Philosophy Guidelines and Practices

Department Of Special Education Philosophy Board Of Education Policy - Least Restrictive Environment (LRE) Parents' Rights-Revised Instructional Placement Spectrum Additional Instructional Support Aides

Educate America Act - Goals 2000
Now that President Clinton has signed his school reform plan into law, the nation has eight official education goals. Congress took the six goals set by President Bush and the nation's governors, in 1990, and added two of their own.

The new national education goals by the year 2000

1. All children will begin school ready to learn.
2. 90% of high school seniors will graduate.
3. Students will be promoted from the 4th, 8th and 12th grades after demonstrating competency in English, mathematics, science, arts, foreign languages, civics and government, history, geography and economics.
4. U.S. students will be first in the world in math and science achievement.
5. All Americans will be literately possess the skills needed to compete in the international economy and be responsive citizens.
6. American schools will be free of drugs, guns, alcohol and violence and will offer students an environment conducive to learning.
7. The nation's teachers will have access to the professional development needed to help them) prepare all their students for the 21st century.
8. Every school will promote programs that will increase parents' participation in the social, emotional and academic growth of their children.

Special Education Philosophy
The overall educational objective for special education students differs only slightly from that for all students. The objective is to assist them with learning so that they can attain their potential and become an effective, integral part of society. The concern is not solely with academic achievement and improvement of isolated functions, but with attainment to care for oneself, and to become independent.

The Individuals with Disabilities Education Act (IDEA) calls for the right of students with disabilities to be educated with non-disabled students to the maximum extent appropriate. The Individual Education Program (IEP) will recommend the extent to which a student with a disability should be mainstreamed.

Access to School-Related Activities and Events by Students with Disabilities
All San Francisco Unified School District activities and/or school-related activities are required to be accessible to, all students with disabilities. This includes events planned, sponsored, publicized, organized, chaperoned, or led by the District or its employees, which are held on or off school grounds. District-related activities, such as sports events, social activities, clubs, student government events, assemblies, commencement ceremonies, and graduation-related social events, including transportation, are required to be accessible to students with disabilities.

If transportation is required for some or all students, students with disabilities are entitled to wheelchair accessible transportation at the same cost applied to nondisabled students. Students with disabilities are also entitled to "integrated" transportation that is accessible for both disabled and nondisabled students.

All such activities must be held in a facility that has an entrance and restroom that are accessible to persons who use wheelchairs or have other mobility impairments. Lifting or carrying a student with disabilities over an architectural barrier does not provide "access" for these purposes.

Parents and/or students who have concerns should contact the Special Education Compliance Office for assistance.

Mainstreaming Guidelines
Before mainstreaming begins:

1. Special education teacher should review the teaching style and classroom environment of the general education class with the general education teacher to insure that it is appropriate for the special education students being mainstreamed.
2. Special education teacher should review the student's IEP with the general education teacher and discuss the student's abilities and disabilities. Special equipment or materials needed by the student should be addressed.
3. The IEP should specify which class or activity is appropriate for mainstreaming the student, as well as the accommodations required helping the student in this activity. Mainstreaming can occur in both academic and non-academic activities.

In order to ensure that mainstreaming is a positive experience for all concerned, the following guidelines should be considered:

1. Site administrators and general education teachers should be aware of the purpose and value of Mainstreaming the students with disabilities.
2. Information about student needs and abilities, as well as appropriate resources should be made available to the teacher who will be working with students with disabilities.
3. Special education teachers should prepare their students to participate in the general education classroom by reviewing the general education classroom's procedures, rules and schedules.
4. Ongoing communication about the effectiveness or problems of the mainstreaming situation must be maintained between special and general education teachers. Weekly progress reports can facilitate timely resolution of problems that arise. Open lines of communication must exist between the general education classroom teacher, the special education teacher and the special education students. Problems that arise should be dealt with immediately.
5. Special materials, equipment, curricular and environmental modifications, a "buddy" system, etc., may need to be provided to the special education student in the general education classroom.
6. Special education teachers should be available to provide technical assistance and consultation to general education teachers to insure successful Mainstreaming/integration.

Program consultants in the Special Education Central Office are available to provide support and consultation to school staff wishing to set up or improve their mainstreaming programs. In addition to their services, there are books, articles and films that expand upon the conditions that allow for effective mainstreaming.

GUIDELINES FOR ACCESSING CORE CURRICULUM
The curriculum for special education students must follow the state guidelines as outlined In the school site plan. All school core curriculum areas must be addressed using age appropriate materials and experiences to develop basic skills and grade-appropriate concepts. Special education students must be integrated into the total school program to the fullest extent. Specific disabilities will not be an excuse for less than age appropriate concept development and activities in each area of the core curriculum.

Children with physical, educational, and/or emotional disabilities will require special consideration to maximize their potential in core curriculum instruction. The teacher must first determine the level of achievement in all core curriculum academic areas in order to determine base-line. When planning lessons, a variety of instructional strategies, curriculum modifications, accommodations and materials should be used, while addressing the student strengths and specific learning styles. Teachers should monitor student progress on an on-going basis.

HIGH SCHOOL GRADUATION REQUIREMENTS
High school special education students fall into two major categories:

1. Students who must meet the SFUSD High School graduation requirements.

2. Students who are not able to meet the graduation requirements because of the nature or severity of their disability (e.g. students receiving community-based instruction).

The goal of the Department of Special Education is to provide appropriate educational programs in the least restrictive environment for all students with disabilities. In providing educational services to students with disabilities, the San Francisco Unified School District is responsive to the continually evolving nature of the field of special education, the requirements of federal and state legislation, court mandates, and the relationship between special and general education.

Further, it is believed that the goal of providing appropriate special educational services to students with disabilities can be achieved by working together with parents (i.e. natural/adoptive parents, legal guardians, and surrogate parents). Parent participation in all aspects of the design and delivery of educational services is an essential componev. The plan to improve and strengthen special education programs and services is based upon the following principles:

• Educational services are built on an appropriate evaluation that determines the level of support, related and/or instructional services required to meet the individual educational needs of students.

• Educational services are provided in the least restrictive environment and to the maximum extent appropriate with non-disabled appropriate peers.

• educational services should emphasize the educational needs of the students.

These principles reflect the San Francisco Unified School District's approach and philosophy with respect to organizing its educational services for students with disabilities.

BOARD OF EDUCATION POLICY LEAST RESTRICTIVE ENVIRONMENT (LRE)
It is the intent of the San Francisco Board of Education to comply with both Federal Law and the State Master Plan governing the education of students receiving special education services in the least restrictive environment. It is also the policy of the Board of Education that programs and services are made available for these students, which comply, with the prevailing laws and regulations. Therefore, the SFUSD's commitment to the education of students with disabilities is supported by the belief that individuals have the right to receive their education in chronologically age-appropriate general education school classrooms with their non-disabled peers, with appropriate supplemental supports and services as described by the individual education plan (IEP). As is further delineated in federal and state statutes, education in an environment other than the general education class should be considered by the IEP team only when it has been determined that these specialized supports and services are inadequate or unsatisfactory to meet the student's needs.

Toward this end, an array of services and placement options is made available within the SFUSD to meet students' IEP needs for special education and/or related services in the least restrictive environment including:

• General education classes
• General education classes with supports and services
• Resource Specialist services
• Designated instruction and services
• State special schools
• Special classes
• Special schools
• Non-public, non-sectarian school services

Programs and services for students identified for special education will include the following components to ensure that these options for the least restrictive environment exist:

• Mainstreaming opportunities occur when students whose primary placement is a special day class attend and participate in general education classrooms for some segments of the instructional day, with varying levels of specialized supports and services necessary to meet their IEP goals.

• Inclusion occurs when students with disabilities have as their primary placement chronologically age-appropriate general education classrooms where they receive necessary specializedsupport and services.

Implementation Directions
In order to provide educational services in the least restrictive environment, and implement Board of Education Policies, the District and each school should review the current delivery system to determine that:

1. Those children within the jurisdiction of SFUSD who may qualify for special education be identified as soon as possible.

2. Opportunities exist for students to attend age-appropriate general education classes with specialized supports, supplementary aids and services in the general education classroom in the school the student would attend if he/she did not have disabilities, whenever possible.

3. Schools where special classes are located have as close as possible natural proportions of students receiving special education and related services in the total student body. The location of special education programs and services maximizes opportunities for general education class integration as well as facilitates student interaction, communication, and friendship development.

4. Students receiving special education and related services have equal access and opportunity to participate in all general education activities, programs, curricula, and facilities, including extracurricular activities.

5. Administrative policies and procedures promote each student's maximum access to appropriate general education academic and extracurricular programs, as defined by the IEP, and all school personnel are given support and training to accomplish this.

6. School missions, policies, and procedures support collaboration among special educators, general educators, and families to ensure well-planned instruction and to facilitate development of positive personal and social relationships for all students.

7. Provisions for accessibility of programs and services shall include procedures that meet the needs of all students with physical and mental disabilities for emergency evacuation from school buildings.

8. Students shall be placed in their desegregated/integrated school when educationally appropriate, to promote participation and independence within their neighborhood and community.

9. Parents, teachers, designated instructional staff, and administrators will have direct input in policy making decisions that affect a student's program or services and that this ongoing communication process shall insure the support and inservice training required to implement these plans.

1. INSTRUCTIONAL PLACEMENT SPECTRUM

IDEA calls for the right of disabled children to be educated with non-disabled children to the maximum extent appropriate. The IEP will recommend the extent to which a special needs student should be mainstreamed. In all cases, students assigned to a special day class (SDC) will be mainstreamed less than 50% of the day. If a student has the ability and skills to be mainstreamed more than 50%, special education services other than SDC placement should be recommended and implemented. (i. e. DIS, Resource Specialist)

Least Restrictive Environment

• General Education class placement/Inclusion
• Designated Instruction and Services (DIS)
• General Education class placement
• Resource specialist for specific classes:
• Duration class placement majority of the day
• Special day class mainstreamed in appropriate
• Academic and/or non-academic classes
• Non-Public Special Education Schools
• Diagnostic & residential
• State special schools
• Hospital, Residential, Institution
• Home teaching

GUIDELINES REGARDING ADDITIONAL INSTRUCTIONAL SUPPORT AIDES
Board of Education Administrative Regulation:

• Outline of Guidelines and Procedures for Additional Instructional Support Aides
• Explanation of Procedures and Practices
• Guide for Site Administrators: Additional Instructional Support Aides
• Guide for Teachers: Additional Instructional Support Aides
• Student Information Form
• Student's Personal Schedule
• Schedule Analysis
• Classroom Modification for Modifications and Interventions
• Reference of Positive Behavior Interventions: A quick guide to assist in developing behavioral support strategies
• Assessing the Effectiveness of the Additional Instructional Support Aide: Concerns and Potential Solutions
• Tracking Form for Additional Instructional support Aide

When a parent, teacher, administrator, or other member of a student's IEP team believes that additional instructional support staff is required in order for the student to benefit from his/her instructional placement, the following procedures are to be followed:

1. Contact the site administrator and/or appropriate Special Education Program Consultant for the required forms and/or indicate "request for an additional instructional support aide" in the Health section or on an-Addendum of the IEP.

2. Teacher completes the Required Documentation forms from the packet entitled "Guidelines Regarding Additional Instructional support Aides" (plus any other requested documentation) and submits to Special Education Program Consultant.

3. Program Consultant-reviews the completed forms, makes recommendations for modifications and interventions to the teacher, and provides technical assistance as needed.

4. Teacher implements recommendations; Teacher contacts Program Consultant for technical assistance and discusses appropriateness of additional instructional support aide in the classroom.

5. If IEP meeting is convened, team members, including a site administrator, review the documentation and discuss if there is a need for an additional instructional support -aide in the classroom.

6. If a need is determined, the IEP must include specific statements and/or objectives that address the student -outcomes; -as they directly relate to having an additional instructional support aide in their classroom. The "Student's Personal Schedule" and "Tracking Form for Additional Instructional Support Aide" must to be included with the IEP.

7. When the IEP is reconvened, the student goals and objectives and the Tracking Form are to reviewed. The IEP team should discuss the need for the additional Instructional Support Aide to continue or not.

8. If the goals and objectives were not attained, the following process will take place: *The additional instructional support aide will stay in place (the Special Education

*The IEP team will review the "Guidelines Regarding Additional Instructional Support Aides", revise the student's schedule, and re-write the goals and objectives as needed.

Placing an additional Instructional Support Aide (ISA) in a classroom is considered -a special education service. The ultimate purpose of this service is to provide an individualized program for a "target student" that teaches the student skills to increase his/her participation and independence in the classroom and the greater community. The use of an additional ISA is to be viewed as a service, not as, a placement that lasts the student's entire academic career (see Determining the Effectiveness of the Additional Instructional Support Aide: Concerns and Potential Solutions), It is not the only solution to assist a student.

Federal and state laws (PL 105-17, AB 2586, et al.), as well as SFUSD administrative regulations, require that the IEP team follow practices promoting the education of special education students in the Least Restrictive Environment. Placing an additional Instructional Support Aide, above, a class' regular allocation, creates a more restrictive environment. To ensure students' right the receive an education in the Least Restrictive Environment, a variety of less intrusive/less restrictive interventions must be implemented. Thus, the procedures explained herein provide a format to document that a variety of less intrusive interventions have been tried before considering the need for an additional instructional aid which would create a more restrictive environment. Also, the law requires that special education constantly monitor the students' program in order to bring the student back to a less restrictive setting.

BE PROACTIVE! If a student's behavior and/or needs appear to have the potential to escalate, contact the appropriate special education program consultant for technical assistance before the situation gets to an emergency level.

Procedure for Requesting an Additional Instructional Support Aide, (ISA) To start the process to request an additional Instructional Support Aide (ISA), either a) contact the site administrator and/or appropriate Special Education Program Consultant for the required documentation forms or b) indicate "request for an Additional Instructional Support Aide" in the Health section or Addendum of the IEP. The required documentation for an additional ISA must be completed by the teacher and evaluated by Special Education Program consultant and the site administrator. The "Required Documentation" includes the following:

1. Student's Personal Schedule - this displays the activities/classes the student is involved in throughout each school day, where the activity takes place and the staff in the room/area at the time of the activity.

2. Schedule Analysis - this form is most appropriate for students who are placed in special day classes (SDC,) for students with severe impairments, but may be used in other instances upon request. This displays the activities of all the students in the class for each day of the week and the staff person who is providing the instruction/supervision for the specified activities. It is used to determine if all the existing resources are being used to their maximum potential. Things to consider in filling out and/or reviewing this form:
   • What site resources are available. e.g. volunteers, general education peers, etc?
   • What is the DIS schedule and how does that impact the classroom schedule
   • Are there student teachers or interns that can be used in the classroom?
   • How appropriate are the -scheduled activities for the target student?
   • Does the target student participate in a variety of activities across several environments?
   • Does the student behavior change in any of these settings?
   • How much choice is the target-student given?

3. Classroom Modification Checklist -often classroom modifications have major impact on the behavior of the target student. Before considering an additional instructional support aide, the teacher and the teaching staff must document and evaluate whether they have done everything possible to, maximize the learning environment.

The Special Education Program Consultant may provide the teacher with "Recommendations for Modifications and Intervention" to implement in his/her classroom. The teacher contacts the Program Consultant to discuss results of interventions.

The information from the "Required Documentation" — 1) the student's personal schedule 2) the schedule analysis, if appropriate 3) the results from the recommended classroom modifications and interventions — will be the basis of determining whether an additional Instructional Support Aide should be added to the classroom. Assignment of an additional ISA depends on Special Education administrative approval.

Placement of Additional Instructional Support Aide (ISA)
If a need for additional Instructional Support Aide is determined and approved, the hiring process will begin. The roles and responsibilities of the ISA must be outlined in the "Tracking Form for Additional Instructional Support Aide: including plans to fade the ISA. A new "Student Schedule" and, if appropriate, "Schedule Analysis", must be developed to explain who will be working with the student. The new schedule will also be documentation for families in helping them understand that a consistent routine has been developed for the targeted student across the entire staff.

Things to Consider

• The aide is there to teach new skills that will replace unacceptable behaviors.
• Instructional aides need to be trained in positive instructional and behavioral strategies. This is the teacher's responsibility. The teacher needs to monitor the students' daily progress.
• The teacher needs to have daily frequent contact with the targeted student.
• If the student's behaviors are not improving in a timely manner, the teacher needs to make modifications to the student's instructional program.
• What is the plan when the paraprofessional is absent?
• How does having another adult in the classroom impact the learning environment?

Student with Medical or Physical Issues
Many children with medical or physical impairments that limit their ability to manage their personal care needs may need the support of an additional ISA for an extended period of time. However, the student's condition should be constantly monitored and the degree of support should be faded as the child's condition improves. With the support of the appropriate DIS assessment, it should be determined when the child can function independently and where assistance is needed. The additional ISA should never do for the child what the child can do for her/himself.

It is recommended that the teacher contact the Special Education Program Consultant-for technical assistance prior to situations getting to an emergency level

The documentation indicated above must be in place for every additional -Instructional, Support Aide.

If there are any questions or concerns, the Special Education Program Consultant should be contacted.

Date ___________________________________________
Person Completing Form ___________________________

Please print or type
Student Name ___________________________________
Age _____________(Circle) M F
Teacher_________________________________________
Room _____________________
School _________________________________________
Phone _____________________
Site Administrator/Principal _________________________

Student's Eligibility (ies)
Primary Language of Student _______________________

Of  Family _____________
Target/Operational Behaviors (describe clearly)
________________________________________________
________________________________________________
________________________________________________


Medical Issues
________________________________________________
________________________________________________


What educational benefits  (specifically related to the student's
(IEP) will be addressed as a result of an additional Instructional 
Support Aide? 
_________________________________________________
_________________________________________________


Comments
__________________________________________________
__________________________________________________
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