July 2010

The Socorro Independent School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs, activities or employment. El Distrito Escolar de Socorro no discrimina personas en sus programas, actividades y empleo por motivo de raza, color, origen nacional, sexo, impedimentos/incapacidades, o edad.

Table of Contents

Which Teachers Request CBI? 4

Level of Dependence 5

Our Community 6

Pre-Requisite Skills 7

Post-Secondary Activities 8

Post-Secondary Education 9

Vocational Education 10

Integrated Employment 11

Continuing and Adult Education 12

Independent Living 14

Community Participation 15

Analyzing Time Usage 16

Range of Percents 22

Range of CBI Activities 23

The Three M’s 25

Submitting the CBI Year Planner 26

Adult Services 13

CBI Year Planner Form 27

Submitting the CBI Agenda Form 28

CBI Agenda Form 29

Purpose of CBI 3

3

The purpose of Community-Based Instruction, or CBI, is to increase the level of independence in the community for a student who otherwise would require a level of dependence to function in the community.

CBI is often incorrectly viewed as a field trip for special education students. Though many of the same procedures need to be followed for both a field trip and CBI, CBI is NOT a field trip. Both field trips and CBI are an extension of classroom instruction. The purpose of a field trip is limited to an extension of classroom instruction. The purpose of CBI is to increase the level of independence in the community for a student.

Field trips are individual single events that link a destination to an extension of learning in the classroom. CBI is a series of multiple events at one or several destinations that links to an extension of classroom instruction AND these series of multiple events are designed to increase independence in the community. If the purpose of the trip does not include increasing independence, then the trip is a field trip; it is not CBI. It is not appropriate to state that a trip has as its purpose to increase independence, if in fact that is not the purpose for the trip. Some trips will qualify as CBI, and other trips will not qualify. Campuses that desire field trips for their special education students must set up its department budget to reflect this desire. The procedures outlined in this manual do not replace the procedures outlined in the Community-Based Vocational Training Procedure Manual.

“CBI is NOT a

field trip.”

“CBI increases the level of

independence in the community.”

Purpose of CBI

4

Teachers who request CBI are those teachers with students who have a need for increased independence in the community. Typically, this includes teachers of our self-contained units, such as BIC, FLS, ILC, PPCD, SCA, and SLU.

CWC, VAC, mainstream, and resource teachers may also have students with a need for increased independence in the community, such as students with Asperger’s Syndrome, mental retardation, or other disabilities that may significantly impact independence in the community. In prior years, we have allotted a number of trips per teacher dependent upon the type of self-contained unit. This year, it is expected that teachers of our self-contained units plan for no fewer than 6 CBI trips and no more than 20 trips, based on individual student need. CWC, VAC, mainstream, and resource teachers may not all have a need and if it is

believed there is a student in one of these classes with need, please contact the Transition Services Coordinator at 937-1888. Please keep in mind that CBI is not a field trip for special education students and must meet the criteria of this procedure manual. Teacher assigned to BIC, FLS, ILC, PPCD, SCA, or SLU units must either schedule a meeting by August 31st. with the Transition Services Coordinator by calling 937-1888, or submit the CBI Year Planner by August 31st. Teachers should seek input from students and parents on destinations. Teachers must take great care to maximize academic instruction for students to ensure student success on all assessments that measure student success. Trips must be avoided during times of review and test preparation.

“CBI is NOT a

field trip.”

“Teachers must take great careto

maximize academic

instruction for students.”

Which Teachers Request CBI?

5

The purpose of CBI is to increase independence in the community. Prior to a CBI trip, instructional staff must determine the level of dependence that the student requires. Dependence is demonstrated by a student when that student requires assistance in a physical action or thought process. To some degree, all people are dependent on other people. For instance, the average teacher in Socorro ISD would be unable to feed his or her family without restaurants and grocery stores. To determine if CBI is appropriate, the level of dependence required by the student must be compared to the level of dependence required by non-disabled, age-appropriate peers.

When the level of dependence required by the student is greater than the level of dependence required by non-disabled, age-appropriate peers, then CBI is indicated. When the level of dependence required by the student is consistent with or less than the level of dependence required by non-disabled, age-appropriate peers, then CBI is NOT indicated.

“Instructional staff must

determine the level of

dependence.”

“To some degree, all people are dependent on other people.”

Level of Dependence

6

CBI occurs in the community. We define our community to be the Cities of Socorro, El Paso, and Horizon, the adjoining communities of Canutillo, San Elizario, and Clint, and unincorporated areas of El Paso County that geographically lay between these cities and towns. CBI will only be authorized within these boundaries. Community must be thought of in terms that will be beneficial to the student. School is a community that will cease for the student upon graduation. Neighborhood is a community that will continue beyond graduation. As CBI is planned, it is important to move the focus of

activities away from the school to the student’s neighborhood. This will increase the capacity of the student to function independently within their neighborhood. For example, if a CBI destination involves a trip to city library, it is good that public transportation from the school is used to arrive at the destination. It is even better if public transportation can be used from the student’s neighborhood, or if the student can be taught to walk or use public transportation to the destination from his or her home.

CBI trips to infrequent destinations that do not allow generalization of skills are of less lasting value than are CBI trips to recurring destinations or destinations that allow for generalization of skills.

“Neighborhood is a community that

will continue beyond

graduation.”

“Community must be thought of in terms that

will be beneficial to the student.”

Our Community

7

Prior to taking a student with disabilities into the community, instructional staff must determine if the student has certain pre-requisite skills:

• The student follows directions • The student responds to environmental stimuli • The student stays on task • The student demonstrates awareness of “safe” and “dangerous” • The student demonstrate age-appropriate behavior • The student communicates appropriately • The student socializes with peers and adults appropriately • The student maintains hygiene independently When instructional staff determine that the student requires assistance in any of these areas, instructional staff must determine if CBI is appropriate for the student. If CBI is determined to be appropriate for the student, instructional staff must develop strategies to minimize the areas of dependency for the student, and must first teach these skills in the classroom setting, prior to attempting to teach these skills in the community.

“Instructional staff must

determine if the student has

certain pre-requisite

skills.

“Instructional staff must

determine if CBI is appropriate for

the student.”

Pre-Requisite Skills

8

CBI increases the capacity of an individual to function independently after graduation in any number of post-secondary activities. IDEA defines these activities to be:

• Post-Secondary Education • Vocational Education • Integrated Employment • Continuing and Adult Education • Adult Services • Independent Living • Community Participation

A well-balanced CBI program will consider the student’s ability to independently function in all of these areas. Frequently, attention is only given to Community Participation and the result is the student has a reduced capacity for independence as an adult.

“CBI increases the capacity of an

individual to function

independently after

graduation.”

“Frequently, attention is given

only to Community

Participation.”

Post-Secondary Activities

9

Post-Secondary Education means a school one would enroll in after graduation from high school and for which a diploma or certificate is earned. In El Paso the two primary schools that one would attend are El Paso Community College and the University of Texas El Paso. Students planning to enroll in Post-Secondary Education are strongly encouraged to graduate under the Recommended Plan. This generally means that special education classes are not being substituted by the ARD committee for required classes and that the student is receiving unmodified TEKS instruction. At the very least, students should be taking academic classes throughout high school if they plan to enroll in Post-Secondary Education.

One option at Post-Secondary Education Institutions is for students with significant cognitive disabilities is to audit classes. This option allows an individual to attend class but not be responsible for learning the material. Students who would enroll using this option, would be required to have acceptable classroom social skills. For these students with limited exposure to the general education environment, placement for socialization should be considered. Post-Secondary Education is not provided for free. Individuals who wish to attend a post-secondary education must be able to pay for tuition.

When instructional staff determine that the level of dependence required by the student to function in this environment is greater than the level of dependence required by non-disabled, age-appropriate peers, then CBI is indicated for post-secondary education. When giving consideration to the level of dependence needed by the student in comparison to non-disabled age-appropriate peers, consider the following: • The student’s need for services from the UTEP Disabled Students

Services Office 747-5148 or EPCC Center for Students with Disabilities 831-2426. • The student’s ability to have age appropriate behaviors on campus and in classrooms. • The student’s need for mobility instruction on the campus. • The student’s need for mobility instruction to and from the campus. • Registration needs and financial aid needs • The student’s needs to participate with student organizations

“Students planning to enroll in Post-

Secondary Education are

strongly encouraged to

graduate under the Recommended

Plan.”

“Students should be taking academic classes.”

Post-Secondary Education

10

Vocational Education after graduation means any courses or training that does not result in obtaining a college degree and that is reasonably expected to lead to employment because of the attained knowledge from the courses and training.

Many schools are located in El Paso. Some of the larger schools that provide vocational education include:

• Border Institute of Technology 593-7328 • Career Centers of Texas-El Paso 595-1935 • Center for Employment Training 859-1070 • Computer Career Center 599-9010 • El Paso Community College 831-2426 • International Business College 859-0422 • Western Technical College 532-3737

Students who wish to enroll in a vocational education program should already be taking vocational classes in high school. DARS and El Paso MHMR may be able to provide vocational training once students have graduated from high school, depending upon the service plan established for the student. When instructional staff determine that the level of dependence required by the student to function in vocational education is greater than the level of dependence required by non-disabled, age-appropriate peers, then CBI is indicated for vocational education. When giving consideration to the level of dependence needed by the student in comparison to non-disabled age-appropriate peers, consider the following: • The student’s ability to accurately access the level of accommodations provided by the

school for an individual with a disability. • The student’s ability to have age-appropriate behaviors. • The student’s need for mobility instruction on the campus. • The student’s need for mobility instruction to and from the campus. • Registration needs and financial aid needs • The student’s need for support from agencies like DARS or El Paso MHMR

“Many schools are located in

El Paso.”

“Students who wish to enroll in a

vocational education

program should already be taking vocational classes in high school.”

Vocational Education

11

Integrated Employment is defined as work performed for pay for at least the minimum wage but not less than the customary wage of other employees performing similar duties in an environment where an individual with a disability works with other individuals without disabilities. According to the 2007 Disability Status Report by Cornell University, Adults, age 21-64, with significant disabilities have an employment rate in Texas of 38.7%. Adults, age 21-64, without disabilities have an employment rate in Texas of 78.5%. One should not subtract the

employment percent from 100 to arrive at the unemployment rate, as unemployment is a term that is applied only to those seeking employment who currently have no employment. The difference in percents between those employed and unemployed is accounted by those who are students not seeking employment, stay-at-home parents, those who retire early, and a few other life situations. When instructional staff determine that the level of dependence required by the student to function in integrated employment is greater than the level of dependence required by non-disabled, age-appropriate peers, then

CBI is indicated for integrated employment. CBI for integrated employment will consist of either trips to employers of interest to the student or activities that are regulated by the U.S. Department of Labor*. When giving consideration to the level of dependence needed by the student in comparison to non-disabled age-appropriate peers, consider the following: • Student’s need for supported employment (using a job coach) • Student’s ability for mobility to, from, and within the work environment • Student’s likely need for Adult Services *These other activities are vocational exploration, vocational assessment, and vocational training. The procedures for these activities are explained in the Community-Based Vocational Training Procedure Manual. (Typically, a student receives vocational training in the community, and this requires placement by an ARD committee and the implementation of an IEP.)

“Adults, age 21-64 with significant

disabilities have an employment rate in Texas of

38.7%”

“Adults, age 21-64 without

disabilities have an employment rate in Texas of

78.5%.”

Integrated Employment

12

Continuing and Adult Education are courses and classes that an individual takes to maintain already-learned skills or that are taken for personal enrichment. For many students in a life-skills class, continuing and adult education will be the best kind of class to take. Continuing and Adult Education classes are offered throughout the community. The two most prominent providers of Continuing and Adult Education classes are El Paso Community College, 831-2426, and The University of Texas El Paso, 747-5148. Volar CIL provides free Independent Living Skills classes.

Students planning to take Continuing and Adult Education classes after graduation should be given the opportunity to take a variety of elective classes while enrolled in high school. When instructional staff determine that the level of dependence required by the student to function in Continuing and Adult Education is greater than the level of dependence required by non-disabled, age-appropriate peers, then CBI is indicated for Continuing and Adult Education.

When giving consideration to the level of dependence needed by the student in comparison to non-disabled age-appropriate peers, consider the following: • The student’s ability to accurately access the level of accommodations

provided by the school for an individual with a disability. • The student’s ability to have age-appropriate behaviors with adults. • Student’s need for mobility instruction on the campus. • Student’s need for mobility instruction to and from the campus. • Registration needs and financial aid needs

“Continuing and Adult Education

classes are offered

throughout the community.”

“Volar CIL provides free Independent Living Skills

classes.”

Continuing and Adult Education

13

Adult Services are provided by agencies or organizations to qualifying individuals. Unlike the one-stop shopping of special education, many agencies have significant restrictions on the population who receives services through that agency. Agencies and organizations in the El Paso area include:

DARS-Division for Rehabilitation Services DARS provides services to most individuals with disabilities who anticipate employment except for those who qualify for services through DARS-Blind Services. • DARS Blind Services Provides services to individuals with significant visual impairments. • El Paso MHMR-MR Intake Provides services to individuals with mental retardation and autism. • El Paso MHMR-MH Provides services to individuals with mental health disabilities. • Volar Center for Independent Living Provides services to individuals with disabilities who seek to live an independent life. Independent Living Skills classes are provided on Thursday mornings.

Agency contact information changes periodically. Contact the Transition Services Coordinator for agency contact information, or download the form from Staffnet.

When instructional staff determine that the level of dependence required by the student to function with Adult Services is greater than the level of dependence required by non-disabled, age-appropriate peers, then CBI is indicated for Adult Services. When giving consideration to the level of dependence needed by the student in comparison to non-disabled age-appropriate peers, consider the following: • The student has a disability consistent with the disabilities of clients served by the agency. • The student requires mobility instruction to visit the agency. • The student or student’s family is unfamiliar with the agency.

“Adult Services are provided by

agencies to qualifying

individuals.”

“Agencies have significant

restrictions on the population who

receives services”

Adult Services

14

Independent Living means the ability to exercise choices about where, with whom, and how one lives while requiring the least amount of personal assistance to exercise those choices. To facilitate the ability to exercise choices as an adult after graduation, the student must be provided the opportunity to exercise choices. As adults bear the consequences, both positive and negative, of choices, so students must also bear the consequences, both positive and negative, of choices.

When instructional staff determine that the level of dependence required by the student to function with Independent Living—the ability to make choices—is greater than the level of dependence required by non-disabled, age-appropriate peers, then CBI is indicated for Independent Living. Volar Center for Independent Living, 591-0800, is a non-profit organization that assists individuals with disabilities to live a more independent life.

When giving consideration to the level of dependence needed by the student in comparison to non-disabled age-appropriate peers, consider the following: • The student’s ability to make choices. • The student’s ability to state preferences. • The student’s need for personal assistance care.

“Independent Living means the ability to exercise

choices about where, with

whom, and how one lives.”

“The student must be provided the opportunity to exercise choices.”

Independent Living

15

Community Participation is defined as involvement in the community. How adults involve themselves in the community vary from adult to adult. Accordingly, instructional staff should take great care in determining that CBI for Community Participation is based on the student’s preferences and interests, and/or interests that the family believes will reflect the preferences and interests of the student. When instructional staff determine that the level of dependence required by the student to function with Community Participation is greater than the level of dependence required by non-disabled, age-appropriate peers, then CBI is indicated for Community Participation.

When giving consideration to the level of dependence needed by the student in comparison to non-disabled age-appropriate peers, consider the following:

• The knowledge the student displays of different ways to participate in the community.

• The ability of the student to actively make choices and/or the ability of the family to actively specify preferences and interests.

• The level of independent functioning a student has while pursuing preferences and interests.

“Community Participation is

defined as involvement in

the community.”

“CBI for Community

Participation is based on the

student’s preferences and

interests.”

Community Participation

16

In addition to looking at the seven areas of Post-Secondary Activities, attention needs to be given to how adults typically spend their week. By better understanding how adults typically use time, teachers will be prepared to provide appropriate instruction. Ideally, an adult is employed full-time and will have eight hours of sleep each night. Eight other hours need to be accounted for on a week day basis. Unless an adult works out of their house or is immediately next door to their place of employment, additional time is spent commuting to and from work. Groceries and household supplies need to be picked up. Chores around the house need to be completed. Certain one-time events must be prepared for, such as birthdays, anniversaries,

parties, etc. During the waking hours on work days, there is little time for relaxation when compared to the weekend or days off. Exercise, hobbies, and personal leisure activities comprise the rest of the waking hours. The U.S. Bureau of Labor Statistics conducts and publishes the American Time Use Survey. By understanding how typical American adults spend their time, instructional staff is more likely to accurately help students prepare for lives as active adults. This study reports time statistics by gender, by age,

by marital status, education, the presence of teenagers in the household, the presence of younger children in the household, and on and on and on. The breakdown of time as reported for 2005 in Table 2 is located on the following page, and the time reported includes related travel time, and applies to all individuals age 15 and older. Time is indicated as decimal number in this report. When looking at the time reported as 9.16 hours, this does not mean nine hours, 16 minutes. 9.16 hours means 9 hours, approximately 10 minutes. Remember that this table includes an average of the total population, which includes those who did not do the activity. When looking at the next page, categories highlighted in grey include those sub-categories listed below in white.

“Attention needs to be given to how

adults typically spend their

week.”

“The U.S. Bureau of Labor

Statistics conducts and publishes the

American Time Use Survey.”

Analyzing Time Usage

17

“This table represents a

national average.”

“This table includes

responses from people who do not

do the activity.”

Hours per day total population

Weekdays Weekends

and Holidays

Total, all activities 24.00 24.00

Personal care activities 9.06 9.97

Sleeping 8.29 9.24

Eating and Drinking 1.19 1.33

Household Activities 1.69 2.19

Housework .59 .76

Food preparation and cleanup .49 .57

Lawn and garden care .18 .28

Household management .13 .16

Purchasing goods and services .74 .88

Consumer good purchases .34 .52

Professional and personal care services .11 .04

Caring for and helping household members .57 .45

Caring for and helping household children .43 .39

Caring for and helping non-household members .18 .24

Caring for and helping non-household adults .06 .10

Working and work-related activities 4.81 1.47

Working 4.39 1.31

Educational activities .53 .18

Attending class .36 .02

Homework and research .13 .15

Organizational, civic , and religious activities .26 .55

Religious and spiritual activities .07 .32

Volunteering .16 .16

Leisure and sports 4.57 6.37

Socializing and communicating .55 1.13

Watching television 2.43 3.07

Participating in sports, exercise, and recreation .28 .41

Telephone calls, mail, and email .19 .16

Other activities not elsewhere classified .19 .20

Activity

Table A

18

The previous information provided information on an average of the total population, including those who do not do the activity. Some activities, such as sleeping everyone does on the weekday, but believe it or not one-tenth of one percent report they do not sleep on the weekend. Some activities, such as homework and research, are done by a low percentage of the population during the week. For those people who do participate in this activity, this means that they spend a lot of time on this activity on a daily basis. In other words, for a person who

takes great personal meaning in homework and research, they are probably not spending just the national average of nine minutes a day, they are probably spending approximately two hours, twenty-seven minutes daily on this activity, which is the average of those who do activity responding to this survey. For individuals who have personal preferences in certain areas, they will spend time more closely tied to the time spent by others who also enjoy the activity than the national average, which also includes those who do not enjoy the activity, or who do not at all participate in the activity.

When looking at the next page, categories highlighted in grey include those sub-categories listed below in white. Times reported for each activity include related travel time.

“One-tenth of one percent

report they do not sleep on the weekend.”

“Some activities are done by a low percentage of the

population.”

Analyzing Time Usage

19

“This table represents a

national average.”

“This table includes

responses ONLY from people who

do the activity.”

Activity

Hours per day total population

Weekdays Weekends

and Holidays

Personal care activities 9.06 9.97

Sleeping 8.29 9.25

Eating and Drinking 1.25 1.40

Household Activities 2.28 2.92

Housework 1.67 1.96

Food preparation and cleanup .95 1.20

Lawn and garden care 1.85 2.26

Household management .73 .88

Purchasing goods and services 1.70 1.92

Consumer good purchases .87 1.18

Professional and personal care services 1.05 .97

Caring for and helping household members 2.09 2.06

Caring for and helping household children 1.88 2.05

Caring for and helping non-household members 1.50 1.69

Caring for and helping non-household adults .78 1.02

Working and work-related activities 8.38 5.84

Working 7.91 5.60

Educational activities 6.01 3.23

Attending class 5.18 N/A

Homework and research 2.35 3.01

Organizational, civic , and religious activities 2.18 2.76

Religious and spiritual activities 1.25 2.01

Volunteering 2.16 2.38

Leisure and sports 4.79 6.58

Socializing and communicating 1.54 2.55

Watching television 3.07 3.85

Participating in sports, exercise, and recreation 1.50 2.20

Telephone calls, mail, and email .74 .81

Other activities not elsewhere classified 1.36 1.49

Table B

20

So, what does this all mean? When planning CBI activities for a larger group, the breakdown of activities should be similar to the breakdown observed in Table A. When planning CBI activities for individuals and small groups, we need to understand the student’s interests and preferences, and breakdown the activities similar to what is observed in Table B. Some activities on the tables are probably already taught by the family and for virtually all students, do not need additional classroom instruction, such as watching TV, sleeping, and religious and spiritual activities.

Not all activities on the tables are CBI activities. Personal care activities are not CBI activities beyond using a public restroom. Household activities are not CBI activities. Caring for and helping other household and non-household people are not CBI activities. Watching television is not a CBI activity. Homework is not a CBI activity when it is solely completed in the home, but could be CBI when there is a need to complete research associated with the homework in the community. Telephone calls, mail, and email are not CBI activities beyond the occasional need to complete these activities in the public. Certain other activities my warrant CBI, when those activities occur in the community.

When comparing the tables to the seven areas of Post-Secondary Activities identified by IDEA (Post-Secondary Education, Vocational Education, Integrated Employment, Continuing and Adult Education, Adult Services, Independent Living, Community Participation) we find that what remains in the table is compatible to these seven areas. Because the time spent on these activities include related travel time, mobility instruction is indicated for these activities as individually warranted. The next page includes two pie charts. Table A shows information from page 15. Table B shows information from page 17. By comparing the range of these two table, we obtain an idea of how frequently these activities occur in the lives of a typical adult so that we can schedule a comparable range of CBI activities for our students.

“Some activities are probably

already taught by the family and do

not need additional classroom

instruction.”

“When planning CBI activities for individuals and

small groups, we need to

understand the student’s interests and preferences.”

Analyzing Time Usage

21

Analyzing Time Usage

Breakdown of CBI Activities-Table A

14%

9%

56%

7%

2%

7%

3%

2%eating and drinking

purchasing goods and services

Work and Work-related activities

Educational Activities

Volunteering

Socializing and communicating

participating in sports, exercise,recreation

Other activities

Breakdown of CBI Activities-Table B

5%7%

35%

25%

8%

7%

7%6%

eating and drinking

purchasing goods and services

Work and Work-related activities

Educational Activities

Volunteering

Socializing and communicating

participating in sports, exercise,recreationOther activities

* *

*

*

*On both charts, the key on the left corresponds to the pie graph on the right beginning with the asterisk.

22

The percentage range of CBI activities for each kind of activity is provided. By adding the total of all low and high percents, one arrives at 200%, which is expected for this type of comparison. By using the range of percents to available CBI trips, one can approximate the frequency of CBI activities to be scheduled during the year.

“The percentage range of CBI

activities for each kind of activity is

provided.”

“Three-M destinations

should represent an equally small part of the time

spend by our students.”

Range of Percents

Activity Low High

Eating and Drinking 5% 14%

Purchasing Goods and Services 7% 9%

Working and Work-Related Activities 35% 56%

Educational Activities 7% 25%

Volunteering 2% 8%

Socializing and Communicating 7% 7%

Participating in Sports, Exercise, Rec.

3% 7%

Other Activity 2% 6%

23

For a unit that has 10 trips per year, the range in CBI Activities should look like this: Certain activities may not be appropriate for certain students or for all students in your classroom. An ILC classroom would most likely consider appropriate CBI activities to be Eating and Drinking, Socializing and Communicating, and Other Activity. A Self-Contained Academic classroom may consider that Eating and Drinking is not appropriate for their students because students require no meal-time assistance in school. If certain activities are inappropriate for your students, it is likely that you may exceed High range for one or more activities. Sports and Exercise Trips are limited to Area Special Olympics.

Range of CBI Activities

Activity Low High

Eating and Drinking 1 trip 1 trip

Purchasing Goods and Services 1 trip 1 trip

Working and Work-Related Activities 4 trips 6 trips

Educational Activities 1 trip 3 trips

Volunteering 0 trips 1 trip

Socializing and Communicating 1 trip 1 trip

Participating in Sports, and Exer-cise.

0 trips 1 trip

Other Activity 0 trips 1 trip

24

CBI trips for units are allotted in increments of 20, 10, or 6 per year. The CBI Range of Activities for each allotment is provided in this table:

Teachers may exceed the High trip allotment per activity or have fewer trips that the Low trip allotment when sufficient reason is provided. When teachers complete a CBI Agenda, the primary activity from the above list and the primary post-secondary connection will have to be identified.

Range of CBI Activities

Activity 20 Trips per Year 10 Trips per Year 6 Trips per Year

Low High Low High Low High

Eating and Drinking 1 trip 3 trips 1 trip 1 trip 0 trips 1 trip

Purchasing Goods and Services 1 trip 2 trips 1 trip 1 trip 0 trips 1 trip

Working and Work-Related Activities 7 trips 11 trips 4 trips 6 trips 2 trips 3 trips

Educational Activities 1 trip 5 trips 1 trip 3 trips 1 trip 2 trips

Volunteering 0 trips 2 trips 0 trips 1 trip 0 trips 1 trip

Socializing and Communicating 1 trip 1 trip 1 trip 1 trip 0 trips 1 trip

Participating in Sports, Exercise, Rec. 1 trip 1 trip 1 trip 1 trip 0 trips 1 trip

Other Activity 0 trips 1 trip 0 trips 1 trip 0 trips 1 trip

25

Statistical data shows the majority of CBI destinations during the 2006-2007 school year were the Three M’s. Malls, movies, and museums are the Three M’s. Careful review will be given to requests by teachers for CBI destinations that involve the Three M’s. For purposes of the Three M’s, malls include any form of shopping even if not in a mall, movies include any form of performance whether recorded or live, and museums include any historical or tourist destination in addition to destinations that include museum as part of their name.

The Three M’s represent a small part of the time that an adult without a disability spends during the week. Therefore; Three M destinations should represent an equally small part of the time spent by our students.

“Malls, movies, and museums are the Three M’s.”

“Three-M destinations

should represent an equally small part of the time

spend by our students.”

The Three M’s

26

Prior to submitting your first CBI Agenda, teachers must complete the CBI Year Planner. The purpose of this form is to target one specific area of growth in independence for your student(s) and to plan trips for the entire year that support this targeted area of growth. This form is due by the end of August. Individual needs of students may require you to submit more than one form, although you may be able to submit one form for all of your students. If you believe you will require different kinds of CBI trips for individual students or for groups of students, please contact the Transition Services Coordinator at 937-1888. Instructions to Complete Form: 1. Complete your contact and unit information at the top of the form. 2. Specifically indicate one area that you wish to see your students become more

independent with this school year. 3. Identify the students who will participate in these CBI Activities 4. Project your trips for the year that will support increasing the targeted area of

independence The information you provide will be reviewed, and if it is determined that changes need to be made, you will be contacted. Your CBI Year Planner is due by the end of August. Contact the Transition Services Coordinator at 937-1888 if you require assistance in completing this form.

Submitting the CBI Year Planner

CB

I Y

ear

Pla

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er

Teac

her

: _

____

____

____

____

____

____

____

____

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nit:

___

____

____

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28

CBI Agenda Forms must be submitted to the Transition Services Coordinator whenever CBI is the purpose of a trip off-campus, even if school transportation is not being utilized. Because CBI trips will be reviewed according to the American Time Use Survey, failure to provide a CBI Agenda for trips not requiring school transportation may result in denial of CBI Agendas that would otherwise be approved. CBI using School Transportation: 1) CBI must be requested on-line at the campus by a person designated to request a school

bus. This request must be submitted within the time-frame required by your campus. When requesting CBI with a school bus, this person will enter Community-Based Instruction as the Charge To item and CBI as the account number.

2) A school bus may not depart from a campus prior to 8:45 a.m. and must be returned to the campus by 2:30 p.m.

3) The CBI Agenda Form must be provided to the Transition Services Coordinator four-weeks prior to the trip date. You will be notified if your CBI Agenda is approved or declined within 5 school days.

If the CBI Agenda is declined or if one is not provided to the Transition Services Coordinator, your campus will be charged for the trip, if it is taken. CBI not using School Transportation: The CBI Agenda Form must be provided to the Transition Services Coordinator four-weeks prior to the trip date. You will be notified if your CBI Agenda is approved or declined within 5 school days. Whether a CBI trip uses or does not use school transportation, campus administration will be notified if it is determined that your CBI Agenda Form does not fit the requirements for CBI. CBI Agenda Forms will be declined for the following reasons: 1) The form is incorrectly filled out 2) The form is not submitted within the specified time frame 3) The CBI Agenda does not meet the guidelines specified in this procedure manual. 4) The CBI Agenda does not match information submitted on the CBI Year Planner.

Submitting the CBI Agenda

29

CBI Agenda Teacher: ________________________________ Unit: ________________________________ Phone: __________________________________ Campus: ________________________________ Email: __________________________________ Date of CBI: ________________________________ Trip Destination: _________________________________________________________________________________ Arrival Time at Destination: ____________________ Departure Time from Destination: __________________ __School Transportation will be used for this CBI __Public Transportation or another form of mobility will be used for this CBI

Students Attending:

_________________________________________ _________________________________________

_________________________________________ _________________________________________

_________________________________________ _________________________________________

_________________________________________ _________________________________________

_________________________________________ _________________________________________ Please describe the primary activity during this trip (Check only one): __Eating/Drinking __Purchasing Goods and Services __Working/Related Activities __Educational Activities __Volunteering __Socialization/Communication __Sports/Exercise/Recreation __Other Please describe the primary Post-Secondary connection to this activity (Check only one): __Post-Secondary Education __Vocational Education __Integrated Employment __Continuing and Adult Education __Adult Services __Independent Living __Community Participation Describe the extension of classroom instruction: _________________________________________________________________________________________________ _________________________________________________________________________________________________ Describe why this trip is needed to increase the level of independence for participating students: _________________________________________________________________________________________________ _________________________________________________________________________________________________ Specify skills to be addressed on this CBI. (Ex. Independently purchase an item.) 1. _____________________________________________________________________ 2. _____________________________________________________________________ 3. _____________________________________________________________________ 4. _____________________________________________________________________ 5. _____________________________________________________________________ The bus request needs to be submitted online at your campus in the timeframe require by your campus. (Community Based Instruction should be selected in the Charge To column. CBI may be used as the account number.) You must also follow all campus and district procedures to take students off campus. This form must be received by Tom Laign at the Special Education Office 4 weeks prior to the trip date. A calendar with circled dates needs to be submitted when the activity occurs on multiple dates. This form may be sent through district mail or faxed to 851-7935.