SPECIAL CIRCUMSTANCE
INSTRUCTIONAL ASSISTANTS
REFERENCE PROCEDURAL
HANDBOOK
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TABLE OF CONTENTS
Sections
Page
I.
IEP Special Circumstances Instructional Assistant Policy
3
II.
Policy and Guidelines for Special Circumstance Assistants
4-7
III.
Flow Chart of Process
8
IV.
Summary Explanation of Forms
9
V.
Process Checklist for Consideration of Additional Support
10
VI.
Student Needs for Additional Support Rubric
11
VII.
Class Weighting Worksheet
12
VIII.
Observational Evaluation to Determine the Need for Additional Support
13-14
IX.
Summary of Evaluation for Additional Support
15
X.
Special Circumstances Support/Assistance Responsibility/
Monitoring Plan
16
Appendix Title Page
18
Appendix A: Specific Language for Special Circumstances Instructional
Assistance
19-20
Appendix B: Sample Goals and Objectives
21-24
Appendix C: School Day Description and Assistance Needed
25
Appendix D: Classroom Case Management Staff Meetings
26
Appendix E:
Suggestions for Consideration at LEA Evaluation Meeting
27
Appendix F:
Parent Guide to Instructional Assistant Support
28-29
Appendix G:
Spanish Version of Parent Guide to Instructional Assistant Support 30-31
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NHUHSD
IEP Special Circumstances Instructional Assistant Policy
The Northern Humboldt Union High School District recognizes that a special circumstance instructional
assistant (SCIA) may be considered for a student. When an IEP team is considering the need for a SCIA
for a student, all aspects of the student’s program must be considered with the intent of maximizing
student independence.
Whenever an IEP team is considering a SCIA for a student with special needs, the following factors
need to be considered:
 First and foremost, the goal for any special needs student is to encourage, promote, and
maximize independence. If not carefully monitored, a SCIA can easily and
unintentionally foster dependence.
 A student’s total educational program must be carefully evaluated to determine where
support is needed. Natural support and existing staff support should be used whenever
possible to promote the least restrictive environment.
The general categories that shall be considered for a SCIA are:
1. Health/Personal Care Issues
2. Behavior Support
3. Instruction
4. Least Restrictive Environment/Mainstreaming
5. Prior to an IEP team meeting, when considering the inclusion of a SCIA on the IEP, an
evaluation of need must be documented.
If the IEP team determines that a SCIA is needed for a student the team must develop a
Responsibility/Monitoring Plan. It is important for the Plan to specify the conditions and circumstances
under which the SCIA appears appropriate for a student. Every Plan shall address the following:
1. The number of hours the SCIA is assigned.
2. The responsibilities of the SCIA, the classroom teacher and any other adult interfacing
with the student in the educational setting.
3. The skills the student must have in order to fade the need for the SCIA.
4. A schedule of the review dates for monitoring progress.
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Policy and Guidelines for Related Services of
SPECIAL CIRCUMSTANCE INSTRUCTIONAL ASSISTANTS
I.
Guiding Principles
A. Rationale
Every school within the Northern Humboldt Union High School District is required to
provide a full continuum of placement options for students with identified disabilities
who are receiving special education services. The Individuals with Disabilities Education
Act (IDEA ’97) and California laws and regulations describe a continuum of alternative
placements such as instruction in regular classes, special classes, special schools, home
instruction, and instruction in hospitals and institutions. Both federal and state laws also
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 regular education environment only when the nature and severity of the disability is
such that education in the regular classroom cannot be satisfactorily achieved with the
use of related services.
B. Special Circumstance Assistance/Support
By law, services to students with special needs must be delivered in “the least restrictive
environment.” When an IEP Team is considering special circumstance support for a
student, all aspects of the student’s program must be considered with the intent of
maximizing student independence. The special education teacher(s) is responsible for the
design and the implementation of the student’s program.
C. Factors for Special Circumstances
Whenever special circumstance support is being considered by an IEP Team for a student
with special needs, the following factors need to be considered:
Personal Independence
First and foremost, the goal for any special needs student is to encourage, promote, and
maximize independence. 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 needed. Natural support and
existing staff support should be used whenever possible to promote the least restrictive
environment.
The general categories to be considered for special circumstance instructional assistance
are:
1. Health/Personal Care Issues
2. Behavior Support
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3. Instruction
4. Inclusion/Mainstreaming
D. 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.
Although the phrase Related Services was not defined in previous federal law, IDEA
1997 defines it as signifying the utilization of aides, services, and other supports that are
provided in regular 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 regular education or special education program in
which the student may participate.
1. IEP teams need to identify the need for related services based on appropriate
documentation and assessment. If the IEP team recommends such services, the
following statements must be included in the IEP document.
a. The related service is necessary for the child to benefit from his/her special
individualized education plan;
b. The program modifications or supports for school personnel are necessary to
assist the child, and
c. The related service will assist the child 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
children
2. The IEP team shall address the means for evaluating whether the related service
assists the child to advance toward goals.
3. The IEP needs to address the duration of services. A short-term instructional assistant
could be used for an evaluation period not to exceed eight weeks.
4. The IEP must also include a statement of the anticipated frequency and duration for
the services and modifications.
5. When additional personnel support is required, the IEP team needs to periodically
review the effectiveness of this additional support. A systematic, written plan needs
to address how additional personnel support will be monitored and what interventions
will be implemented in order to address the need for additional personnel.
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6. For services requiring additional personnel support as a result of a child’s behavioral
difficulties, the child’s IEP needs to include appropriate goals and objectives. In
addition, a behavioral plan should be developed, or if appropriate, a Behavioral
Intervention Plan should be developed in accordance with Sections 3001 and 3052 in
Title V, California Code of Regulations. The behavior plan needs to include a
provision describing how and when support, including personnel, will be utilized to
implement the plan, and when the plan will be reviewed and modified.
7. When determining a need for additional personnel support due to an instructional
need, the IEP team must utilize appropriate assessment information to support this
recommendation. The written plan must be developed by a regular and/or special
education teacher specifying how the additional personnel will be utilized to support
the teacher in implementing the student’s goals and objectives and what attempts will
be made to transition to other available classroom resources and supports.
8. When a special circumstance assistant is being considered for a specific student, a
administrator shall be required to participate in the decision making process of the
IEP meeting.
II.
Procedures/Administrative Guidelines
A. Determining the Need for Special Circumstance Instructional Assistants
The IEP needs to include the following:
1. Goals and objectives that address the skills that need to be taught in order for the
special circumstance assistance to be faded. If the decision is to increase SCIA
support, it is written on the IEP with specific goals and objectives, monitoring
strategies, fading strategies, and review dates.
2. The schedule for review of the student’s program, which leads to the fading of the
special circumstance support, it is recommended that the team meet every 3 to 6
months, except for the cases of extreme medical needs.
3. In the case of health and safety emergencies, administrators can approve immediate
additional support.
B. Careful/Thorough Planning
Children require different levels of support and a plan must be developed and monitored
in accordance with the individual’s unique needs and the particular setting. It is
important for the plan to specify the conditions and circumstances under which special
circumstance assistance appears appropriate for a student. Regardless of the
circumstances, which may indicate the need for special circumstance support, it is
imperative for every plan to address:
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1. The skills that need to be taught in order for special circumstance assistance to be
faded.
2. A regularly scheduled review of student program which will lead to the fading of
special circumstance support.
3. Definition of the role of special circumstance assistance as well as the role of the
teacher and any other adult interfacing with the child in the educational setting.
School teams need to be creative in using natural supports to the maximum extent
possible. Team members and IEP implementers need to share ideas, expertise and
resources in planning as well in carrying out the needed support/assistance for the
identified special needs students.
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NHUHSD Flow Chart of Processing for
Special Circumstance Instructional Assistant
Request for Special
Circumstance
Instructional
Assistant
Rubric Completed
Step 1
If no need to proceed,
consider class
weighting sheet
Step 1A
Follow Checklist
Observational
Evaluation
Step 2
Summary of
Observational
Evaluation
Step 3
LEA(s) Evaluation
Meeting
Step 4
IEP Meeting
Responsibility/
Monitoring Plan
Step 5
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IEP SPECIAL CIRCUMSTANCES INSTRUCTIONAL ASSISTANT POLICY
SUMMARY EXPLANATION OF FORMS
1. Process Checklist – This form is to assist the LEA in following the SELPA procedure/process for
determining the appropriateness of assigning an instructional assistant to a student.
2. Student Needs for Additional Support – The classroom teacher completes this form.
3. Class Weighting Worksheet – This is to be completed by a coordinator/assistant principal or
psychologist. This form is to analyze the makeup of the entire classroom.
4. Observational Evaluation to Determine the Need for Additional Instructional Support – Either a
coordinator/assistant principal, psychologist or evaluation team will complete this form. This is
to assist with addressing classroom structure, curriculum, classroom environment and classroom
team planning and preparation.
5. Summary of Evaluation for Additional Instructional Support – This is to be filled out by the
evaluation team. This form will summarize all the information gathered.
6. Special Circumstances Support/Assistance Responsibility Monitoring Plan – This form is
completed by the IEP team when it is determined that a student requires an assistant. A
monitoring plan is identified and followed by the IEP team.
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7.
PROCESS CHECKLIST
for Consideration of Additional Support
Teacher completed rubric with attached documentation to show need for additional assistance.
Date Completed:
1.___________
Assistant Principal notifies District Administrator of Special Education when
there has been a request for consideration of Special Circumstances Instructional
Assistant (SCIA). Include the following information:
A. Who made the request or suggestion?
B. Justification for consideration of extra support
2.___________
Observational evaluation is initiated by the IEP team.
3.___________
Observational evaluation and summary of evaluation of additional support is
completed.
4.___________
IEP team is convened to discuss the results of the observational evaluation
including possible duration and hours of additional support. The district
administrator or designee must attend the meeting.
5.___________
If the decision is to increase aide support, it is written on the IEP with specific
goals and objectives, monitoring strategies, fading strategies, and review dates (3
months suggested). A goal and objective is written for the students and a Special
Circumstances Instructional Assistant (SCIA) is the person listed, along with the
teacher, as responsible.
Teacher’s Name:______________________________________
School:_______________________
District:___________________________________ Student’s Name:____________________________
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The Northern Humboldt Union High School District (NHUHSD) recognizes the following County
Offices and SELPAs for their contributions to the development of this document:
Humboldt County Office of Education SELPA
Riverside County Office of Education
Marin County SELPA
Nevada County Consortium for Special Education
Placer Nevada SELPA
Sacramento County Office of Education
Shasta County Office of Education
Sonoma County Office of Education
NHUHSD Committee Members:
Brian Stephens, Assistant Superintendent
Chris Hartley, SRCHS Principal
Scott Pettengill, AHS Assistant Principal
Christine Vahldick, MHS Assistant Principal
Amy Gordon, School Psychologist
Jessie Burns, School Psychologist
Kathleen Lake, Speech and Language
Lori Ledogar, AHS Department Chair
Devon Van Dam, MHS Department Chair
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APPENDIX
SECTION
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