorization.
•
If a short term SCIA is required for a
transition, the written plan should
specify the level of independence
required before the SCIA is removed.
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Draft IEP goal for SCIA
(required documentation)
• Describe target behavior, frequency,
and baseline data.
• Develop a draft IEP goal with
objectives to facilitate fade plan.
• After SCIA is approved draft goal will
be added to IEP.
• If goal is met SCIA may be faded and
then eliminated.
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Techniques to Promote
Independence and Fading of Support
•
Review and teach tips on page 26 of
Guidelines Booklet.
• Make sure all team members are
working toward independence for
student.
• We do our students a disservice and
promote “learned helplessness” if we
do not work toward natural supports.
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Thank you
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