Confidentiality/Communication Agreement for Non-SBCSC Employees

Recognizing the need for school based and home based teams to work together effectively, this protocol aims to facilitate communication and partnership between school staff and outside therapists/consultants.

This protocol addresses ways of working together to combine the various unique perspectives, understandings and skills to accomplish goals that might not be achieved independently.

Under this protocol, professionals will share information and agree upon a communication plan to address questions and issues that might arise regarding the progress of a student with special needs.

Since the classroom teacher is generally an active participant in the school based program of a student with special needs, the classroom teacher(s) should be an integral part of the process. The following guidelines are offered to clarify roles and responsibilities and to maximize the benefits to the student.

1. Outside professionals who wish to liaise with school staff and/or observe a student, must contact the respective district support team who will facilitate the scheduling of the pre-observation meeting. The purpose of this initial meeting is to review, and sign this protocol agreement prior to non-SBCSC staff involvement.

2. Parents must give written permission for outside professionals to participate in any activities at school, including but not limited to observations, meetings, etc. This protocol agreement records how services will be communicated in accordance with the student’s educational goals as outlined in the Individual Education Plan (IEP) including the Behavioral Intervention Plan (BIP).

3. Non-SBCSC staff visiting classrooms and/or schools in the South Bend Community School Corporation must be respectful of the confidential nature of all discussions as well as respectful of privileged, confidential information gained through meetings or general access in the school. SBCSC retains the right to discontinue this partnership at any time.

4. All verbal and written communication between parents, teachers, district staff and outside personnel is to be shared respectfully at a place and time that is suitable to all involved. Furthermore, other students are not to be identified or named in reports, observation notes, or in verbal discussion.

5. Prior to visiting a classroom, every non-SBCSC employee must have or submit proof of a criminal history background check. Individuals who do not have a recent criminal history check must contact the Human Resources Department for SBCSC and request a limited criminal history check. There is no cost for the limited history check.

6. The special education teacher is responsible for arranging visits by non-SBCSC professionals. A reasonable number of working days should be allowed to give the teacher time to make suitable arrangements, including specific date(s) and time(s). In every instance, the special education teacher, general education teacher (if applicable) should agree to the observations. The building administrator must be informed, authorize and monitor the visit(s).

7. Visitors must register at the school office and obtain a visitor’s pass upon every visit. Visitors must also sign out when they are exiting the building.

8. The goal(s) of the observation must be discussed, clarified and agreed upon prior to the observation. The focus must be solely upon the student’s responses to the techniques involved in specific intervention practices and refinement of techniques. The observation shall not in any way be an evaluation of staff performance.

9. It is best practice for student observations to include staffings before and immediately after each session. The outside therapist or consultant will be accompanied by the special education teacher during the observation period. The outside therapist or consultant should provide some written notes for the special education teacher to share as soon as possible with the rest of the IEP team.

10. The outside therapists or consultants may demonstrate and model effective intervention strategies to school staff and may undertake periodic reviews with school staff members. However, their own private therapy sessions may not take place on school premises and they may not act in the role of a teaching assistant.

11. Parents and, at the parents’ request, outside agencies, may make recommendations relevant to the development of the IEP. The case conference committee will consider these recommendations in the development of the IEP. The case conference committee has sole responsibility for the determination of services included in the IEP.

12. Frequency of classroom/school visits is to be determined by the principal and the teacher in consultation with parents, in accordance with the IEP. Visits must not unduly disrupt the educational programs of the student with special needs or other students in the class or school.

13. The South Bend Community School Corporation reserves the right to discontinue this partnership at any time.

Confidentiality_Communication Agreement for Non-SBCSC Staff

FERPA-HIPPA - Authorization for Release of Medical and Education [Spanish]