2019-2020 para handbook - fes · certificate from a licensed physician verifying the employee’s...
TRANSCRIPT
ParaeducatorHandbook
2019‐2020
TableofContentsRoles,Responsibilities,andRegulations Chapter1ServingStudentswithSpecialNeeds Chapter2CommunicationandTeamwork Chapter3InserviceInformation Chapter4EvaluationProcedures Chapter5WorkplaceSafety Chapter6AttendanceandTimekeepingProcedures Chapter7SpecialEducationTermsandDefinitions Chapter8Pleasereadcarefullyandshareallinformationwithyourclassroomand/orsupervisingspecialeducationteacher.
Roles,Responsibilities
andRegulations
CLASSIFIEDSTAFFPOLICIESANDPROCEDURES
ThegoalsofthepersonnelpoliciessetforthinthesehandbooksaretocreatethebestpossibleeducationalclimateforthestudentsoftheSpecialServicesCooperativeofWamego,USD320.Thesepoliciesaredesignedtopreventmisunderstandingbythepersonnelofthedistrictabouttheirdutiesandprivileges.ThefollowingpolicieshavebeenapprovedbytheBoardofEducationofUSD320andshallserveasguidelinesforyouremployment.Thishandbookispresentedasamatterofinformationanddirectionregardingpolicy,benefitsandotherusefulinformation.ClassifiedpersonnelareallemployeeswhoarenotrequiredtoholdaKansasStateEducationalCertificate.Thisgroupincludescustodial,maintenance,foodservice,office,paraprofessional,aidesandtransportationpersonnel.Classifiedemployeesplayanimportantroleintheschooldistrictbyhelpingprovideasafe,orderly,andhealthyenvironmentandbybeingthesupportgroupwhoassiststhecertifiedstaff.Theimportanceofyourjobshouldneverbeunderestimated.Involvementwithstudents,whetheronthebusesorinthehallways,oftensetsthetoneforthestudent’sday.Classifiedpersonnelareanimportantpartofan“effectiveschool”.Classifiedemployeesareemployees’at‐willandemploymentmaybeterminatedatanytime,withorwithoutcause.Paraeducatorsareconsideredtobe,Full‐time,9monthemployees–workingatleastsixhoursperdayduringtheschoolterm.Assignments,WorkDay/WorkWeekThestandardparaeducatorworkassignmentwillbeestablishedbythesuperintendentinconsultationwiththeDirectorofSpecialEducationServices.Theworkdaywillincludeanunpaidlunchbreak(typically30minutes).ExceptionstothesestandardsmustbeauthorizedbytheDirectorofSpecialServicesandtheSuperintendentofUSD320.Theworkweekbeginsas12:00a.m.onSunday,andendsat11:59p.m.onSaturdayofanygivenpayperiod.Timeclocks/timecardsAllhourlyemployeesarerequiredtousethetimeclocksystemthatispartoftheSkywardBusinessManagementsystem.Acomputertobeusedforloginpurposeswillbeprovidedatallattendancecenters.Employeesaretoclockinandouteachtimetheyreporttoordepartfromdistrictduty.EmployeesmustutilizeSkywardatalltimes(includinglunchperiods).SupervisorsmayapproveothermethodsofdocumentingdutyhoursworkedwhentheSkywardsystemisnotavailable.Changesornotationsmadetotimeshouldbeapprovedandinitialedbythesupervisor.TimemustbesubmittedtotheDistrictOfficebythe10thofeachmonth(orthefirstbusinessdayfollowingthe10thofthemonth).Iftimeisnotsubmittedbythistime,apaycheckwillnotbeissuedtotheemployee,unlessthesuperintendentapprovesspecialcircumstances.BreaksAllclassifiedpersonnelareallowedabreakiftheirregulardailyschedulecallsforfourhoursormoreofcontinuousworkandabreakcanbeworkedintothedailyroutine.Breaksarelimitedto15minutesinlengthandmaynotbeaccumulatedoraddedtolunchofdinnerhours.HealthCertificationsKansasLaw72‐5213requiresthateveryperson,whetheremployeesoftheschooldistrictorunderthesupervisionthereof,whocomeinregularcontactwiththepupilsoftheschooldistricttosubmitacertificationofhealthsignedbyapersonlicensedtopracticemedicine.Thecertificationshallincludeastatementthatthereisnoevidenceof
physicalconditionthatwouldconflictwiththehealth,safety,orwelfareofthepupils;andthatfreedomfromtuberculosishasbeenestablishedbychestx‐rayornegativetuberculinskintest.Asaconditionofemployment,allnewemployeeshiredbyUSD320arerequiredtosubmitsuchacertificationtotheDistrictOfficeonadistrictapprovedform.Thisinitialcertification(withnegativeTB)isvaliduntilsuchtimethatthereisreasonablecausetobelievethattheemployeeissufferingfromanillnessdetrimentaltothehealthofthestudents.Ifsuchdeterminationismade,theBoardofEducationmayrequireanewcertificationofhealth.CostofthesecondrequiredexaminationwillbereimbursedbytheBOE.InsuchinstanceswhereanemployeehashadapositiveTBskintest,achestx‐raywillberequired.TherequiredhealthcertificationmustbeonfileattheDistrictOfficeonorbeforethe20thofthecurrentmonthfortheemployeetobeeligibleforapaycheck.Failurebytheemployeetoprovidetherequiredhealthcertificationmayresultinsuspensionandanunpaidabsenceuntilsuchtimethecertificationisprovidedtothedistrict.InclementWeatherIncasesofinclementweatherandthedismissalofstudents,leavewithoutpayorpersonalleavemaybeused.Sickleavecannotbeusedforinclementweather.JuryDutyAllemployeesofthedistrictshallbeexcusedforjurydutywithnojeopardytotheiremployment.Advancenoticeshallbegiventotheemployee's’supervisor,includingcompletionofrequestforleaveonSkyward.LeaveandLeaveConditionsAnemployeeonleavefromdutyshallbecompensatedathis/herregularrateofpaywhileabsent,ifthefollowingconditionsaremet:
1. Employeehascompletedsixmonthsofemployment2. Applicableleaveisearnedand/oravailabletotheemployee3. Thesupervisorand/orbuildingadministratorisnotifiedoftheneedforleaveandthereasonpriortothe
beginningofeachworkday,or48hoursinadvanceofuseofpersonalleave4. ArequestforleaveistobesubmittedtothesupervisorthroughSkywardinadvancewhenpossible,orat
theearliestopportunityuponreturntowork.Therequestmustbemadebythepayrollcut‐offdate(asspecifiedonhandout).Itistheemployee’sresponsibilitytocompletethenecessaryrequestontheSkywardsystem.
5. Ifextendedsickleaveisusedforpersonalillness,theemployeemaybeaskedtoprovidetheDirectoracertificatefromalicensedphysicianverifyingtheemployee’sillnessorphysicaldisability.
Leaveallowanceswillbeproratedfornewemployeesatthecompletionoftheirfirstsixmonthsofemployment.MaximumleaveallowanceswillbegrantedonJuly1.Leavebalanceswillbeshownontheemployee’spaycheckstubonSkyward.Noleavebenefitswillbegivenduringseasonalsummeremployment.Earned/availableleavemustbeusedbefore“Leavewithoutpay”.Hourlyemployeesshallnotworkextrahoursasameansoftakingtimeofflaterwithoututilizingleave.SickLeaveOnJuly1ofeachyear,sickdaysaregrantedtoclassifiedemployeeswithatleastsix(6)monthsofservice.Sickleavemaybetakeninone‐hourincrements.Sickleavecoverstheemployeeandhis/herimmediatefamily.Amemberoftheimmediatefamilyincludesmother,father,wife,husband,son,daughter,brother,sister,orotherextendedfamilyatthediscretionofthesuperintendent.Theaboveshallincludethefather,mother,sisterorbrotheroftheemployee’sspousewithalimitationof5daysforeachcause.Sickleavemaybeusedtoattendthefuneralofanyperson.Unusedsickleavewillnotbepaiduponterminationofemployment.
EmployeeCategory
SickLeave** MaxSickLeave++ PersonalLeave MaxPersonalLeave+
SpEdPara(work6hr/day)
9days 120days* 3days 6days
SpEdPara(worklessthan6hr/day)
‐‐‐‐‐‐‐‐‐‐ 30days 5daysofleaveperyeartobeusedforSickorPersonalleave.UnuseddaysattheendoftheyearwillbeconvertedtoSickLeave.
+ PersonalleavemustbeusedbyJune30.* Sickleaveover120dayswillbereimbursedattherateof$10perdayinJuneofeachyear.** Sickleavemaybeusedtoattendthefuneralofanyperson.++ Thecategoryofmaximumsickleavehasbeenestablishedtohelpsupportemployeesshouldaserious
illnessoraccidentoccur.Thesedaysareprovidedasabenefittobeusedinalegitimatemannerbyemployees.ThesedaysarenottobeusedaspersonalleaveorvacationleavewhenanemployeeisplanningtoleaveUSD320duetoretirementorjobtermination.Shouldthisbesuspected,employeeswillberequiredtoprovidecertificationofillnessorphysicaldisabilityfromalicensedphysician.
DressCodeDressappropriatelyforthejob:allstaffareexpectedtoprojectaprofessionalimagethatsetspositivedressandgroomingexamplesforstudents.Clothingmustbeneat,clean,ingoodrepair,andappropriateforonthejobappearancesatalltimes.Employeesshouldnotwearsee‐throughclothing,tornclothing,shortorverytight‐fittingclothing,sweatsuitsorshorts.Liquor,tobacco,drugs,drugparaphernalia,profanity,orsexuallysuggestivestatements,pictures,andorimpliedreferencesarenotallowedonclothing.Youwillprobablyfindcollaredshirtsorblouse/pants,blouse/skirtordressesappropriateformostprograms.Theremaybedesignatedjeansdaysinyourbuilding,checkwithyoursupervisingteacherorbuildingprincipal.
CellPhones/SocialMediaCellphonesaretobeturnedto“silent”duringstudentcontacttime.Staffwillnottalkoncellphones,sendtextmessages,playgames,oraccesssocialmediaduringstudentcontacttime.Personalcallsshouldbemadeandtextmessagesshouldbesentduringscheduledbreaks.Staffshouldnotpostwork‐relatedinformationonsocialmedia/theinternet.
EmailEmailisprovidedforbusinessuseandcommunicationshouldbeusedinaprofessionalmanneratalltimes.Employeesareexpectedtocheckdistrictemailregularly.Districtandinternetemailshouldnotbeconsideredprivate;therefore,employeesshouldnotuseemailservicestotransmitinformationaboutpersonalmatters.
OutsideEmploymentEmploymentinadditiontothatasaparaeducator(e.g.busdriver,coachorcustodian)withanydistrictintheSpecialServicesCooperative(USDs320,323,329)mustbereportedtotheHumanResourcesofficeatUSD320immediately.TransportationofStudentsinPersonalVehicles
Thetransportationofstudentsinpersonalvehiclesisstronglydiscouraged.USD320doesnotprovideinsurancecoveragefortransportationofstudentsinpersonalvehicles.Anemployeewhochoosestotransportstudentsinhisorherpersonalvehicleassumesallriskandliabilityforaccidentsthatmayoccur.EmployeesarerequiredtocontacttheDirectorofSpecialEducationBEFOREtransportingastudentinapersonalvehicle.ResignationEmployeesresigningemploymentshouldgivetwoweeks(tenworkingdays)writtennoticeofintendedterminationandreasonforresignation.Thiswillallowourstaff,students,andparentstobegintheprocessoftransitiontoyourreplacement.Thisisconsideredtobeareasonableandprofessionalstandardinaschoolsetting.SalarySchedulePlacementInordertoqualifyforplacementatLevel2orhigherontheparaeducatorsalaryschedule,theparaeducatormustsubmitacompletecollegetranscriptforallcollegehourstotheUSD320districtofficeforapprovalonorbeforethe10thofthemonthfollowingthefirstofficialdayatwork.Nosalaryadjustmentoramendmenttopayshallbemadeafterthatdate.ParaeducatorJobDescriptionThemaincomponentsofthejobdescriptionare:instructionalduties,interpersonalskills,professionalqualities,personalqualities,andclericalskills.Eachofthesecomponentshasavarietyofsub‐componentsthatareimportanttoaparaeducatorposition.Theroleoftheparaeducatoristoprovidesupporttotheassignedspecialeducationpersonnelinabuilding(s)byassistingwithinstructionaltasksassignedtostudentsfromdaytodayandprovidingotherdutiesdeemednecessarybythesupervisingteacher.Eachparaeducatorisassignedtoatleastoneormorecertifiedspecialeducationteachers.ParaeducatorEmploymentStandardsTobeemployedasaparaeducator,apersonmust;
● Beahighschoolgraduate(orGEDequivalent),and● CompleteanorientationsessionaddressingConfidentiality,AcceptableUse,SexualHarassment,Blood
BornePathogens,theservicestobeprovided,thepoliciesandproceduresofthelocaleducationagencyconcerningspecialeducation,andarequiredcertificationofhealthandTBbloodtestresultbeforeworkingwithstudentsintheclassroom.
TofollowtheintentofKansasstatute,aparaeducatorisqualified…toassistcertifiedteachersintheinstructionofexceptionalchildren…Thisindividual,therefore,shallbereferredtoasaninstructionalparaeducator.Specialeducationparaeducatorsareteammemberswhoworkalongsidethespecialeducationteacher.Theynotonlyfreetheteacherfromthemoreroutinetasksoftheclassroom,butalsoserveasaneffectivepartoftheeducationalteam.Withdifferentiatedresponsibilities,paraeducatorscarryouttheprogramdevelopedbythespecialeducationprofessionals.ThescopeofthedefinitiondescribedhereandinKansasstatuteingeneralfocusesoninstructionalparaeducatorswhoworkwiththespecifiedteacherandareassignedtoaparticularclassroom.ConfidentialityDistrictemployeesmayhaveongoingopportunitiestoaccessconfidentialinformationorrecordsthatareonlyavailabletothepubliconalimitedviewbasis.Muchoftheinformationprocessedbydistrictemployeesisconfidential,andlawgovernsitsrelease;forexample,confidentialstudentrecords,informationpursuanttoSocialandRehabilitationServices(SRS)intervention,etc.Employeesareprohibitedfromdivulginginformationcontainedintherecordsandfilesofthedistrict,excepttootherauthorizedemployeeswhomayneedsuchinformationinconnectionwiththeirdutiesandtoauthorizedpersonsoragenciesonlyinaccordancewithlaw,districtpolicies,andadministrativerules.
Ifanemployeeisapproachedtoprovideinformationinappropriately,theemployeemustrefusetoreleasetherequestedinformationunlessauthorizedbyhis/hersupervisororotherwiserequiredtoreleasetheinformationunderlaworcourtorder.Inallcases,theemployee’simmediatesupervisorshallbeinformed,immediately,ofanyrequests.Anyemployeewhoinappropriatelyreleasesinformation,orusesconfidentialinformationobtainedinthecourseofhis/heremploymentwiththedistrictforpersonalreasonsorprivategain,willbedisciplinedinaccordancewithBoardPolicies.Disciplinaryactionmayincludeseverepenalties,uptoandincludingdischarge.ParaeducatorRoleThespecialeducationparaeducatorhasbecomeanessentialpersoninthedevelopmentofprogramsforstudentswithspecialneeds.Exceptionalstudentsrequiresmallerclasses;therefore,morepersonnelareneeded.Inaddition,moreandmorestudentswhoareininstitutionalsettingsorwerereceivingnoeducationalservicesatallarebeingadmittedtopublicschoolprograms.Paraeducatorscanhelpovercometheseobstaclesandworktowardsthequalityeducationthatisnecessaryforexceptionalstudents.LegalAuthorityforParaeducatorsinSpecialEducationIn1974,theKansasLegislatureenactedtheSpecialEducationforExceptionalChildrenActwhichgaveamoreprecisedefinitionandroletoparaeducatorsinspecialeducation.InKansasstatute,specialeducationteachermeansapersonemployedbyalocaleducationagencyforspecialeducationserviceswhois(a)ateacherqualifiedtoinstructexceptionalchildrenasdeterminedbystandardsestablishedbytheStateBoardandwhoissocertifiedbytheStateBoard,or(b)aparaeducatorqualifiedtoassistcertifiedteachersintheinstructionofexceptionalchildrenasdeterminedbystandardsestablishedbytheStateBoardandwhoissoapprovedbytheStateBoard.Inaddition,Kansasstatutecallsforreimbursementofspecialeducationparaeducators…eachspecialeducationteacherwhoisaparaeducatorasdefinedbyKansasstatuteshallbecountedastwo‐fifthsfull‐timeequivalentspecialeducationteacher…Asaresultofthislegislation,rulesandregulationsfortraining,utilization,supervisionandapprovalofspecialeducationparaeducatorsshallbeestablishedtoensuretheproperintentofthelaw.ThedefinitionofparaeducatorsinKansasStatutedoesnotincludethoseindividualswhoarereferredtoasnon‐instructionalaidesandwhoareemployedfortheprimarypurposeofperformingsuchdutiesasplaygroundorlunchroomsupervision,officeclericaltasks,attendancerecording,lunchandmilkmoneycollecting,orpersonalandhygieniccaretostudentsoutsideoftheinstructionalprogram.Aidesmaybeemployedtodothetaskpreviouslymentioned,butarenoteligibleforreimbursementasspecialeducationinstructionalparaeducators.UtilizationofParaeducatorsInordertouseparaeducatorseffectively,theteachermustfirsthaveaclearvisionofhis/herownroleasateacher.He/sheneedstounderstandthehierarchyoftheinstructionaltasksandthendecidewhichonesbestinvolvehis/hertimeandwhichonesshouldbedelegatedtohis/herpara.Theamountofqualityprofessionalsupervisiongiveniscrucialindecidingwhatdutiesparaeducatorscanandshouldperform.Thereisalmostuniversalagreementthatthediagnosisofeducationalneedsandtheplanninganddesignofprogramsandprocedurestomeetthoseneedsareprofessionalfunctions.Theroleoftheparaeducatoristoprovidesupporttothespecialeducationteacherintheimplementationoftheeducationalprograms,managementofstudents,andcompletionofnon‐instructionaltasks.DutiesandResponsibilitiesInstructionalresponsibilitiesshallcenteronfollow‐uporreinforcementactivities.Initialinstructioninvolvingthepresentationofnewlessonsorconceptsshouldbetheresponsibilityofthespecialeducationteacher.Theteachershallplancooperativelywiththeparaeducatorandassignimplementationdutiestothisindividual.Theteachermaywishtoworkwithindividualstudentsorsmallgroupsonparticularlearningproblemswhiletheparaeducatormaytutorindividualchildrenorworkwithsmallgroups,usingmaterialsandtechniqueschosenor
designedbytheteacher.Theparaeducatorshouldnotbeemployedtomaketheteacher’sjobanylessresponsible,buttoimprovethequalityofeducationprogramforexceptionalstudents.Therearetwoinstancesinwhichaspecialeducationparaeducatormaybeapprovedtoprovideassistanceduringthetimestudentsarebeingtransportedbybustoandfromanattendancecenter:
1. Casesinwhichthestudent’sphysicalneedsareofaseverenature;suchasaseverelymultiplehandicappedstudenthavingachokingorseizureconditionwhichrequiresclosemonitoringbyanadult.
2. Casesinwhichthestudent’semotional/behavioralneedsareofsuchaseverenaturethatconstantadultsupervisionisnecessary.
Localeducationalagenciesareencouragedinbothcasestoutilizetheseparaeducatorsalsointhespecialeducationclassroomtowhichtheyareassigned.EachoftheabovecasesissubjecttoindividualapprovalfromtheDirectorofSpecialEducation.ParaeducatorsFacilitatingLeastRestrictiveEnvironmentStateandFederallawspeaktotheprovisionoftheleastrestrictiveenvironmentinprogrammingforstudentsinspecialeducationprograms.Anyparaeducatormaybeassignedtoageneraleducationclassroomprogramwhereoneormorespecialeducationstudentsarebeingmaintained,butthatparaeducatorshallbesupervisedbyaspecialeducationteacherwhomeetstherequirementinKansasstatuteandshallbeassigneddutieswhichrelatesolelytotheeducationofexceptionalchildren.Theparaeducatormustbeassignedtoandconferwiththeteacherinthespecialeducationprogramthestudentisbeingmainstreamedfromregardingtheprocessofthestudentinthegeneraleducationclasssetting.Theamountoftimethespecialeducationparaeducatorspendsinthegeneraleducationclassroomwilldependonthenumberofstudentsmainstreamedandthenatureanddegreeofthestudent’sneeds.Whenparaeducatorsareutilizedtomaintainastudentwithphysicalorvisualimpairmentinthegeneraleducationclassroom,theyshouldspendthemajorityoftheschooldayprovidingindividualattentiontothestudent,assistinghim/herwithphysicalneedsand/oreducationalactivities.Theparaeducatorshouldbeassignedtothegeneraleducationclassteacher(s)andtheappropriatespecialeducationteacher.EachlocaleducationagencyshallobtainindividualapprovalfromtheDirectorofSpecialEducationforanyparaeducatorwhoseonlyassignmentistoassiststudentswithoneormorehearing,physicalorvisualimpairmentsinageneraleducationclassroomprogram.LocaleducationagenciesutilizingparaeducatorsinthesespecificareasshallobtainapprovalforeachindividualcasefromtheDirectorofSpecialEducation.ClassSizeandCaseloadTheclasssizeandcaseloadinselectedcategoricalareascanbeincreasedbytheutilizationofparaeducators.Incertainprogramareas,aparaeducatorisrequiredforspecificnumbersofstudentsuptothemaximumclasssize.Inprogramsforstudentswithsevereneeds,wherethedemandsoftheeducationalprogramincludebothphysicalandacademiceducationalprogramming,theratiomustbeapprovedbytheDirectorofSpecialEducation.Inteam‐teachingsettings,interrelatedprograms,oritinerantsituations,theparaeducatorshouldhaveaspecialeducationprofessionalhe/sheisassignedtoforcounseling,supervisionandon‐the‐jobtraining.Paraeducatorsmayworkwithindividualstudents,smallgroups,largegroups,orthetotalclassroom.Thereisnospecifiedratioofparaeducatortostudents.However,insettingswherethestudentsareyoungerand/orhaveseriousorinvolvedneeds,theratioofparaeducatortostudentsmaybedecreased.SupervisionofStudentsonCampusParaeducatorsmayworkwithandsupervisestudentsintheclassroom,hall,restroom,therapyarea,gymnasium,ontheplayground,andinotherspecifiedinstructionalareasoncampusunderthesupervisionoftheprofessionaltowhomtheyareassigned.
Thesupervisingprofessionalmayleavetheclassunderthesupervisionoftheparaeducatorsforshortperiodsoftimewhiletheteacherisstillontheschoolcampus.Ifthesupervisingteachermustleavetheschoolcampus,anotherprofessionaloncampusshouldbedesignatedasthesupervisoroftheclassandoftheparaeducators.Thedesignatedprofessionalmaybetheprincipaloracertifiedspecialorgeneraleducationstaffmember.SupervisionofStudentsOffCampusOff‐campusactivities,suchasworkstudyplacementsandcommunityprogramming,maybesupervisedbyparaeducators.Paraeducatorsalsomayaccompanysmallgroupsofstudentsonshoppingtripsandothersuchinstructionalactivitieswithoutthesupervisingprofessionalbeingpresent.Supervisionofeachparaeducatormustbeprovidedbycertifiedprofessionalstaff.Thecertifiedprofessionalmustworkwithparaeducatorsandstudentsatleasttwiceaweekprogressingtowardaccomplishmentofprogramgoals.Whenparaeducatorsare“on‐site”,andthecertifiedprofessionalisnotpresent,theparaeducatorshallbesubjecttothedirectionofdesignatedon‐sitepersonnel.Designatedon‐sitepersonnelshallbeidentifiedandarecordmaintainedofsameintheadministrativeofficeofeachdistrict.
UnacceptableDutiesandResponsibilities–Nospecialeducationparaeducatorshall:
(1) Besolelyresponsibleforaclassroomoraprofessionalsupportorrelatedservice(2) Selectoradministerformaldiagnosticorpsychologicalinstrumentsorinterprettheresultsofthose
instrumentsunlessauthorizedunderKansasstatute(3) Programorprescribeeducationactivitiesormaterialsforthestudentswithoutsupervisionandguidance
oftheteacher(4) Besolelyresponsibleforpreparinglessonplansorinitiatingoriginalconceptinstruction(5) Beassignedtoworkwithoneormoreofthemostdifficultstudentsthemajorityoftheschooldaymerely
fortheconvenienceoftheteacher(6) Beemployedinlieuofneededitinerantspecialeducationpersonnel(7) Beutilizedasasubstituteteacher,unlesstheparaeducatorpossessestheappropriatecertificate(8) Beenrolledasasecondaryschoolstudent(9) Performnursingproceduresoradministermedicationswithoutappropriatesupervisionfromanapproved
healthcareprofessional
InserviceRequirementsParaeducatorsarerequiredbylawtoobtaininservicetrainingannually.TheStateDepartmentofEducationdetermineswhichtraininghoursmaybecountedtowardtherequiredminimum.TheDirectorofSpecialEducationwillberesponsibleforschedulingtheappropriatetrainingforparaeducators.TheinservicehoursmustbeloggedontheParaeducatorInserviceLog.Thesupervisingteacher(s)mustsignforallapprovedhoursthathe/shehasknowledgeof.AllindividualhourswillbereportedtotheDirectorofSpecialEducation’sofficepriortothelastofficialdayofemploymentorearlierattherequestoftheDirector.Continuationofemploymentrequiresthattheminimumtraininghoursbeattained.Acopyofacceptablehoursandtheauthorizedformusedtodocumenthourswillbereviewedatthebeginningofeachschoolyear.Everyparaeducatorisrequiredtoshowevidenceofrequiredinservicehours.SupervisionandAssignmentsUsuallyitisobviouswhohassupervisoryresponsibilityforparaeducators.Typically,theprofessionalresponsiblefortheprovisionofserviceswhoisreceivingassistancefromtheparaeducatorisassignedasthesupervisoroftheparaeducator.Insomeinstances,basedontheparaeducator’sassignment,otherspecialeducationpersonnelmaybeidentifiedastheparaeducator’ssupervisor.Examplesmightincludecommunitybasedparaeducatorssupervisedbyadistrictlevelcoordinatorwhoisresponsibleforimplementingthecommunitybasedprogram;orabuildinglevelparaeducatorfacilitator.Inextremelyrareinstances,aparaeducatormaybesuperviseddirectlybytheDirectorofSpecialEducationifdeterminednecessary.
TheIdentifiedSupervisorMustBe:ClaimedonthePersonnelReportforspecialeducationcategoricalaidandresponsiblefortheparaeducator’sdaytodayjobperformanceandevaluation.Whendistrictshaveteachersonawaiverorhaveassignedsubstitutestoprofessionalpositions,differentsupervisoryarrangementsmaybeinthebestinterestofstudents.Insuchcases,specialeducationadministratorshavetheauthoritytoassignanotherspecialeducationteacherasthesupervisor.Districtshavearesponsibilitytoensureappropriatesupervisionofspecialeducationparaeducatorsandthedeliveryofservices.Anidentifiedprocesstoensuresupervisionoccursmustbedevelopedandimplemented.Districtsareresponsibleforimplementingpoliciestoensureappropriatesupervisionofparaeducatorsinthedeliveryofspecialeducationservices.Districtmustevaluateanddetermineappropriatelevelsofsupervisionbasedontheservicesprovided,theparaeducatorassigned,andtheneedsofthestudentasoutlinedintheIEPorIFSP.Inadditiontolocallydeterminedparaeducatorsupervisionpolicies,thefollowingsupervisionrequirementsapply.WhentheSupervisingSpecialEducationTeacherisnotintheBuilding:Paraeducatorsassignedtoaprofessionalmayworkwithachildwhentheprofessionalisnotinthebuilding,ONLYiftheprofessionalworksdirectlywithboththatchildandtheparaeducatoratleast10percentofthetotalservicetimeeachweek.Whentheassignedspecialeducationteacherisnotpresent,aparaeducatormusthaveadesignatedprincipalorteacheravailableinthebuildingforassistanceandsupervisionasneeded.ParaeducatorsAssignedtoSLPs,OTs,andPTsParaeducatorsassignedtospeech‐languagepathologistsoraudiologistsmustbesupervisedaminimumof10percentofthetimetheyareworkingwithstudents(trainingtimedoesnotcounttowardthisminimumpercentage).ParaeducatorsassignedtoOTsandPTs(includingOTAsandPTAs)mustbesupervisedaccordingtostatutesandregulationsestablishedbytheKansasStateBoardofHealingArtsforOccupationalTherapyandPhysicalTherapy.WhentheParaeducatorisAssignedtoaLearningSiteOffSchoolPropertyAparaeducatorwhoisassignedtoalearningsitethatisoffschoolpropertymustbesupervisedbyaspecialeducationteacher.Thespecialeducationteachermustworkwiththeparaeducatorandthestudentatleasttwiceaweekifservicesareprovideddaily.Ifservicesareprovidedatleastonceaweek,20%ofthesessionspermonthmustbesupervised.Ifservicesareprovidedlessthanonetimeaweek,20%ofthesessionsperquartermustbesupervised.SpecialAssignmentsforParaeducators
(a) Speech‐languageParaeducators/AssistantsSpeech‐languagepathologistsarerequiredtotrain,monitor,supervise,andevaluateParaeducatorsassignedtothem.
(b) AudiologyAssistantsAudiologistsarerequiredtotrain,monitor,supervise,andevaluateParaeducatorsassignedtothem.ParaeducatorsperforminghearingscreeningsmusthavetheappropriateleveloftrainingforthetypeofhearingscreeningstheyareperformingandmustperformhearingscreeningsaccordingtotheHearingScreeningGuidelines(2001).
(c) SchoolNurseParaeducatorsParaeducatorswhoprovidenursingorschoolhealthservicesarepersonswho,byspecializedtrainingfromregisteredprofessionalnurses,arequalifiedtocarryoutbasicnursingtasksorproceduresinthecareofstudents,accordingtothestudent's’IndividualizedHealthcarePlan,whichbecomesapartoftheirIEP.Firstaidisnotaspecialeducationservice.SpecialeducationreimbursementisauthorizedforschoolnurseParaeducators,whosepersonnelagreementsdesignatethemasParaeducator/aideforaschoolnurse,who
providesnursingorschoolhealthservicesspecifiedinastudent’sHealthCarePlanand/orIEPandthatisappropriatelydelegatedandsupervisedbyregisteredprofessionalnurses.
(d) AdministrativeAssignedParaeducatorsTherearethreereimbursableadministrativeParaeducatorassignments.MISParaeducators:ReimbursementasaParaeducatorisauthorizedforpersonsresponsibleforcollecting,entering,andverifyingManagementInformationSystem(MIS)dataforaschooldistrictorcooperative.MISclerksalsomayassistwiththereview,maintenance,andstorageofIEPsandaccompanyingpaperwork.ResponsibilitiesthatdonotqualifyasMISdutiesincludesuchthingsasmaintainingthepersonneldatabase,processingMedicaidclaims,clericaldutiesnotrelatedtotheMISdatasystemandservingasanadministrator’ssecretary.Logsarerequired.Regardlessofcertification/licenseheld,MISdutieswillbereimbursedatParaeducatorrates.Translator:ReimbursementasaParaeducatorisauthorizedforpersonresponsiblefortranslatingspecialeducationpaperworkfromEnglishtoanotherlanguage.TheParaeducatormaybeassignedtoaspecialeducationadministrator.Reimbursementwillbeproratedforclericaldutiesandfortranslatingnon‐specialeducationpaperwork.Logsarerequired.NOTE:theaboveidentifiedParaeducatorassignmentsshouldbeassignedtoadministratorsfordirectsupervision.
SupervisionandEvaluationAnyParaeducatorassignedtoanitinerantprofessionalmayworkwithanexceptionalstudentwhentheprofessionalisnotinthebuildingonlyiftheprofessionalworksdirectlywithboththestudentandtheParaeducatoratleasttwiceeachweek.Iftheitinerantprofessionalisnotpresenteachday,theParaeducatorshallbeassignedto,andsupervisedby,adesignatedprincipalorregularclassroomteacher.InstructionalParaeducatorsshallbedirectlysupervisedandevaluatedbythespecialeducationteachertowhomtheyareassigned.Overallsupervisoryandevaluativeresponsibilitiesrestwiththeprincipalorspecialeducationadministratorastheydoforotherschoolstaffmembers.IncasesinwhichtheParaeducatorisassignedtoanitinerantspecialeducationstaffmember,andthestaffmemberisnotpresenteveryday,theParaeducatorshallbeassignedtoandsupervisedbytheprincipalordesignatedregularclassroomteacher.Periodicwrittenevaluationwithresultingconferenceshouldbeadefinitepartoftheadministrativestructureofthelocaleducationagency.AParaeducatormaybeassignedtoassistinageneraleducationprogramwhenoneofmorestudentswithexceptionalitiesareincludedinthatprogram,iftheParaeducatorisassignedtoandsupervisedbyaspecialeducationteacherwhomeetstherequirementsinKansasstatute.AlocaleducationagencyshallnotassignmoreParaeducatorstoanapprovedspecialeducationteacherthancanbeadequatelysupervisedbythatteacher.Whenanassignedspecialeducationteacherisnotpresent,adesignatedprincipalorteachermaysuperviseaParaeducator.AlocaleducationagencyshallnotassignaParaeducatortomorethantwospecialeducationteachersforsupervisorypurposes.AspecialeducationteachershallsuperviseanyParaeducatorwhoisassignedtoalearningsitethatisoffschoolproperty.ThespecialeducationteachershallworkwiththeParaeducatorandthestudentatleasttwiceeachweek.ExceptforParaeducatorsprovidingsupervisedoccupational,physicalorspeechtherapy,anyParaeducatorassignedtoaprofessionalmayworkwithanexceptionalstudentwhentheprofessionalisnotinthebuildingonlyiftheprofessionalworksdirectlywithboththestudentandtheParaeducatoratleasttwiceeachweek.AnyParaeducatorprovidingspecializedoccupationalorphysicaltherapymustreceivedirectsupervisionbyaprofessionaloccupationalorphysicaltherapisttwiceeachmonth.Iftheprofessionaltherapistisnotpresenteachday,theParaeducatorshallbeassignedto,andsupervisedby,adesignatedprincipalorteacher.Evaluations
ParaeducatorswillbeevaluatedformallyonthesamescheduleasallotherclassifiedemployeesofUSD320–onceperyear.Exceptionsincludethestatedepartment’srecommendationtodistricttoconductsuchmorefrequently,or,iftheperformancecriteriaisnotmeetingtheanticipatedexpectations.Ifperformancestandardsarenotbeingmet,thenatthediscretionofthesupervisingteacherthedecisioncanbemadetoconductandevaluationmoreoftenthanannually.TheParaeducatorevaluationformcanbefoundinthisguide.A“self”evaluationisalsoaffordedtoeachparabeingevaluated.Theself‐evaluationwillnotbecomeapartoftheevaluationrecordsbutwillserveasapointofdiscussionastheParaandthesupervisingevaluatorreviewtheofficialevaluationofthePara’sperformanceandcompetency.JobDescriptionsParaeducatorsshouldhavejobdescriptionswhichclearlydefinetheirdutiesandresponsibilitiesinthespecialeducationprogram(s)towhichtheyhavebeenassigned.Thejobdescriptionsmayalsocontainalistofunacceptableduties,termsofemployment,specializedtrainingandqualifications.
INSTRUCTIONALPARAEDUCATORJOBDESCRIPTION
Purpose:TheinstructionalParaeducatorassiststhespecialeducationteacherincreatingapositivelearningenvironmenttofacilitatethepersonal,social,andintellectualdevelopmentofstudents.Toaccomplishthesetasks,theinstructionalParaeducatorworkscloselywiththestaffandadministrationoftheschooldistrict.
ResponsibleTo:DirectorofSpecialEducation,SpecialEducationTeacher,ParaFacilitatorandBuildingPrincipal
PaymentRate: AccordingtotheClassifiedSalarySchedule
Qualifications:
1. Highschooldiplomaorequivalent2. HealthandInoculationCertificateonfileintheDistrictOffice(afteremploymentofferismadeand
accepted)3. Desiretocontinuecareerimprovement4. Driverecordfromstate(afteremploymentofferismadeandaccepted–thosetransportingstudentsonly)5. Defensivedrivingandfirstaidcertification(requiredforthosetransportingstudents)6. CleanbackgroundcheckthroughChildAbuseandNeglectRegistry(afteremploymentofferismadeand
accepted)EssentialFunctions:
1. Assistinfacilitatingthepersonal,social,andintellectualdevelopmentofstudents2. Assistinestablishingapositivelearningenvironment,andrespondtotheindividualneedsofstudents3. Ensurethatallactivitiesconformtodistrictguidelines4. Communicateeffectivelywithmembersoftheschooldistrictandcommunitywhilefollowingdistrict
confidentialityguidelines5. Reacttochangeproductivelyandhandleothertasksasassigned6. Appropriatelyoperateallclassroomequipment7. Demonstrateeffectiveinterpersonalrelationshipswithothers8. Supportthevalueofaneducation9. Supportthephilosophyandmissionoftheschooldistrict10. Regularattendance
PhysicalRequirementsforSpecializedPrograms:
1. Liftupto40lbs.unassisted
2. Goodphysicalagilitywhichrequiresthefollowing:a. Kneelingb. Gettingupanddownofffloorc. Frequentbendingd. Sittinge. Standing
3. Movingandoperatingequipment
EnvironmentalConditions:1. Requiressometravel2. Mustworkinnoisyandcrowdedenvironments3. Mustworkoutdooractivities
GeneralResponsibilities:
1. Assistintheinstructionandsupervisionofstudents.Thismayinvolvecompletingassignments,readingmaterialaloud,explainingdirections,andexplainingconcepts,administeringtests
2. Set‐upandleadstudentsinactivitiespreparedbythesupervisingteacherortherapist3. Tutorstudentsasdirected4. Assistwithsmallgroupinstruction5. Monitorstudentprogress6. Assistinmodificationofmaterialsforstudent’sabilities7. Assiststudentsingamesandintheproperuseofplaygroundequipment8. Useappropriatebehaviormanagementtechniquestomaintainapositiveclimateforteaming9. Implement,monitor,andcollectdataonbehaviorplansforindividualstudents10. Motivatestudentsthrougheffectivecommunicationandevaluativefeedback11. Sethighexpectationsforstudentachievementandbehavior12. Assistinprovidingforthespecialphysicalandemotionalneedsofstudents13. Gradepapersandassistwithrecordkeepinginthespecialeducationprogram14. Prepareinstructionalmaterialsandsuppliesforuse15. Escortandsupervisestudentstoandfromvariousschoolfacilitiesandareas.Occasionally,escortstudents
onfieldtrips16. Actasaliaisonbetweenspecialeducationteacherandgeneraleducationteacher17. Ininclusionclassroom,assiststudentswithclasswork,takingnotes,tests,etc.Alsoprovidepositive
supportfortheclassroomteacherbymonitoringstudentprogressandbehavior18. Providedailyfeedingand/ormealtimesupervision,toileting,diaperingandhygienecareasneeded19. Takeattendanceandrecordabsencesinthespecialeducationclassroom20. Attendstaffingandgeneralstaffmeetings21. Assistinthemaintenanceandinventoryofmaterials22. Workeffectivelywithstudents,teachers,parents,communityagencies,andothergroupswhilefollowing
strictconfidentialityguidelines23. Assistinsafeguardingconfidentialinformation24. Immediatelyreportaccidents,assaults,destructionofproperty,andabusivebehaviortotheinstructorand
principal.25. AdheretorequiredprogramguidelinesasdefinedbytheKansasPlanforSpecialEducation26. Keepabreastofnewinformation,innovativeideas,andtechniquesandsharewithprofessionalassigned27. Adheretoalldistrictandcooperativehealthandsafetypolicies,includingallprecautionsoftheBloodborne
PathogensExposureControlPlan28. Otherdutiesasassignedbytheinstructor,principal,parafacilitatororDirectorofSpecialEducation
SPECIALIZEDPROGRAMPARAEDUCATORJOBDESCRIPTION
Purpose:TheinstructionalParaeducatorassiststhespecialeducationteacherincreatingapositivelearningenvironmenttofacilitatethepersonal,social,andintellectualdevelopmentofstudents.Toaccomplishthesetasks,theinstructionalParaeducatorworkscloselywiththestaffandadministrationoftheschooldistrict.
ResponsibleTo:DirectorofSpecialEducation,SpecialEducationTeacher,ParaFacilitatorandBuildingPrincipal
PaymentRate:AccordingtotheParaeducatorSalarySchedule
Qualifications:
1. Highschooldiplomaorequivalent2. HealthandInoculationCertificateonfileintheDistrictOffice(afteremploymentofferismadeand
accepted)3. Desiretocontinuecareerimprovement4. Driverecordfromstate(afteremploymentofferismadeandaccepted–thosetransportingstudentsonly)5. Defensivedrivingandfirstaidcertification(requiredforthosetransportingstudents)6. CleanbackgroundcheckthroughChildAbuseandNeglectRegistry(afteremploymentofferismadeand
accepted)EssentialFunctions:
1. Assistinfacilitatingthepersonal,social,andintellectualdevelopmentofstudents2. Assistinensuringthesafetyandwellbeingofstudentswithexceptionalities3. Assistinestablishingapositivelearningenvironment,andrespondtotheindividualneedsofstudents4. Ensureallactivitiesconformtodistrictguidelines5. Communicateeffectivelywithallteammembers6. Reacttochangeproductivelyandcarryoutallassignedduties7. Appropriatelyoperateallclassroomequipment8. Demonstrateeffectiveinterpersonalrelationshipswithothers9. Supportthevalueofeducation10. Demonstrateregularattendance11. Reactpositivelytosupervisionandconstructivefeedback
PhysicalRequirements/EnvironmentalConditions:
1. Workwithmultiplesettingsandtraveltoalternativelocations,asnecessary2. Workinnoisyandcrowdedenvironments3. Workinbothindoorandoutdoorsettings(yearround)4. Goodphysicalagilitywhichrequiresthefollowing:
a. Frequentbendingb. Sittingc. Standingd. Wakinge. Kneelingf. Gettingupanddownofffloorg. Reaching
5. Physicallyblock,moveorrestrainstudents6. Physicalexertiontomanuallymove,lift,carry,pullorpushheavyobjectsormaterialsupto40lbs.7. Directphysicalcontactwithstudents,includingbasichygieneactivitiesandphysicalassessmentof
studentswithpossibleexposuretobodilyfluidsGeneralResponsibilities:
1. Assistintheinstructionandsupervisionofstudents.Thismayinvolvesupportingassignmentcompletion,readingmaterialaloud,explainingdirections/concepts,andadministeringnon‐standardizedtests/curriculumbasedmeasures.
2. Set‐upandleadstudentsinactivitiespreparedbythesupervisingteacherortherapist.3. Assistwithsmallgroupinstruction4. Closelymonitorandaccuratelydocumentstudentphysicalandbehavioralfunctioning5. Preparestudentspecificmaterialsandequipment\6. Providedailyfeedingand/ormealtimesupervision,andassistwithtoileting,diaperingandhygienecarefor
students,asneeded7. Assistinmodificationofmaterials8. Assiststudentsinplayinggamesandwithproperuseofplaygroundequipment9. Useappropriatebehaviormanagementtechniquestomaintainapositiveclimateforlearning10. Implement,monitorandcollectdataonmulti‐stepandinvolvedbehaviorplans11. Motivatestudentsthrougheffectivecommunicationandevaluativefeedback12. Setandmaintainhighexpectationsforstudentachievementandbehavior13. Directlyandeffectivelyrespondtothespecificphysical,behavioralandemotionalneedsofstudents14. Prepareinstructionalmaterialsandsupplies15. Escortandsupervisestudentstoandfromvariousschoolfacilitiesandareas.Whennecessaryescort
studentsonfieldtrips16. Ininclusionclassrooms,assiststudentswithclassworkandinmaintainingappropriatebehavior17. Providesupportforthegeneraleducationclassroomteacherbymonitoringstudentprogressandbehavior18. Takeattendanceandrecordabsencesinthespecialeducationclassroom19. Attendstaffmeetings,asdirectedbysupervisingteacher20. Assistinmaintenanceandinventoryofmaterials21. Assistinsafeguardingconfidentialinformation22. AdheretorequiredprogramguidelinesasdefinedbytheKansasStateDepartmentofEducation23. AdheretoallUSD320healthandsafetypolicies,includingallprecautionsoftheBloodbornePathogens
ExposureControlPlan24. Otherdutiesasassignedbythesupervisingteacher,Principal,parafacilitatororDirectorofSpecial
Education
CHILDABUSEANDNEGLECT–REPORTING
TheKansasChildProtectionAct(KSA38‐716‐724)requiresthatanyemployeewhosuspectsthatachild’sphysicalormentalhealthorwelfareisbeingadverselyaffectedbyabuseorneglectimmediatelyreportthisfacttothelocalSocialRehabilitationServices(SRS)office.OrthelocallawenforcementagencyiftheSRSofficeisnotopen.Itisrequiredthatthebuildingadministratoralsobenotifiedafterthereportismade.Intheeventthatthechildistheadministrator’schild,thesuperintendent,notthebuildingadministrator,willbenotified.Employeeswillnotcontactthechild’sfamilyoranyotherpersonastodeterminethecauseofthesuspectedabuseorneglect.Itisnottheresponsibilityoftheschoolemployeetoprovethatthechildhasbeenabusedorneglected.ChildAbuseChildabuseisanactorfailuretoactwhichpresentsanimminentriskofseriousharmtoachild.Abusecanbeintheformof: *physicalinjury *physicalneglect *sexualabuse *emotionalabuse
PhysicalAbuse–Anyphysicalinjuryofachildbyintentionornon‐accidentalmeans.Mayincludephysicalmarks,injuries,orunusualbleedinginconsistentwiththeexplanationofhowtheinjurywasreceived.Mustconsiderbehaviorinconjunctionwithothersigns:Isbehaviorconsistent,extreme,orchangedrecently?Arefamilyorenvironmentalstressesapparent?PhysicalNeglect–Failureorinattentiononthepartofparentorcaregivertoprovideforchild’sbasicneeds,suchasfood,clothing,shelter,medicalcareandsupervision.Physicalneglecttendstobechronicratherthanepisodic.Behaviorsmayinclude:requesting,stealing,orbeggingforfood,frequentabsences,fatigue,extendedstaysatschool,childdoesn’tknowwhereaboutsofparents/caretaker.SexualAbuse–Anysexualactorexposureofsexualactstoorbeforeachild,toincludesexualexploitation.Physicalsignsmayinclude:STD,infections,difficultywalking,andreportofpainordiscomfort.Torn,stained,orbloodyunderclothing.Childbehavioralsignscanincludefearofaparticularperson,beingsexuallyinappropriatewithotherchildren,advancedvocabulary,provocativeorpromiscuousbehavior.Parentscouldbeoverprotectiveofchildorjealousofthechild.EmotionalAbuse–Consistent,chronicbehaviorbyaparentorcaretakerwhichhasaharmfuleffectonthechild.Theattitudeorbehaviorissuchthatitseriouslyimpairsthechild’ssocial,emotional,orintellectualfunctioning.Parentorcaregiverbehaviorswhichmaycontributetoemotionalabuseincludeprimarilynegativeinteractionswithchild,childblamedforthingsbeyondhis/hercontrol,childisolatedfromnormalsocialexperiencesanddisciplineappearstobeinconsistent,unpredictable,erratic,orthreatening.Childbehavioralsignscaninclude:rocking,head‐banging,thumbsucking(orinolderchildren,habitualbehaviors),unrealistic,irrationalorpersistentfears,sleepproblems,orbehaviorextremes.MandatedReporterAccordingtoKansaslaw,whenanypersonworkingindirectcontactwithchildrenhasreasontosuspectachildhasbeeninjuredasaresultofphysical,emotional,orsexualabuseorneglect,thatpersonisrequiredbylawtoreporttoproperauthorities–thisincludesteachers,schooladministratorsorotheremployeesofaneducationalinstitutionwhichthechildisattending.
● Thelawonlyrequiresyoutoreportsuspectedabuse● Kansascomplieswiththeimmunityclauseformandatedreporters.Thisstatesapersonwhoreports
suspectedchildabusein“goodfaith”isabsolutelyimmunefromcriminalandcivilliability.● Someagenciesexpectstafftodiscussabusesituationswiththeirsupervisorbeforereporting.However,ifa
staffmemberbelievesareportofchildabuseorneglectneedstobemadetoauthorities,itistheresponsibilityofthestaffmembertoreport,whetherornotthesupervisorisinagreement.
● ThelegalpenaltyforamandatedreporterfailingtoreportsuspectedchildabusecanbeaclassBmisdemeanor.
WhenaChildDisclosesAbuse
● Becalmandincontrolofyourresponsesandemotions● Listen● Don’treactwithdisgust● Validatethechild’sfeelings● Beoneyelevelandremovebarriersbetweenyouandthechild● Don’tinterrogateorinterviewthechild● Ifyoumustaskquestions,makesuretheyareopenended● Besupportive● Reassurethechildyoucareforhim/herandthisdoesnotchangeyourfeelings
● Remember80%ofchildabuseoccursatthehandofaparent,anddespitetheabuse,thechildlikelycontinuestolovetheparent
● ConsultwithacolleagueoradministratorwhilebeingrespectfulofconfidentialityReportingAbuse
● Consultwithacolleague,administrator,schoolsocialworkerorcounselor● Bestpracticeisforthepersonwhoreceivestheinformationtomakethereport● Notedetailsofinjuries(i.e.type,location,appearance,color,etc.)forthereport● IfadecisionismadetoNOTreport,staffshouldconsiderkeepingdocumentationincase furtherissues
arise(i.e.dateandtypeofincident,circumstances,etc.)● Tomakeareportcall1‐800‐332‐6378● AdditionalinformationisavailablethroughtheKansasDepartmentofSocialandRehabilitationServices‐
ChildrenandFamilyServices
ServingStudentswith
SpecialNeeds
INDIVIDUALEDUCATIONPROGRAM
Whatisanindividualizededucationprogram?
EveryexceptionalstudentreceivingspecialeducationservicesmustbeprovidedwithanIndividualizedEducationProgram(IEP)whichspecifieswhateducationandrelatedserviceswillactuallybeprovided.Thisisthekeytoassurethateachexceptionalstudentisreceivingafreeandappropriateeducation.
ComponentsoftheIEP:
1. ParticipantsintheIEPConference(staffing):TheparticipantsininitialcaseconferencesinwhichentryIEPsaredeveloped:● Theprincipal(LEA)orhis/herdesigneewhoisqualifiedtosupervisetheprovisionofSpecial
Educationandhastheauthoritytomakedecisionsrelativetotheservicestobeprovided.● Theschoolpsychologist● Relatedserviceproviders(Speech‐Language,OT,PT)● Thestudent’sgeneraleducationteacherprimarilyresponsibleforprovidingspecialeducation
instruction● Thestudent’sparents/legalguardians● Thestudent,whenappropriate● Otherindividualsatthediscretionoftheparents/guardiansortheschool
ForannualreviewsoftheIEP,theconferenceincludesprincipals,theparent/legalguardians,specialeducationteacher,relatedserviceprovidersandotherindividualsprovidingdirectservicestothespecialeducationstudent.
2. ContentsofIEP:
ThecontentoftheIEPshallincludeinformationwhichsetsforth:● Thepresentlevelofperformanceintheareasofacademicachievement,socialfunctioning,pre‐
vocationalskills,sensoryandmotorskills,self‐helpskills,andspeech‐languageskills● Thespecialeducationandrelatedservicesnecessarytomeetthestudent’sindividualneedsthatwillbe
providedbytheschool
EDUCATIONALPLACEMENTANDLEASTRESTRICTIVEENVIRONMENT
IntroductionWithintheIEPmeetings,theIEPTeammustconsiderwhatservicesareneededforthestudentbasedontheevaluationprocessandresults.TheIEPTeamdevelopsgoalstotargetduringthenextyearwhileensuringparticipationandprogressinthegeneralcurriculum,andincludingtheservicesthestudentwillneedtoachievethosegoals.Also,theteammustconsiderhowthestudentcanbeeducatedwithpeerswithoutexceptionalitiesandhis/herparticipatedinotheractivitiesinadditiontoeducationalplacement,suchasextracurricularandnonacademicactivities.Thelastdecisiontheteammakesisthestudent’seducationalplacement,whichmustbebasedonthestudent’sneeds,goalstobeachieved,andtheleastrestrictiveenvironmentforservicestobeprovided.Forstudentswithexceptionalities,theplacementmustbeintheenvironmentthatisleastrestrictive,alwaysbeginningwiththegeneraleducationclassroomastheinitialconsideration.Leastrestrictiveenvironment(LRE)meanseducationwithpeerswhoarenotdisabled,tothemaximumextentpossible.Ifforsomereasonthestudentisnotreceivingservicesinthegeneraleducationclassroom,theIEPTeammustprovideevidencewhywithsupplementalaidsandservices,thestudentisnotabletobeeducatedinthegeneralclassroom,ortoparticipateinextracurricularandnonacademicactivities.
Thedefinitionofspecialeducationrequiresthatvarioussettingsareavailableforinstruction.Therequirementtoservestudentsalongacontinuumasappropriateappliestostudentswithexceptionalities.Thecontinuumincludesthealternativeplacementslistedinthedefinitionofspecialeducation(instructioninthegeneraleducationclasses,specialclasses,specialschools,homeinstruction,andinstructioninhospitals,institutionsandwhenincarcerated).
Theprocessfordeterminingtheleastrestrictiveenvironment(LRE)mustbeindividualizedforeachstudentwithanexceptionality,andmustbereconsideredatleastannuallyandateachreviewofthestudent’sIEP.Studentswithexceptionalitiesarerequiredtobeeducatedwithstudentswhodonothaveexceptionalities,tothemaximumextentappropriate,asclosetothestudent’shome,andintheschoolthatheorshewouldattendifnondisabled.Therequirementappliestostudentsinpublicschools,orothercarefacilities.Removingastudentfromthegeneraleducationclassroommustnotoccur,unlessthenatureorseverityoftheexceptionalityissuchthateducationingeneralclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily.Forstudentswhoaregifted,LREdoesnotapply,butindividualplacementdecisionsmustbemadebytheIEPTeam,basedontheirindividualneeds.TheLRErequirementalsodoesNOTapplytostudentswhoareconvictedasadultsandareinadultprison.
TheIEPTeammustdiscussprogrammodificationsorsupportsforteachersandstafftoensurethatthestudent:(1)movesaheadinattainingthegoalslistedontheIEP,(2)isprogressinginthegeneralcurriculumandparticipatinginextracurricularandnonacademicactivities,and(3)iseducatedandparticipatingwithotherstudentswithandwithoutexceptionalitiesintheseactivities,asappropriate.TheIEPmustincludeanexplanationoftheextent,ifany,thatthestudentwillNOTparticipatewithstudentswithoutexceptionalitiesingeneraleducationclassesANDinextracurricularandothernon‐academicactivities.Placementdecisionsmaynotbemadeonthebasisofstaffconvenience,economicfactors,oradministrativeconvenience.
ImportantPoints
● Schoolsshouldvalueeachstudentregardlessofhisorherdisabilitiesorexceptionalities● Schoolsshouldprovidedynamic,individualizedandinnovativelearningforallstudents● Schoolsshouldstrivetoprovideeducationbasedontheneedsofindividualstudentswithexceptionalities
asdeterminedbyawell‐designedIEP● Schoolsshouldfacilitateoutcomes‐basededucationbycombiningallofthespecializedresourcesatthe
schooltoenhancelearningofallstudentsattheschool FactorsinvolvedinstudentplacementItisimperativethateachstudent’sindividualneedsdetermineplacement.Placementshouldreflectthesettinginwhichthestudent’sneedscanbestbemetwhenprovidingtheeducationalservicesneededtoimplementthestudent’sIEP.Placementdecisionsmustnotbebasedsolelyonanyofthefollowingfactors:categoryofexceptionality,configurationofservicedeliverysystem,availabilityofeducationalorrelatedservices,availabilityofspace,curriculumcontent,ormethodsofcurriculumdelivery.Individualstrengthsandneedsshoulddeterminethestudent’sprogram.Thetypeandintensityofspecialeducationandrelatedservicesrequiredforthestudenttoderiveeducationalbenefitmustbemadeavailable.
Ifthefieldofeducation,thevalueofdiversityisbeginningtoberecognized,aswellasvalueofindividualizingeachstudent’seducation,toaddresshis/herdiverselearningstyles,strengthsandneeds.Kansasstudentswhohaveexceptionalitiesbenefitfromreceivingtheireducationingeneraleducationsettingsalongsidetheirnondisabledpeers.Similarly,Kansasstudentswhodonothaveidentifiedexceptionalitiesalsobenefitfrominclusiveeducationalprogrambylearningtoappreciatediversityandvaluetheachievementofthosewithexceptionalities.Insteadofseparatetrackeducationalsystems,schoolsareencouragedtostrivetowardaunifiedsystemwhichvaluesandincludesstudentsofvaryinglevelsofability.Importantpoints
● Placementiscomprisedofthesettingoftheeducationalprogramandtheeducationalprogramitself● Placementshallnotbemadebaseduponthestudent’scategoricallabelnoruponadministrative
convenience● Specialeducationisnotaplace;itisserviceswhichmaybeprovidedinanysetting
WHATPARAEDUCATORSCANDOININCLUSIVECLASSROOMS
Therearemanyadaptations,modificationsandtypesofassistanceaParaeducatorcanprovideinaninclusiveclassroom.ThefollowingisapartiallistofpossibilitiestoassistteamstothinkaboutnewrolesfortheParaeducator.Pleaserecognizethat:
● Adaptationsareindividuallydeterminedbaseduponstudentneed,AND● Paraeducatorsshouldonlybeginanadaptationfollowinginstructionfromtheteacherorrelatedservice
providerSomeParaeducatorsmayfeelmorecomfortableimplementingmodificationsthanothers.AnattemptshouldbemadetomatchcomplexityofthemodificationswiththeParaeducatordegreeofcomfort,whileatthesametimeprovidinginstructionfortheParaeducatortoincreasehis/herskillsinthisarea.AnyadaptationshouldfirstbeapprovedanddesignedbytheteampriortotheParaeducator’simplementationofthemodification.Forstudentswhoareinattentive,aParaeducatorcould:
● Withtheteacher’spermission,seatthestudentinaquietarea,or● Seatthestudentnearagoodrolemodel,or● Searthestudentneara“studybuddy”,or● Assistthestudentinsettingshort‐termgoals● Pairwritteninstructionswithoralinstructions● Giveclear,conciseinstructions● Havestudentrepeatinstructionsorexpectations
Forstudentswhoareimpulsive,aParaeducatorcould:
● Ignoreminor,inappropriatebehavior● Increaseimmediacyofrewardsandconsequences● Supervisecloselyduringtransitiontimes● Attendtopositivebehaviorofotherstudents● Acknowledgepositivebehaviorofotherstudents
Forstudentswhoareveryactive,aParaeducatorcould:
● Providereassuranceandencouragement● Frequentlycomplimentpositivebehaviorandworkproduct● Speaksoftlyinnon‐threateningmannerifstudentshowsnervousness● Reviewinstructionsofnewassignmentstomakesurethestudentunderstands● Lookforopportunitiesforstudenttodisplayleadershipintheclassandmentionthemtotheteacher● Maketimetotalkalonetothestudent● Encouragesocialinteractionswithclassmatesifstudentiswithdrawnorshy● Reinforcefrequentlywhensignsoffrustrationarenoted● Spendtimetalkingtostudentwhoseempentupordisplayangereasily● Duringalecture,modelnotetakingofkeyconceptsonoverheadprojector,chalkboardorflipchart● Makesurethatbothwrittenandoraldirectionsaregiven● Providefeedbacktotheteamaboutwhetherornotastudentmayneedshortenedassignmentsorlonger
timetocompleteassignments
● Assisttheteacherinprovidingimmediatefeedbacktostudentaftercompletionofassignments● Assiststudentwithanalternateassignmentwhentheteamhasdeterminedonetobeappropriate
(example:ifthestudenthaspoorwritingskills,theteachermayallowthestudenttodoanoralassignment)
● Readmaterialaloudwiththestudenttoallowanothermethodofinput● Assiststudentswhohavetroublememorizingtousemanipulatives,cards,numberlines,mathfacttablesor
calculators● Whenastudenthastroublealigningnumbers,usegraphpaperorturnlinedpaperinaverticaldirection
Forstudentswhohavedifficultywithvisualperception,aParaeducatorcould:
● Giveoraldirectionstoanassignment● Taperecorddirections,sothatthestudentmayreplayasoftenasneeded● Reducethevisualdistractionsinthestudent’sworkareas● Makesurethatdirectionsgivenareconciseandclearlywritten● Makesurethatthestudenthasacopyoftheteacher’slecturenotes● Teachthestudenttotakenotesandproofread● Assistthestudenttohighlightkeypointsintextbookspurchasedforthestudent● Introducenewvocabularybeforeanewchapter/story/assignment● Checkforcomprehensionafterreading● Discusswrittenresponseswiththestudent● Assistthestudenttomakeasmallnotebookdictionaryofmisspelledwordstouseasareference● Havethestudentverballystatestepstosolvingmathequationsbeforedoingthem
Forstudentswhohavedifficultywithauditoryperception,aParaeducatorcould:
● Provideshortoraldirections● Havethestudentrepeatthedirectionsbacktoyou● Talkslowlytothestudent–givethemtimetoprocess● Provideaquietworkareaforthestudent● Trytopairavisualcuewithauditorydirectionswhenpossible● Providealectureoutline● Provideanexampleonworksheetsforthestudenttoreferbackto● Increaseyour“waittime”beforeexpectingaresponse
Paraeducatorscanassisttheclassroomteacherinprovidingavarietyofinstructionalarrangements:
● Assistingoneormorecooperativegroupstocompleteanassignmentoractivity● Assistpeerpartnerstocompleteanassignmentorproject● Assistpeertutororcross‐agetutors● Assiststudentsduringindependentworktime
Paraeducatorscanassisttheteacherinchangingtheformatofalesson:
● Facilitateasmallgroupdiscussionfollowingpresentationsofsomematerials● Assisttheteacherindevelopingandprovidinggames,simulations,role‐playingandactivitybasedlessons.
Thiscouldincludegatheringandpreparingmaterials,makinggames,settingupactivities,supervisingsmallgroupsorindividualwork.
● Provideinstructioninacommunitysetting(particularlyforstudentswithmoderatetosevereexceptionalities)
OtherthingsParaeducatorscando:
● Assiststudentswhohavedifferentlearningoutcomesforaparticularactivity.(Example:astudentwithsevereexceptionalitiesmayhavealearningoutcomethatfocusesonreachingandgraspingmaterialsduringascienceexperimentratherthanacquiringknowledgeofascientificprocess
● Provideinformationtotheteamaboutadaptationsthatareneededtothephysicalenvironmentsuchasaccessingmaterialsoractivities,lightingandseatinglocation
● Provideinformationtotheteamaboutadaptationsneededforinstructionmaterialssuchaslargerprint,needformanipulatives,etc.
● Providesuggestionstotheteamforwaystofadeoutadultassistanceandsubstitutepeerassistanceorindependencewhenpossible
● Developapicturescheduleforthestudenttousethroughouttheday● TakedataonbehaviororIEPobjectives● Providesuggestionstotheteamaboutnewvocabularytoteachbaseduponthestudent’sdailyschedule,
interests● Providepositivesupportfortheteacher
SERVINGSTUDENTSWITHSPECIALNEEDS
BehavioralAreas:
1. ItisimportantthattheParaeducatorbecomefamiliarwiththetypesofstudentsthattheyareserving2. Informaldiagnostictechniquesusedtogetabetterunderstandingoftheneedsofthestudentsshouldbe
understoodbytheParaeducator3. TheParaeducatorshouldacquireaworkingknowledgeofbehaviormanagementtechniques,especially
thoseusedbytheteacherAcademicAreas:
1. ItmaybeimportantfortheParaeducatortobecomefamiliarwithdiagnosticandprescriptivetechniquesusedforplacementofthestudentwithintheacademicprogram,checkwithyourteacher
2. TheParaeducatormustbecomefamiliarwithvarioustypesofinstructionalequipmentandmaterialsusedwiththestudents
3. TheParaeducatorshouldbecomefamiliarwiththeacademicapproachusedbytheclassroomteacher4. TheParaeducatorshouldknowthatacademicresourcesavailablewithinthebuildinganddistrict
PersonalEmotionalStrengths:
1. TheParaeducatormusthaveapositiveself‐conceptandapositiveapproachwhenworkingwithstudents2. Enthusiasmandsensitivitytothefeelingsofstudentisveryimportant3. Paraeducatorsshoulddiscussanyproblemstheyareexperiencingwhichmayinfluencetheirjob
performancewiththeclassroomteacherorbuildingprincipal
40waystoProvidePositiveReinforcement
1. That’sreallynice.2. Thankyouverymuch!3. Wow!4. Ilikethewayyou’reworking5. Keepupthegoodwork6. It’sfunworkingwithyou7. That’squiteanimprovement8. Whatneatwork9. Youreallyoutdidyourselftoday10. Thiskindofworkpleasesmeverymuch11. Iamproudofthewayyouareworking12. CONGRATULATIONS!13. Muchbetter14. Iappreciateyourhelpandextraeffort15. Verygood.YoushouldshowthattoMom
and/orDad16. MARVELOUS!17. Righton!18. Momand/orDadwillbeproudtoseethejob
youdidonthis19. Ilikethewayyoustayedfocused20. TERRIFIC!21. Ilikethewayyouraisedyourhandwhenyou
hadtheanswerinsteadofblurtingitout!22. Ilikethewayyoutookyourtimetomake
sureyou“gotit”.
23. Youarerightontrack,keepupthegoodwork24. Ilikethewayyouwerereadyrightontime25. Youareaverysmartthinker26. YouputalotofworkintothisandIcantell!
Greatjob!27. YouwereaGREAThelperwhenitwastimeto
cleanup28. That’sclever29. That’sagoodwaytolookatit30. Youfigureditout31. Thankyouforhelping32. SUPER!33. Youhaveagoodpoint34. Youmakethislookeasy35. Ilikethewayyouthinkofothers36. Youmakemydayalittlebrighter37. Willyouhelpmeagain?Youdidagreatjob!38. Happinessishavingstudentslikeyouinthis
class39. Thankyouforbeingpatientandwaitingyour
turn40. Youhaveagreatattitudeanditmakesme
smile!
Communicationand
Teamwork
THETEACHER/PARAEDUCATORRELATIONSHIP
● MutualrespectandsupportbetweentheteacherandParaeducatormustbeevidentatalltimesinfrontofstudents.Adifferenceofopinionshouldbediscussedafterthestudentsleave.
● ThereshouldbeconsistencybetweentheteacherandParaeducatorinthehandlingofrulesandrewardsintheclassroom.
● Whiletheteacherisultimatelyresponsibleatalltimes,adivisionofresponsibilitymaybeworkedoutwherebycertaintimesoractivitiesmaybetheimmediateresponsibilityoftheParaeducator.
PROFESSIONALATTITUDEWITHFACULTYANDPARENTS
Thesuccessoftheparaeducatorisoftentiedtoothers’perceptionofattitudewhichisoftendevelopedfromverbalandnonverbalcues.Apositiveattitudecanbeconveyedinmanyways.Forexample,smilingandbeingfriendlytowardsotherscanmakeadifferenceaswellaslookingforwaystoassistothers.Whenworkingwithstudents,havingasenseofhumor,praisingtheirpositiveeffortsandusingpositivestatementsshowstudentsthatyoucareaboutthemandthatyouenjoywhatyouaredoing.
● TheParaeducatorisconsideredamemberofthefacultyoftheschoolwherehe/sheisassignedandisexpectedtotakepartinanydutiesorresponsibilitiesexpectedofotherstaff,whereappropriate.
● TheParaeducatorshouldatnotimesdiscusshomeorbackgroundinformationofanystudentswithothermembersoftheschoolfacultyorotherparents.
● TheParaeducatorshoulddirectallinquiriesmadeofthembyparentstotheclassroomteacher.Atateacher’sdirection,theParaeducatormayassistinthehome‐schoolcommunicationprogram(i.e.dailywrittennotesorchecklists)
● Paraeducatorsareencouragedtositinonparent‐teacherconferencesaswellasstaffingwhereappropriateandpossible.Alwayscheckwithyourclassroomteacherastowhetherornotitwouldbebeneficialforyoutoattend.
CLASSROOMRESPONSIBILITIES
● ThesupervisingspecialeducationteacherandParaeducatorshouldestablishwithinthefirstweekof
schoolspecificactivities,routines,datacollection,recordkeeping,etc.…forwhichtheParaeducatorwillberesponsible.
● TheParaeducatormaybeexpectedtosuperviseindividualactivitiesortomaintaingroupfocuswhiletheclassroomteacherworkswithasmallgroupofstudentsoranindividualstudent
● TheParaeducatorcancontributetothecurriculumwiththeuseoftheirspecificinterestsortalents.Thesemightbeintheareasofmusic,arts,crafts,cooking,sewing,photography,history,etc.
● TheteacherandParaeducatorshouldworktogetherinrewardingappropriatebehaviorandinenforcingclassroomrules
● Thechainofcommandforconcernsshouldfollowthissequence:SupervisingSpecialEducation–Teacher–BuildingAdministrator–DirectorofSpecialEducation
PARAEDUCATORSASMEMBERSOFATEAM
WhatParaeducatorsbringtotheteam:Theyprovidealinktothecommunity:
● Paraeducatorscanhelpusunderstandthecommunity’svaluesandcultures● Theyoftenhavelocalknowledgeofcommunityservicesandresources
Theyofferafreshnewperspective:
● Paraeducatorsbringtheirlifeexperiencestotheclassroom,whichoffersdifferentwaystolookatissues/problems
● TheyoftenhaveexperiencesoutsidethefieldofeducationwhichmayhaveapplicationtotheclassroomTheywillbealinkbetweenprofessionalsandclassrooms:
● Theycanshuttleideasandinformation,aswellasstudentsandproductsbetweenclassroomsandprofessionals
● Paraeducatorswillincreaseflexibilityandcreativityinmeetingtheneedsofstudentsandintheuseofresourcesandotherschoolstaff
Theirworkwillincreaseproductivity:● ManyorganizationalandpreparationactivitiescanbedelegatedtoParaeducators.
Paraeducatorsandtheworktheydo,willimprovestudentoutcomes:● Theadditionalsupporttheyprovidewillallowustobettermeeteachstudent’sneeds
EachParaeducatorisadedicatedteammember:● Paraeducatorsarenotinitforthemoney,theyseekouttheworkbecausetheycareabouttheir
communityandstudents
TIPSFORWORKINGEFFECTIVELYWITHPARAEDUCATORS
● TrytogainanunderstandingofthebasicprofessionalcompetenciesforParaeducators● ReviewCouncilforExceptionalChildren’sprofessionalstandardsforParaeducators● UnderstandwhatdutiesParaeducatorscanlegallyperforminschools● ClearlyunderstandyoursupervisoryresponsibilitiesforParaeducators● Reviewbackgroundinformationaboutapplicants● ParticipateintheinterviewprocessanddecisionsinselectingParaeducators● LookforagoodnessoffitbetweenParaeducatorsandclassrooms● ProvidetheParaeducatorswithaclearandobjectivejobdescriptionandathoroughorientationtothejob,
classroom,schoolanddistrict● Discussandunderstandeachother’sworkstyleandstrengths● Discussandcreateasharedvisionforworkingwithotherprofessionalsandstudents● Reviewworkingwithparentsandconceptofconfidentiality● Communicateinaprofessional,supportivemanner,usingclear/objectivelanguage● Delegateclearlydefineddutiesandtasks● Delegateonlythosetasksthatallallowedbypolicy● DoprovideParaeducatorswithregularopportunitiestoattemptnewandmoredemandingtasks,building
previouslyacquiredcompetenciesandskills● TakethetimetohelpParaeducatorsdevelopaplanforprofessionaldevelopment● Encourageparticipationintrainingopportunities● Collaborativelydevelopaplanforobservationofskillsandduties● EstablishregulartimestoreviewobservationsandhelpParaeducatorsself‐analyzeandreflecton
performance● FortheParaeducatorsbenefit,aswellasyourown,documentalltrainingandsupervision● Alwaysrolemodelbehaviors,attitudes,andethics● Openlysupporttheminfrontofthestudents,parentsandotherstaffmembers● Ifyouareabletocompletemostorallofthepreviouslydescribedstepsyouwillgaininsightintopotential
areasofdisagreementorconflict;trytoaddressconflictbeforeitoccursortheneedtoaddressitbeforeitarises
● Manageconflictsinaproactiveandprofessionalmanner,depersonalizeconflictsasmuchaspossibleandutilizeanobjectivethirdpartywhennecessary
PARAEXPECTATIONSForTeacherFile–DonotreturntoCoOp
Inordertomeettheneedsofourstudents,wewillallneedtoworkcooperatively.Thesearetheparaexpectations/guidelinessetforthbythesupervisingteacher,parafacilitatorandDirectorofSpecialEducation.Unwillingnesstoperformoutlineddutieswillresultintermination.DutyDay:Yourworkdayisfrom_________________ to_________________. Youwillreceive30minutesunpaidanddutyfreelunch.(Ifdifferent,giveexplanationhere) Ifyouworkpastyourdesignatedworkdayhours,youwillberequiredtoprovidewrittenconfirmationoftimeanddutiesperformedfromyoursupervisingteacher.Absences:Callyourassignedteacherat_________________between_______and_______ifyouwillbeabsentfromschool.Completeleaverequestpriortoabsenceifpossible.Ifyourleavehasnotbeenrecordedpriortoyourabsence,dosoimmediatelyuponyourreturntoschool.YoumustuseSkywardtosubmityourleavetime.YouMUSTrecordalltimeoffinSkyward–withorwithoutpay!Ifyouhavetimeacquired,youmustuseitbeforetakingtimeoffwithoutpay.AttendanceStandards:PunctualityandregularattendanceareessentialtotheproperoperationofUSD320SpecialServicesCooperative.Excessiveemployeeabsenceortardinesscreatesundesirableperformancefactorsforallemployees.ThosefoundtobeinviolationofUSD320SpecialServicesCooperative’sstandardsmaybesubjecttodisciplinaryaction,uptoandincludingtermination.
1. Ifyouwillbearrivinglate,leavingearly,ornotreportingtoworkforanyreason(unlessanunexpectedmedicalorotheremergencymakesitimpossibletodoso),youmustinformthesupervisingteacherassoonaspossible,butnolaterthanone(1)hourpriortothescheduledstartofyourworkday.Failuretocallinproperlywillbeconsideredanunreportedabsence,andmayresultindisciplinaryaction.
2. Forabsencesofthree(3)ormoreconsecutivescheduledworkdays,youwillberequiredtoprovideawrittendoctor’sstatementtoyoursupervisor.However,yoursupervisormayrequestwrittendocumentationforanyabsenceofanylength.Ifaparaeducatorisabsentfromworkforthree(3)ormoreconsecutivescheduledworkdayswithoutproperlycontactingthesupervisor,itwillbeassumedthathe/shehasvoluntarilyresignedhis/heremployment.
3. Additionally,five(5)ormoreabsencesortardiesduringanyquartermayalsoleadtodisciplinaryaction.4. Unlessyouareonanauthorizedleaveofabsence,youmustmaintaincontactwithyoursupervisorthroughoutanyabsence
extendingbeyondone(1)day,notifyinghim/herdailywhetherandwhenyouwillbereturningtowork.5. Anyparaeducatorexceedingfive(5)absenceswillberequiredtomeetwiththesupervisor.Themeetingcontent,addressing
specificexpectationsforattendancefromthatpointforward,willbedocumentedinaletterandsignedbythesupervisorandtheparaeducator.Copieswillbedistributedtotheparaeducator,buildingadministratorandSpecialServicesadministrator.Acopyoftheletterwillalsobeplacedintheparaeducator’sfileintheSpecialServicesoffice(seeexampleformletter).Iftheexpectationsofattendancedetailedintheletterarenotmetbytheparaeducator,thesupervisorwillnotifytheSpecialServicesadministratorandtheparafacilitator.TheparafacilitatorwillcontacttheparaandHumanResourcestoinitiateterminationaction.
PositiveWorkHabits:
● Maintainapositiveattitudeandbeflexibleinassignmentsandschedules–youareheretodowhat’sbestforkids● Havegoodworkattendance● Followthedresscodeinyourbuildingandbeagoodrolemodelforstudents● Utilizetimeappropriately● Communicatepositively,objectivelyandprofessionally● Demonstraterespecttostudents,teachers,parentsandothers● Demonstrateappropriateboundarieswithstudentsandfamilies,observingconfidentialitypolicy● Understandandfollowthechainofcommand● Representtheschool/districtinapositivemannerwhenworkingwithstudentsoutinthecommunity
JobResponsibilitiesandExpectations:
● Confidentialitymustbemaintainedatalltimes● ImplementIEPandBehaviorInterventionPlanasdirected● Reportchildabusetosupervisorperpolicyguidelines● Showinitiative
CHECKLIST–THINGSTOFINDOUT
Item Comments/Notes1. DutiesandResponsibilities
a. Whataremyregularandspecialduties?
b. WhatrecordsamIresponsibleforkeeping?
c. WhatschedulesamIresponsibleforfollowing?
d. WhatlunchtimeactivitieswillIberesponsiblefor? e. IfIamresponsibleforworkingwithmorethanone
teacher,howismytimedivided?
2. SchedulingandDailyActivities
a. WhatscheduleshouldIfollow?
b. Whendostudentscometoclass?Whendotheyleave?
c. Wherearesupplieskeptandhowaretheyobtained?
d. Whataretheplaygroundregulations?
e. WhatshouldIdoifIfindmyselfwithsomesparetime?
f. Whatequipmentisavailableandhowisitused?
g. Whatisexpectedofmeintermsofstudentdiscipline?
3. CommunicationandRelationships
a. WhatisthelineofcommunicationandauthorityIshouldfollow?
b. TowhomshouldIdirectquestionsconcerningschoolpolicies?
c. WithwhomshouldIdiscussaproblemconcerningrelationships?
d. Whatshouldbemyresponsewhenaparentraisesaquestiononhis/herchild’sfunctioningintheclassroom?
e. WhatcourseshouldIfollowifIfeelIdonothaveenoughtodo?
f. Howdoestheteacherviewtheteacher/pararelationship?
ESTABLISHTEAMWORK
1. Communicatewithyourteacherdaily2. Offersuggestionsorideasbutdon’tgetyourfeelingshurtifyoursuggestionsorideasaren’ttaken3. Askyourteacher’sopiniononyourperformance4. DiscussproblemsNOW.Don’tletthemgrowbiggerbyignoringthem 5. Trytofollowinstructionsexactlyasgiven6. Remember,allfinaldecisionsareuptoyourteacher7. Don’ttalkaboutschoolproblemstopeopleoutsideofschool8. Givetheteacherfeedback,ithelpsincommunication9. Letteachersknowyourinterests,hobbies,backgroundandexperience.Youmaybeabletocontributeto
specialclassprojectsandspecialinterestcenters10. Askquestions,theteachermayassumethatyouknowwhatsheistalkingaboutwhengivingdirections11. Learnclassroomprocedures,i.e.restroom,recess,lunch,drinks,firedrills12. Shareresponsibilities;offertodosomethinginhelpequalizetheworkintheroom.Don’twaittobetoldtodo
something.Workwiththeteacherasateam13. Bepatientwithyourself–teachingisalearnedprofession,ittakestime.Bepatientwiththeteacher–some
daysaremoredemandingthanothers.Bepatientwiththestudents,thecourtesyandrespectyoushowwillbeimitated
14. Becomefamiliarwiththetypesofstudentsservedintheclassroom15. Becomefamiliarwiththeacademicapproachoftheteacher16. Becomefamiliarwiththevarioustypesofacademicequipmentandmaterialsusedintheclassroom17. Haveapositiveself‐conceptthatyouarenotdependentuponconstantpositivefeedbackfromthestudents
CREATINGAPOSITIVEENVIRONMENT
● Mutualtrustandrespectbetweenteacherandstudent● Cleardefinitionofrules,responsibilitiesandrules● Aclimatewherethestudentsfeeltheybelongtothegroup● Aclimatewhereitissafeforstudentstoexpressfeelings● Aclimatewherestudentsreceiverecognition,acceptance,andappreciation● Aclimatewhereindividualdifferencesandculturaldifferencesarerespected● Aclimatewherestudentsestablishhelpfulinterpersonalrelationships● Aclimatethatexpressessupportandcaringforoneanother● Aclimatewherestudentsareinvolved
CODEOFETHICSFORPARAEDUCATORS
1. TheParaeducatorshoulddiscussthestudent’slimitationsonlywiththespecialeducationteacherandthosedirectlyinvolvedwiththestudent’seducationalprogram
2. TheParaeducatorshouldrefrainfrom:(a)airingschoolproblemsandconfidentialmatters,includingpersonalities,outsideofschoolcircles;(b)discussingadministrative,inter‐departmentalandinter‐schoolproblemsinthepresenceofstudents;and(c)gossipingaboutproblemswiththosewhocannotassistinthesolution
3. TheParaeducatorshouldbeconsistentinmanagingthebehaviorofthestudents4. TheParaeducatorshouldrefrainfromexpressingdifferencesofopinionordissatisfactionwiththesupervising
teacherinthepresenceofstudents5. TheParaeducatorshouldnevershowthathe/sheisangryathimself/herselforothersinthepresenceof
students6. TheParaeducatorshouldnotthreatenstudents
7. TheParaeducatorshouldnotsubmitstudentstosexualharassmentorracialharassment.Paraeducatorsshallnothaveanyinteractionofasexualnaturewithanystudentatanytimeregardlessofthestudent’sageorstatusorconsent.
8. TheParaeducatorshouldneverprogramandprescribeeducationalactivitiesandmaterialsforstudents9. TheParaeducatorshouldneverevaluatestudentsfrompsychologicalordiagnosticinstruments10. TheParaeducatorshouldneverberesponsibleforpreparinglessonplansandinitiatingoriginalconcept
instruction11. TheParaeducatorshouldneverinitiateparentorteachercontact12. TheParaeducatorshouldnevermakeanyvaluejudgmentsconcerningteachersstrategiesandplacements13. TheParaeducatorshouldneverbedirectlyresponsibleforthedisciplineofstudentsRememberthatyouareamemberofamostimportantprofession.Whatyoudointheclassroomwillhaveanimpactonthelivesofyourstudents.Astudentmaylearntoreadbecauseofyourefforts.Astudentmaybegintoseehim/herselfasadecenthumanbeingbecauseofyoureffortsonhis/herbehalf.Yourindividualhelpmaygiveastudentnewconfidenceindealingwithfutureproblemsituations.Othersmaylearngreatertoleranceandrespectforthosewithdifferentabilityorfromotherracialoreconomicgroupsbecauseofyouractions.
CONFIDENTIALITYRespectingconfidentialitymeansrespectingprivacy.AsaParaeducator,youwillhear,readandobserveinformationaboutstudentsthatisconsideredconfidential.Inshort,youwilllearnagreatdealaboutthestudentsyouworkwith,aswellastheirfamilies.Youmustalwaysrespecttheprivacyofthestudentsandtheirfamilies.Therearefederalandstatelawsdesignedtoprotecttheconfidentialityofstudentsservedbyspecialeducation.Thelawssaythatonlyeducatorsdirectlyinvolvedindeliveringservicestoastudentmayhaveaccesstorecordsandinformationabouthim/her.Personsnotdirectlyinvolvedindeliveringservicestoastudentdonothavearighttotheinformation.Countyourselfamongthose“directlyinvolved”educators.Yes,youhavetherighttoknowinformationaboutthestudentandstudentswhichwillaidyouinofferingappropriatesupport.Pleasenoteyouareallowedaccesstoinformationonlyforthestudentswithwhomyouareinvolved.Havingaccesstorecordsandtestresults,beingpartofdiscussionandplanningforastudent,andobservingandcloselyworkingwiththestudentarewaystofindoutmoreaboutthestudent.Alloftheseformalstrategiesforlearningmoreaboutstudents,theirabilities,andtheirneedsarecarefullymonitoredandevendocumented.Youalsoneedtobemindfulofmoreinformalwaysoffindingoutaboutstudents,suchasaskingquestionsandlisteningtoconversationsaboutthestudents.Thesemethods,whileusefulingatheringmoreinformation,asalsolessstrictlymonitored.Alwaysrememberthatyouareaprofessional,andprofessionalshonorconfidentiality.Afterall,it’snotonlyunprofessionaltodootherwise,butalsoillegal.Problemsofconfidentialityarenotalwaysintentional.Eagernessto“brag”aboutastudent’saccomplishmentorprogressforexample,mayappearharmless,butyoumaygivemoreinformationaboutachild’sareaofexceptionality,needs,oreducationalplanthanshouldbeshared.Hereareafewtipstohelpkeepconfidentialityfrombecomingaproblem:
● Becarefulwithwhomyoushareinformation.Isthatpersondirectlyinvolvedwiththestudent’seducation?● Don’tpointoutorlabelstudentsinpublic,outsideofschool,as“your”students● Avoidusingnamesifyouareaskedaboutyourjob.● Suggestthatquestionsaboutastudentarebestdirectedtotheregularclassroomteacherorthespecial
educationteacher● Becarefulnottodistort,exaggerate,orconfuseinformation● Neveruseinformationaboutastudentasgossiporasajoke● Focuscommentsonstudentstrengthsandbepositive● Nomatterwhoasksyouaquestionaboutastudent,ifyoudon’twanttoanswerorareunsurewhetheryou
shouldanswer,don’t.Youcandothisgentlyandpolitely.
● Bedirectandhonest:“Ican’tsay”● Developaworkableresponsetoquestionsaboutstudentinformation.Writeitdownhere,practiceit,and
useit!● Discussspecificbehaviorsorcharacteristicsorconditions,ratherthanthestudent.
InserviceInformation
INSERVICEPROGRAMSTANDARDS
Paraeducatorsarerequiredbylawtoobtaininservicetrainingannually.TheStateDepartmentofEducationdetermineswhichtraininghoursmaybecountedtowardtherequiredminimum.TheDirectorofSpecialEducationwillberesponsibleforschedulingtheappropriatetrainingforparaeducators.TheinservicehoursmustbeloggedontheParaeducatorInserviceLog.Thesupervisingteacher(s)mustsignforallapprovedhoursthathe/shehasknowledgeof.AllindividualhourswillbereportedtotheDirectorofSpecialEducation’sofficepriortothelastofficialdayofemploymentorearlierattherequestoftheDirector.Continuationofemploymentrequiresthattheminimumtraininghoursbeattained.Acopyofacceptablehoursandtheauthorizedformusedtodocumenthourswillbereviewedatthebeginningofeachschoolyear.Everyparaeducatorisrequiredtoshowevidenceofrequiredinservicehours.Paraeducatorsmustparticipateinstaffdevelopment,regardlessofthenumberofhours/dayordays/weekworked.Eachinserviceprogrammustincludethefollowing:
● Anorientationsession(e.g.confidentialityofstudentrecords,importantschoolpolicies,etc.)atthetimeaparaeducatorisemployedandanannualorientationthereaftertoensurecompliancewithconfidentialityandotherrequirements;and
● Staffdevelopmentactivitiesspecificallyrelatedtotheareaandtypeofprograminwhichthespecialeducationparaeducatorisemployed
20InserviceHoursRequiredParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorlessthan3years(withinthepast3years)aretocomplete20hoursofinserviceifemployedfor9monthduringtheschoolyear.StaffdevelopmenthoursmustbereportedtoKSDEthroughthePersonnelWebSystemascurrentlyreported.10InserviceHoursRequiredParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorformorethan3years(includingthepast3years)asvalidatedthrougharchivedspecialeducationpersonneldata,mustcomplete10hoursofinserviceifemployed9monthsduringtheschoolyear.StaffdevelopmenthoursmustbereportedtoKSDEthroughthePersonnelWebSystemascurrentlyreported.CollegeHoursCollegehoursmaybesubstitutedforspecialeducationinservicehours.Eachcollegehourwillbecountedas20inservicehours,appliedtotheschoolyearinwhichthecourseworkwasobtained.Collegehoursshouldbereportedascollegehours,becausetheconversiontoinservicehoursisautomaticallycalculatedwithintheprogramforthePersonnelReport.Submitcopyofgradecard/transcriptasevidenceofcoursecompletion.RequiredParaeducatorInserviceHoursItisessentialthatParaeducatorsinthedistrictreceivetheminimumnumberofinservicehoursrequiredforthemonthinwhichtheybecomeemployed(e.g.,ifyoubecomeemployedinthemonthofNovember,youwillberequiredtocomplete14hoursofinservice)ThesewillapplytoNEWParaeducatorsonly.
MonthEmployed NumberofHoursRequired August 20
September 18 October 16 November 14 December 12 January 10 February 8 March 6 April 4 May 2ParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorformorethanthreeconsecutiveyears(withinthepast3years)arerequiredbythestatetocomplete10inservicehoursfortheyear.Anexperiencedparaeducatorwhoworksapartialyearwillberequiredtocompletethefollowingnumberofhours:
LengthofEmployment NumberofHoursRequired 9months 10 8months 9 7months 8 6months 7 5months 6 4months 5 3months 4 2months 3
1month 2
● Ifyouwerenotanemployeeofthedistrictatthetimeoftheparaeducatorinservice,itisessentialthatyoureceivethespecifiednumberofhoursbasedonthemonthyoubecameemployed.
● Youmayearninservicehoursforattendingbuildinglevelinservicesessions,readingarticlesand/orbooksrelatedtoyourjob,viewingvideosrelatedtoyourrolesandresponsibilities,etc.ThereareavarietyofresourcesavailablethroughtheSpecialServicesDepartmentoffice.
● CopiesofinservicelogsareduetotheSpecialServicesCooperativeofficeattheendoffirstsemester.Paraeducatorsshouldhavecompletedatleasthalfoftheirrequiredhoursbythistime.
● CompletedandsignedinservicelogsareduetotheSpecialServicesCooperativeofficethelastdayofMarch,assoonasyourrequirednumberofinservicehourshavebeencompletedorimmediatelyuponresignationortermination.Totalthehoursatthebottomofyourinservicelog,haveyourassignedteachersigntheform,keepacopyforyourselfandsendtheoriginaltotheSpecialServicesCooperativeofficeassoonaspossible.Itwillnotbeaccepteduntilitissignedbyyouandyoursupervisingteacher.
INSERVICEACTIVITIESANDEQUIVALENTHOURS
Activity Equivalenthour(s)forinserviceReadpre‐approvedarticle:*Mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.
½hour
Readpre‐approvedbook:*Mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.
1hour/200pagebook.Additional½hourforwrittensummary.
Watchpre‐approvedtrainingvideo/DVD:*Mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.
Upto2hours
WatchInfinitecvideos(www.myinfinitec.org) InservicehoursearnedareequivalenttoInfiniteclearningcredits.
Attendpre‐approvedbuildinglevelinservicesessions:activitiesmustbespecificallyrelatedtotheareaandtypeofprograminwhichyouareemployed.(Mustbepre‐approvedbyPrincipalandCooperative.)
Inservicehoursearnedareequivalenttonumberofhoursspentinsession.
Attendpre‐approveddistrictlevelinservicesessions:activitiesmustbespecificallyrelatedtotheareaandtypeofprograminwhichyouareemployed.(Mustbepre‐approvedbyPrincipalandCooperative.)
Inservicehoursearnedareequivalenttonumberofhoursspentinsession.
Completepre‐approvedcollegeclasses Eachcollegehourwillbecountedas20inservicehoursandappliedtotheschoolyearinwhichthecourse‐workwasobtained.
CompleteNonviolentCrisisInterventiontraining Initialtraining8hours,refreshertraining4hours.Mustbeonyourschool’sNCIteamand/orpre‐approved.
Watchbloodbornepathogens&sexualmisconductvideos
½hour
Watchsuicidepreventiontrainingvideo 1hourReviewtheParaeducatorHandbook ½hour
SpecialServicesCooperative
2019‐2020ParaeducatorInserviceLog
Name: Teacher/School:
MyRequired#ofHours: TotalHoursCompleted: Copiesoflogsaredueon12/19/19.(Atleasthalfofrequiredhoursshouldbecompletedatthattime.)
Completedlogsaredueon3/27/20,whenhoursarecompleted,orIMMEDIATELYuponresignationortermination.
Paraeducatorsarerequiredtocompletetwoinservicehoursforeachmonthofemployment.InservicehoursareneededtomeetKSDErequirementstoholdaparaeducator'spositionfortheStateofKansasandtheSpecialServicesCooperative.Paraeducatorsmustparticipateininservice,regardlessofthenumberofhours/dayordays/week
worked.InserviceisarequirementforyouremploymentwiththeSpecialServicesCooperative.
20Hours ParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorlessthan3years(withinthepast3years).9monthschoolyear=1year
10Hours ParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatormorethan3years(includingeachofthepast3years).9monthschoolyear=1year
5Hours ParaeducatorswhoholdacurrentKansaslicense/certificateinthefollowingareas:Teacher,NCLBrequirementmet(duringcurrentschoolyear),SLP,OT,PT,OTA,PTAorLPN.Ifworkinginrelatedarea.
RequiredforALLparas: HoursBacktoSchoolInservice:orientationsessionaddressingCoOppoliciesandprocedures,employeeexpectations,confidentiality,mandatedreporting,EmergencySafetyInterventionsandbullyingprevention.EstimatedHours=3 Verification=sign‐insheet Date:____________________ BloodbornePathogens,SexualMisconductTraining&ParaeducatorHandbookReviewTotalHours=1 Verification=signaturesinTalentEd Date:____________________ SuicidePreventionTraining(trainingmustbeatleast1hour)EstimatedHours=1‐1.25 Verification=signatureinTalentEdorcertificate Date:____________________
RequiredforallNEWparas: NewParaOrientation:newemployeesmeetwiththeHRDirectorand/orParaFacilitator.
EstimatedHours=1‐2Verification=sign‐insheet/ParaFacilitator'sinitials:__________ Date:____________________
InfinitecLearningCampaign:Roles&ResponsibilitiesoftheParaandSupportingPositiveBehavior:TipsforSupportStaffWorkingwithStudentswithSpecialNeedsTotalHours=1 Verification=certificates
RequiredforallparaswhodidnotattendtheBacktoSchoolInservice:InfinitecLearningCampaign:StudentConfidentiality,MandatedReporting,EmergencySafetyInterventionsforKSandBullyingBasics
TotalHours=1.75 Verification=certificates
RequiredInserviceHours(pg.1total):
AdditionalInserviceOpportunities: HoursStaffDevelopment:inserviceactivitiesprovidedbyschool,districtorCoOp.Mustbespecificallyrelatedtotheareaandtypeofprograminwhichyouareemployed.Addadditionalpagesasneeded.*Mustbepre‐approvedbybuildingprincipalandCoOp.TotalHours=varies Verification=sign‐insheet&agendaTitle&Date: Title&Date: Title&Date: Title&Date: InfinitecOnlineClassroom:onlineprofessionaldevelopmentatwww.myinfinitec.org.InservicehoursareequivalenttoInfiniteclearningcredits.Addadditionalpagesasneeded.TotalHours=varies Verification=certificatesTitle&Date: Title&Date: Title&Date: Title&Date: Non‐ViolentCrisisIntervention:mustbeonyourschool'sNCIteamorapprovedbyyourteacher,principalandCoOp.TotalHours=varies Verification=sign‐insheetDate: Pre‐approvedBooks/Articles/Videos/DVDs:mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.*1hourfor200pagebook/.5hourforeacharticle/.5hourforwrittensummaryTotalHours=varies Verification=teacher'sinitials:____________________Title/Author: Title/Author: CollegeHours:creditsinrelatedsubjectsmaybesubstitutedforinservicehours.Eachcollegecreditwillbecountedas20inservicehoursandappliedtotheschoolyearinwhichthecourseworkwasobtained.*Mustbepre‐approvedbyCoOp.
TotalHours=varies Verification=collegetranscriptClassName:
AdditionalInserviceHours(pg.2total):
RequiredInserviceHours(pg.1total): TotalInserviceHoursCompleted:
Paraeducator'sSignature Date:
Teacher'sSignature Date:
EvaluationProcedures
EVALUATIONPROCEDURESEvaluationsaretobeusedasatoolforprofessionalgrowth.Newparaeducatorsandparaeducatorsthatarenewtotheschoolbuildingwillbeevaluatedbytheirsupervisingspecialeducationteachertwiceayear.ThefirstevaluationmustbecompletedpriortoOctober31andthesecondpriortoMarch31.ReturningparaeducatorswillbeevaluatedbytheirsupervisingspecialeducationteacheratleastonceeachyearpriortoMarch31.Whencomplete,theteacherwilldiscusstheevaluationwiththeparaeducatorandmakesuggestionsforimprovement.Theevaluationwillbesignedbytheparaeducator,evaluatingsupervisorandbuildingadministrator.Paraeducatorswillhaveanopportunitytorespondtoanyandallareasaddressedontheevaluationform.TheevaluationformwillthenbesenttotheparafacilitatorattheSpecialServicesCooperative.ParaeducatorswillbeevaluatedannuallythesameasallotherclassifiedemployeesofUSD320.Exceptionstothisinclude,recommendationsbytheStateDepartmentofEducationtoconductevaluationsmorefrequently,ortheperformanceoftheparaeducatorisnotmeetingtheanticipatedexpectations.Ifperformancestandardsarenotbeingmet,thesupervisingteachermayconductanevaluationmorefrequently.Aspartoftheevaluationprocess,paraeducatorswillconductaself‐evaluationwhichwillserveasapointofdiscussionbetweentheparaeducatorandthesupervisingteacher.
Becauseparaeducatorsmaybeassignedtomorethanonespecialeducationclassroom,generaleducationclassroom,orbuilding,thesupervisingteacherresponsiblefortheevaluationwillseekinputfromothercertifiedpersonnelwhohaveknowledgeoftheparaeducatorswork.Ifmorethanonespecialeducationteachersupervisesaparaeducator,thoseteacherswillcollaborateontheevaluation.TheprimarysupervisingteacherwillfiletheofficialevaluationwiththeDirectorofSpecialEducation’soffice.
Ifaplanofimprovementisrequired,aconferencewillbeheldtoreviewthecontentsoftheplan,includingthegoalstobeachieved,themethodsthatwillbeusedtoachievethosegoals,thesupervisoryplanofsupport,andthetimelinesinwhichthegoal(s)willbereviewed.Themeetingtodiscusstheplanofimprovementmayincludeoneorallsupervisingspecialeducationteachers,thebuildingprincipal,theparaeducatorfacilitator,andtheDirectorofSpecialEducation.Thebuildingprincipalwillmakethefinaldeterminationofthoseinattendance.
WamegoSpecialServicesParaeducatorEvaluation
DueDate:___________
Paraeducator:________________________________________________________________ SupervisingTeacher:_________________________________________________________ GeneralEducationTeachers:________________________________________________________________________________________________________________________________ Paraeducatorself‐evaluation?_____Yes_____No
**Theself‐evaluationdocumentisacopyofthisdocumentandshouldbeattached,ifcompleted.
Domain1:PlanningandPreparationPERFORMANCECONTINUUM
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED
1a.Demonstratingknowledgeofcontent
Displayslittleunderstandingofthesubjectorbasicskillareastaught.
Knowledgeofcontentarearepresentsbasicunderstanding,makeslittleconnectionwithbasicskillareasortopossiblestudentmisconceptions.
Demonstratessolidunderstandingofthecontentanditsrelationshipsandconnectionswithbasicskillareas.
Knowledgeofthecontentisextensive,showingevidenceofcontinuingsearchforimprovedpractice.Activelybuildsonknowledgeofthebasicskillareasandtheirrelationshiptothecontentandanystudentmisconceptions.
1b.Demonstratingknowledgeofstudents
Makeslittleornoattempttoacquireknowledgeofstudents'background,skills,orinterests,anddoesnotusesuchinformation.
Demonstratesknowledgeofstudents'background,skills,andinterests,andattemptstousethisknowledgewhenworkingwithstudents.
Demonstratesthoroughknowledgeofstudents'background,skills,andinterests,andusesthisknowledgetoworkwithstudents.
Demonstratesthoroughknowledgeofstudents'background,skills,andinterests,andusesthisknowledgetoworkwithindividualstudents.
1c.Planningandpreparingforcoherentinstructionw/supervisionbyalicensededucator
Showslittleornoevidenceoffollowingdirectionsorplanningorpreparingthestructuredlessonsasassigned.Unwillingand/orunabletocollaborateorshowinitiative.
Followsdirectionsinimplementingplannedorpreparedstructuredlessonsasassigned.Theparaengagesstudentsinmeaningfullearning.
Canindependentlyfollowdirectionsinplannedorpreparedlessonsasassigned.Collaborateswithlicensededucatorstoshareideasandstrategiestoaidinmeaningfullearningforstudents.
Collaborateswiththelicensededucatorbycontributingideas,showinginitiativeinplanningorpreparinglessons.Isabletoplanandpreparefordifferentiatedinstructionalstrategiesforindividualstudents.
TeacherFeedback:___________________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Domain2:SupportstheClassroomEnvironmentPERFORMANCECONTINUUM
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED
2a.Createsanenvironmentoftrustandrespect
Interactionsbetweentheemployeeandstudentsarenegative,inappropriateand/orcharacterizedbysarcasm,put‐downs,orconflict.
Interactionsareappropriateandfreefromconflict.
Interactionsreflectgeneralwarmthandcaring,andrespectfuloftheculturalanddevelopmentaldifferencesamongthestudents.
Interactionsarehighlyrespectful,andreflectgenuinewarmthandcaring,andrespectfuloftheculturalanddevelopmentaldifferencesamongthestudents.
2b.Abilitytousestrategiestopromotestudentindependence
Isunabletouseinclusivestrategiesthatpromotestudentindependence.
Underthedirectionofalicensededucator,canimplementsomestrategiestopromotestudentindependence.
Knowsandimplementsstrategiestopromotestudentindependence.
Implementsandencouragescollaborationofeducationalteamonpromotingstudentindependence.
2c.Abilitytoeffectivelyemployavarietyofstrategiesthatreinforcepositivebehavior
Haslimitedknowledgeandisunabletodemonstrateavarietyofstrategiesthatreinforcepositivebehavior.
Hassomeknowledgeandwithsupport,isabletoimplementsomestrategiesthatreinforcepositivebehavior.
Hasanunderstandingandisabletodemonstrateavarietyofstrategiesthatreinforcepositivebehavior.Knowsandunderstandswhatpositivebehavioralsupportsare.
Demonstratesavarietyofstrategiesthatreinforcepositivebehaviorusingastudent'sbehaviorplan.Implementspositivebehavioralsupports.Appropriatelycollectsobjective,accurateinformationonstudentbehavior.
2d.Responsibleforassistingwiththehealth,safetyandwelfareofstudentsandtheclassroomenvironment
Limitedawarenessofhealth/safetyfactorsthataffectstudenthealthandschoolsafety.
Identifiesfactorsthataffectstudenthealthandschoolsafety.
Examinesandimplementswaystoimprovethelearningenvironment.
Proactiveaboutproblemsolvingfactorsandwaystoimprovethelearningenvironment.
TeacherFeedback:____________________________________________________________________________________________________________________________________________________________________________________________________________________ Domain3:DeliveryofServices/AccommodationsPERFORMANCECONTINUUM
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED
3a.Abilitytoemployconstructivecommunicationstrategiesandapproachesinworkingwithstudents,staff,andthegreaterschoolcommunity
Writtenororalcommunicationsareabsent,poorlyorganized,vague,orincomplete;causingmistakesormisunderstandings.Haslimitedunderstandingoftheimportanceof,ordoesnotapplyconstructivecommunicationstrategieswithstudents,staffandfamilies.
Writtenandoralcommunicationsaregenerallyclear,concise,andwellorganized.Communicatesmessagesappropriatelyandrespectfully.
Ideas,opinions,andinstructionsareclearlyandconciselycommunicated.Continuouslyseeksinputfromothersandissensitivetotheinformationneedsofothers.Hasanunderstandingofanddemonstratesconstructivecommunicationstrategieswithstudents,staffandfamilies.
Demonstratesastrongabilitytocommunicateideas,opinions,andinstructionstoothers.Accomplishedinthepresentation/understandingofwrittendocuments.Mentorsteammembersoneffectivecommunicationandconflictresolutionstrategies.
3b.Engagingstudentsinlearning
Unabletoreadandfollowalessonplan.Unabletoprovidestudentswithcompleteandspecificinstructionstoactivities.
Hasknowledgeoftheprocessofadaptingmaterialsaccordingtostudentneeds.Followsoralandwrittendirections.
Understandsanddemonstratestheadaptationprocesswhenlookingatstudents.Providesappropriateaccommodations.Seeksoutclarificationand/ordirectionswhenneeded.
Cansuccessfullycollaboratewitheducationalteaminmeetingstudentneedsbyappropriatelyusingaccommodations.
TeacherFeedback:____________________________________________________________________________________________________________________________________________________________________________________________________________________________ Domain4:ProfessionalResponsibilitiesandDevelopmentPERFORMANCECONTINUUM
DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED
4a.ReflectiveonPractice
Showslittleornoevidenceofthinkingabouttheprograms,practicesorstudents.
Showsevidenceofthinkingaboutsupportingstudents.Contributeslittleinsightandsuggestionsonsupportingstudents.
Reflectsonexperienceswithstudents.Providesanaccurate,objectivedescriptionofpractice,citingpositiveandnegativecharacteristics.Makessomespecificsuggestionsabouthowthesupportprogramcouldbeimproved.
Reflectionsonpracticesandprogramsareaconstantsourceofnewideasandimprovementsbasedonstudentneeds.Showsanattitudeofaction;researchingisafrequenthabit.
4b.Relationshipswithcolleagues
Employee'srelationshipswithcolleaguesarenegativeorself‐serving.
Employeemaintainscordialrelationshipswithcolleaguestofulfillthedutiesthattheschooldistrictrequires.
Supportandcooperationcharacterizerelationshipswithcolleagues.
Supportandcooperationcharacterizerelationshipswithcolleagues.Staffmembertakesinitiativeinassumingleadershipamongcolleagues.
4c.Participatinginprofessionallearningopportunities
Avoidsprofessionallearningopportunities;hasnotparticipatedinlearningopportunitiesduringthisyear.
Participatesinprofessionallearningopportunities.Showsevidenceofapplyingnewlearning.
Seeksoutprofessionallearningopportunitiesandappliestheirlearningtohis/herwork.
Sharesoutcomesofhis/herlearningopportunities,andassumesaleadershiproletohelpothers.
4d.Showingintegrity,professionalismandconfidentiality
Hastroublemaintainingconfidentiality;orhasmadeerrorsinjudgementabouthowtoshowprofessionalintegrity.
Actswithprofessionalintegrity;knows,understandsandmaintainsconfidentiality.
Displayshighstandardsofhonestyandintegrityinallinteractions.Respectsconfidentialitynorms.Effectivelyresolvesconflictusingappropriatecommunications,followsdistrictchain‐of‐command.
Servesasamodelofprofessionalismandisabletosharewithcolleaguesbestpracticesaboutconfidentialityandethics.
4e.Displayingapositiveworkethic
Hasregularepisodesoffailingtobepunctual,present,orpreparedtostartworkinanappropriatemanner.
Canbereliedondailytobepunctual,present,orpreparedtostartworkinanappropriatemanner.
Consistentlyreliedontobepunctual,present,orpreparedtostartworkinanappropriatemanner.
Canbereliedoninanycircumstance;commitsthemselvestotasksthattakealargeamountoftimeand/orpersonalinvestment.
Workswellunderpressure.
TeacherFeedback:___________________________________________________________________________________________________ TEACHERCOMMENTS:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PARAEDUCATORCOMMENTS:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ BUILDINGADMINISTRATORCOMMENTS:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TEACHERSIGNATURE:___________________________________________ DATE:__________________ PARAEDUCATORSIGNATURE:____________________________________ DATE:__________________BLDGADMINISTRATORSIGNATURE:______________________________ DATE:_________________
EMPLOYEECORRECTIVEACTIONREPORTName:__________________________________Position:____________________________Date:_____________
Theemployeeisbeingcorrectedforthefollowingreason(s):
Unreported/ExcessiveAbsence Failuretofollowspecificdirections
Reportingundertheinfluenceoruseofalcoholand/ordrugsatwork
Notclockingin/outasrequired Tardiness
Breachofconfidentiality
Improperconductwithstudent(s)/staff
Showingdisrespecttosupervisingteacher/buildingstafforstudent(s)
Notutilizingtimeasassignedbysupervisingteacher
Inappropriateattire Lackofmotivation/initiative/followthrough
Dishonesty/violationofacceptableusepolicy
Other–specify Cellphoneuseintheclassroom Notfocusingonstudentneedsintheclassroom
Dateandtimeofoccurrencethatleadtocorrectingaction:_________________________________________________________________
Hastheemployeebeencounseledbeforeforthesameoffense?□Yes□NoIfyes,givedate(s):_____________________Specificsoftheincidentforwhichcorrectiveactionisbeingtaken:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Correctiveactiontobetakenatthistime:________________________________________________________________________________________________________________________________________________________________________________________________________________________Followupdateoncorrectiveaction:__________________________________________________________________________________________Correctiveactiontobetakenuponfurtherviolationofdistrictpolicy:________________________________________________________________________________________________________________________________________________________________________________________
Followupresults:□continuedemployment□termination**************************************************************************************************
Ihavereviewedthisformwiththeemployeeandhe/sheunderstandsthisformwillbecomepartofhis/herpersonnelfile.SignatureofSupervisor___________________________________________________________ Date:_____________________
SignatureofAdministrator_______________________________________________________ Date:_____________________Ihavereadandunderstandthiscorrectiveactionformandunderstandwhatwillresultfromfurtherviolationsofdistrictpolicyofpoorjobperformance.SignatureofEmployee_____________________________________________________________ Date:_____________________
WorkplaceSafety
WORKPLACESAFETY
WorkEnvironmentandEmployeeResponsibilities:Toensurethesafetyandwellbeingofallstudents,staff,familymembersandcommunitymembers,USD320SpecialServicesCooperativestrivestofurnishaworkplacefreeofrecognizedhazardsthatcouldcauseanyphysicalharm.Employeesareresponsibleforreportinganyunsafeconditionsorcircumstancestoasupervisortopreventaccidents.Seriousorrecurringproblemsinvolvingequipmentmaintenanceorproceduralproblemswhichhaveanadverseeffectonanindividual’sorCooperative’swellbeing,shouldbereportedtoasupervisororbuilding/districtofficeadministrator.AsafeandproductiveworkplaceisaCooperativepriority.WorkplaceIllnessorInjury:
● Early,accurateandimmediatereportingisexpected–NOEXCEPTIONS● Anythingmoreinvolvedthanapapercutshouldbereported● Kansaslawallowsforworkercompensationclaimstobedeniedifnotreportedwithin10days● Followallthereportingsteps–everytime● Anyjob‐relatedinjury/illnessmustIMMEDIATELYbereportedtoyoursupervisor–ifyourimmediate
supervisorisnotavailableproceedtothenextlineofsupervisor/administrator● Failuretoimmediatelyreportajob‐relatedinjury/illnessmayresultindisciplinaryaction● Completetheappropriate“injuredemployee”formavailableineachbuilding’sfrontofficeandreturnto
theparafacilitatorattheSpedCoop● Thedateoftheinjuryanddatereportedmustbeaccurate● Employeeswillbereferredtoandexpectedtoimmediatelyproceedtothebuildingnurseorifdeemed
necessarybythebuildingnurse,theCoop’sdesignatedphysician.● DONOTgotoyourpersonalorfamilyphysicianforanyjob‐relatedinjury/illness–personalhealth
insurancemaydenypaymentoncetheydetermineyourinjury/illnessisjob‐related● Youmustbeseenbyaphysicianinourworker’scompensationnetwork,butunderKansaslaw,worker’s
compensationinsurancemayprovideupto$500foryoutoseeaseconddoctorofyourchoiceReturntoWork:
● Theamountandlengthofworkers’compensationisestablishedbystatelaw● Workers’compensationdoesnotcover100%ofemployeewages● Returningtoworkunderrestrictionsisgoodforeveryone● Providesemployeewithsupportsystemandhelpsthenfeelproductive● Employeesmustbeclearedtoreturntoworkbyworkers’compensationnetworkphysician● Anyremainingrestrictionswillbeclearlyprescribedanddocumentedbyaphysician● Everyeffortwillbemadetoreturntheemployeetohis/heroriginalworkassignment/unit● Modifieddutyassignments,thatcomplywithanyphysician’srestrictions,willbeestablishedandarranged
bybuilding/SpecialServicesDepartmentadministration,districtnurseandotheradministratorsasnecessary
● Onceanemployeehasbeenplacedinamodifieddutyassignment,thesupervisorisexpectedtoholdhim/heraccountabletonotexceedrestrictions
● Itistheemployee’sresponsibilitytonotexceedtherestrictions.Doingsowillresultindisciplinaryaction● Theongoingneedandappropriatenessofmodifieddutyassignmentswillbereviewedbyadministrationas
necessaryandperupdatesfromthephysician
Attendanceand
TimekeepingProcedures
PARAEDUCATORATTENDANCESTANDARDS
PunctualityandregularattendanceconveyhowseriouslyyoutakeyourjobandareessentialtotheproperoperationofUSD320SpecialServicesCooperative.Yoursupervisingteacherandthestudentsyouworkwithcountonyoubeingatworkandontimeeveryday.Attendancewillbenotedonyourevaluationandtakenintoconsiderationforemployment.Excessiveemployeeabsenceortardinesscreatesundesirableperformancefactorsforallemployees.ThosefoundtobeinviolationofUSD320SpecialServicesCooperative’sstandardsmaybesubjecttodisciplinaryaction,uptoandincludingtermination.
1. Ifyouwillbearrivinglate,leavingearly,ornotreportingtoworkforanyreason(unlessanunexpectedmedicalorotheremergencymakesitimpossibletodoso),youmustinformthesupervisingteacherassoonaspossible,butnolaterthanone(1)hourpriortothescheduledstartofyourworkday.Failuretocallinproperlywillbeconsideredanunreportedabsence,andmayresultindisciplinaryaction.
2. Forabsencesofthree(3)ormoreconsecutivescheduledworkdays,youwillberequiredtoprovideawrittendoctor’sstatementtoyoursupervisor.However,yoursupervisormayrequestwrittendocumentationforanyabsenceofanylength.Ifaparaeducatorisabsentfromworkforthree(3)ormoreconsecutivescheduledworkdayswithoutproperlycontactingthesupervisor,itwillbeassumedthathe/shehasvoluntarilyresignedhis/heremployment.
3. Additionally,five(5)ormoreabsencesortardiesduringanyquarter/trimestermayalsoleadtodisciplinaryaction.
4. Unlessyouareonanauthorizedleaveofabsence,youmustmaintaincontactwithyoursupervisorthroughoutanyabsenceextendingbeyondone(1)day,notifyinghim/herdailywhetherandwhenyouwillbereturningtowork.
5. Anyparaeducatorexceedingfive(5)absenceswillberequiredtomeetwiththesupervisor.Themeetingcontent,addressingspecificexpectationsforattendancefromthatpointforward,willbedocumentedinaletterandsignedbythesupervisorandtheparaeducator.Copieswillbedistributedtotheparaeducator,buildingadministratorandSpecialServicesadministrator.Acopyoftheletterwillalsobeplacedintheparaeducator’sfileintheSpecialServicesoffice(seeexampleformletter).Iftheexpectationsofattendancedetailedintheletterarenotmetbytheparaeducator,thesupervisorwillnotifytheSpecialServicesadministratorandtheparafacilitator.TheparafacilitatorwillcontacttheparaandHumanResourcestoinitiateterminationaction.
SpecialServicesCooperativeofWamego
USD#323RockCreekUSD#320WamegoUSD#329Wabaunsee10108thSt.Wamego,Kansas
Phone785‐456‐9195Fax785‐456‐1591
Date:To:(Paraeducatorname),ParaeducatorFrom:(SupervisingTeacherName),SupervisorRegarding:Conferenceof(date)toreviewattendance(ParaeducatorName),Thisletteristoaffirmourdiscussionon(date)regardingParaeducatorAttendanceStandards.Wemettodaytodiscuss(insertdetailsofthedistrict’sattendancestandards–andthendetailhowtheParaeducator’scurrentbehaviorofactualabsencesornotfollowingthereportingpolicy,isnotmeetingthosestandards).ItistheunderstandingofboththesupervisorandtheParaeducatorfromthispointon,thefollowingattendancestandardswillbemet:
1. Listasneeded2. Listasneeded3. Listasneeded
Itisfurtherunderstoodiftheseexpectationsarenotmet,thesupervisorwillnotifytheappropriateSpecialServicesDepartmentadministrator,thebuildingprincipalandtheparafacilitatorwhowillcontactHumanResourcesDepartmenttoinitiateterminationofemployment.Thankyou,_____________________________________ ____________________Signature(Paraeducatornametypedhere) Date_____________________________________ ____________________Signature(Supervisornametypedhere) DateCc:SpecialServicesDirector
TIMEKEEPINGPROCEDURES
AccuratelyReflectingWorkTime:Allemployeesareexpectedtoreporthoursworkedortimeoffinanaccuratemannerusingthecorrectdistrictdesignatedprocess.Employeesmustaccuratelyrecordallworkhoursandauthorizedtimeoffforvacation,sick,personalleave,otherleave(juryduty,FMLA,disability,etc.)andholidays.Employeesfailingtoproperlyrecordtime(includinginandoutformealperiods),signinginoroutforanotheremployeeorhavingotheremployeessigninoroutforyouareallviolationsofthispolicyandmayresultindisciplinaryactionuptoandincludingtermination.TimecardProcedures:Althoughsomepositionswillcontinuetoutilizeapapertimecardforaportionoftimeduringtheday,allotherpositionsarerequiredtousetheautomatedtimesystemSkywardinordertoeliminatethemanualprocessoftimecards.ThisautomatedtimesystemwillbeusedCoopwide.Thisisaweb‐basedsystemwhichallowsworkersandsupervisorseasyandaccurateaccesstotimeandattendanceinformation.HumanResourceswillprovidetrainingontherulesandproceduresforutilizingtheautomatedsystem.Adheretothefollowingtimecardprocedures:
● Pleasenotetheprocedureswhichapplytothepapertimecard*Timeistobesubmittedweekly*Beginning,endingandlunchbreaktimesaretoberecordedforeachday*Totalhoursworkedforeachdayshouldnotexceedtheassignednumberofhours*Whenusingsickleave,fillinthenumberofhourstakenusingtheappropriatedecimalcalculation*Ifyouhavesickleavetimeyouarerequiredtouseitwhenyouaresick.YoucannottaketimeoffwithoutpaywhenyouhaveavailablesicktimePapertimecard*TimecardsareduetheFridayoftheendingpayperiod*Timecardsmustbesignedbythesupervisingspecialeducationteacheraswellastheparafacilitator*TimecardsmustbeturnedintotheparafacilitatorNOLATERthantheMondayfollowingtheendofthepayperiodcut‐offdateAnyquestionsregardingtimecardproceduresshouldbedirectedtotheparafacilitatorat785‐456‐9195ortheHumanResourcesDepartmentat785‐456‐7643.
SpecialEducationTerms
andDefinitions
SPECIALEDUCATIONTERMSANDDEFINITIONSAccommodation:Anadjustmenttoanenvironment,situation,orsuppliesforindividualdifferences.Aclassroomcouldaccommodateastudentinawheelchairifdesksweremovedtomakewiderspaces.AchievementTest:Atestthatmeasuresastudent’sleveloffunctioninginacademicareassuchasmath,reading,andspellingActingOut:Behavioraldischargeoftensioninresponsetoapresentsituationorstimulus,asifitwereasituationorstimuluswhichwasoriginallyassociatedwiththetension.Oftenachronicandhabitualpatternofresponsetofrustrationandconflict.Adaptation:Achangeinwhatstudentsdoorareshapingofthematerialsstudentsuse.Adaptationsareessentiallythesameasmodifications,butcanspecificallyrefertothematerialsandequipmentstudent’susetoaidinlearning.Enlargingtheprintonaworksheetandaudiotapingatextbookareexamplesofsomeadaptations.AdaptiveBehavior:Theextenttowhichanindividualisabletoadjustandtoapplynewskillstonewenvironments,tasks,objectsandpeople.AdaptivePhysicalEducation:AdaptivePEprogramhavethesameobjectivesasregularphysicaleducationprograms,butaremodifiedtomeetthespecificneedsofstudentswithspecialneeds.AdventitiousDeafness:Deafnessacquiredthroughillnessoraccident;notcongenitalAffectiveLearning:Theareaoflearningrelatedtoemotionsorfeelingsratherthanthoughtorknowledge.AgeNorms:Numericalvaluesrepresentingtypicaloraverageperformanceforpersonsofvariousagegroups.Anoxia:Deficientamountofoxygeninthetissuesofapartofthebodyorinthebloodstreamsupplyingsuchapart.Aphasia:Lossorimpairmentoftheabilitytouseorunderstandorallanguage.Itisusuallyassociatedwithaninjuryorabnormalityofspeechcentersofthebrain.Severalclassificationsareused,includingexpressiveandreceptive,congenital,andacquiredaphasia.AppliedBehavioralAnalysis(ABA):Thescienceofapplyingexperimentallyderivedprinciplesofbehaviorismtomodifybehavior.ABAtakeswhatweknowaboutbehaviorandusesittobringaboutchangesofthebehavior(frequency,topography,latency,speed,fluency).Thebehaviorisanalyzedutilizingbehaviorassessmenttodeterminethefunctionalrelationshipofthebehaviorwithintheenvironment.Apraxia:Conditioninwhichthereisnoparalysis,butthemotoractivitycannotbecoordinatednormally,canbeseenasimpulsive,jerky,movementsandtremorswithdisruptionsinbalance.AptitudeTest:Ageneraltypeoftestthatisdesignedtopredictastudent’ssuccessinvariouskindsoflearning,beforeanyinstructionhastakenplace,asopposedtoanachievementtestwhichisintendedtomeasuremasteryofcurriculumwhichhasbeentaught.Articulation:Theproductionofspeechsounds.Assessment:Ageneraltermforevaluationwhichmayincludescreenings,observation,testinganddiagnosis.
At‐Risk:Atermusedtoidentifystudentswhocouldbenefitfromsometypeofshort‐termsupport.Thesestudentsruntheriskofnotsucceedingforoneofmanyreasons,frompooracademicskillstoexcessiveabsencestopersonalproblemsituations.AttentionDeficitDisorder(ADD)–AttentionDeficitHyperactivityDisorder(ADHD):Adisorderofthenervoussystemwhichinterfereswithaperson’sabilitytosustainattentionorfocusonataskortodelayimpulsivebehavior.AttentionSpan:Theextenttowhichapersoncanselectivelyfocushisattentiononthings.Audiogram:Itisagraphshowingthehearingsensitivityforairandboneconductedsounds.Audiologist:Aspecialistintestinghearing.Auditory:InvolvingthesenseofhearingAuditoryMemory:Theabilitytorememberandthenrecallthesoundsofspokenwords.AuditoryPerception:Theabilitytoreceivesoundsaccuratelyandunderstandwhattheymean.AuditorySequencing:Theabilitytoremembertheorderofitemsgiveninasequentiallist(e.g.,Monday,Tuesday,Wednesday).AugmentativeCommunication:Specialdevicesandmethodsofcommunicationwhichprovidesalternativesforspokenlanguage.Autism:Aseverelife‐longdevelopmentalexceptionalityaffectinginterpersonalrelationships,communication,andbehavior.Theexceptionalitymaymanifestitselfinvaryingdegreesincludingmild,moderate,andsevere.Theonsetofthisdisorderisusuallybeforetheageofthree.BasalReader:Amethodofteachingreadinginwhichinstructionisgiventhroughtheuseofaseriesofpublisherdevelopedtexts.Sequencingofskills,content,vocabulary,andactivitiesaredecidedbytheauthorsoftheseries.Basalreadersareagradedseriesthatincreaseindifficulty.BaselineObservation:Anoperantconditioningprocedureinwhichaninitialrateofsomeresponseisestablished.Itcanbeusedfordescriptivepurposesorasacontrolconditionpriortotheintroductionofbehaviormodificationproceduresandsubsequentresponserateofcomparisons.BehaviorContract:Anagreementbetweenastudentorgroupofstudentsandateacherorparaeducatorlistingspecificactionseachpersonistodemonstrate,therewardsthestudentwillreceiveforcompletingthetask,andtheconsequencesforfailingtodoso.Alsocalledacontingencycontract.BehaviorDisorders(BD):Atermusedtodescribeindividualswhoexhibitpatternsofbehaviorwhicharechronicinnature,occurinseveralenvironments,andinterferewithlearningintheeducationalsetting.Thesechildrenhavemarkedbehaviorexcesseswhichpersistoveraperiodoftime.Thisincludesaggressivebehavior,limitedabilitytowithstandfrustration,depression,anxietyandwithdrawalfrominterpersonalcontacts.Blind:Visionof20/200ormoreinthebettereyewhichnecessitatesdependenceprimarilyontactile(e.g.braille)andauditorymediumsforeducation.
Brain‐InjuredChild:Childwhobefore,during,orafterbirthhasreceivedaninjurytoorsufferedaninfectionofthebrain.Asaresultofsuchorganicimpairment,therearedisturbanceswhichpreventorimpedethenormallearningprocess.CaseManager:Thespecialeducationteacherortherapist,Title1teacher,orat‐riskcoordinatorwhoisresponsiblefortheimplementation,coordination,monitoring,and/orevaluationofastudent’sspecialneedsprogram.Acasemanagershouldbeacertifiedstaffmemberandisresponsibleforthepaperworkonastudent’sprogram.CerebralPalsy:Adisorderofthecentralnervoussystemwhichaffectsmusclemovement.CognitiveLearning:Theareaoflearningbasedonknowledgeandreasoning.Alsocalledacademiclearning.CognitiveStyle:Acertainapproachtoproblem‐solvingbasedonintellectual,asdistinguishedfromaffective,schemesofthought.CollaborativeTeaching:Aservicedeliveryoptionwhichallowsspecialeducationstudentstheopportunitytobeservedintheregularclassroom.Thespecialeducationteacherjoinstheregulareducationteacherintheclassroomandtogethertheydeliverinstructioninaco‐activeandcoordinatedfashion.Theregularclassroomteacherremainsresponsibleforthecoursecontentwhilethespecialeducationteacherprovidesmodifiedmaterialsandteachesvariouslearningstrategies.CompensationorCompensatoryInstruction:Instructionaimedat“gettingaround”aproblemoranareaofdifficulty.Techniquesforcompensatoryinstructionincludetheuseofalternativeinstruction,alternativetechniques,andadaptiveequipment.Astudenthavingalowreadinglevelcouldcompensatebyusingbooksontapeorbyhavingthematerialreadaloudtohimorher.Confidentiality:Theprivacyofinformationaboutstudentsandtheirfamilies.Confidentialinformationmaybeaboutproblemsanddisabilities,testscores,background,etc.Paraeducatorandothereducatorsarerequiredbylawtorespecttheconfidentialityofthisinformation.Congenital:Presentatbirth;usuallyadefectofeitherfamiliarorexogenousexternaloriginwhichexistsatthetimeofbirth.Consent:Referstoparentalpermissioninitiallyneededtoevaluateastudentortoplaceachildinaspecialeducationprogram.ContractServices:Schoolsystemsmayarrangewithotherpublicorprivateserviceproviders(e.g.,therapists,privateschools)toservestudentswithdisabilitieswhentheschoolsystemisunabletoprovidetheneededservices.CumulativeFile:Afilehousedatthestudent’sschoolcontainingreportcards,standardizedachievementtestscores,teacherreports,andotherrecordsofastudent’sschoolperformance.Deaf:Ahearingimpairmentsoseverethatanindividualcannotprocesssoundsevenwithamplificationsuchashearingaids.Decoding:Thereceptivehabitsofthelanguageprocess,e.g.,sensoryacuity,awareness,discrimination,vocabularycomprehension.
Deficit:Delayorinadequacyinfunctioningduetogeneralimmaturityanddevelopmentallag.Also,malfunctioningduetoirregularities,suchasspecificlessons.DelayedSpeechDevelopment:Thisisabroadtermwhichrefersonlytothefactthatastudenthasnotacquiredspeechattheexpectedtimeorwiththeexpectedproficiency.DiagnosticTest:Atestusedtolocatespecificareasofweaknessorstrength,andtodeterminethenatureofweaknessesordeficiencies;ityieldsmeasuresofthecomponentsofsubpartsofsomelargebodyofinformationorskill.Diagnosticachievementtestsaremostcommonlypreparedfortheskillsubjects‐reading,arithmetic,spelling.Distractibility:Thisappliestostudentswhofindconcentrationonaspecifictaskdifficulttosustain.Thesestudentsstruggletosortoutandfocusonwhatismostimportantwithintherangeofenvironmentalstimuli.DueProcess:Aseriesofstepswhichassuretherightoftheparentandchildtobefullyinformedandincludedindecisionmakingatallstepsinidentification,evaluation,planning,programmingandprogramevaluation.Whentheschoolandparentscannotagreeonappropriateservices,eitherhastherighttorequestanappropriateservice,eitherhastherighttorequestanimpartialhearing.Dyscalculia:Lossofabilitytocalculate,tomanipulatenumbersymbols,ortodosimplearithmetic.Dysgraphia:Impairmentinspontaneouswriting,theabilitytocopybeingintact.Dyslexia:Adisorderinwhichapersoncannotreadwithabilityorunderstandingbecauseheseeprintedwordsupsidedown,reversed,blurred,orbackwards.Dyslexiaisnotrelatedtogeneralintelligencebutisusuallyassociatedwithproblemsnotesinpersonswithlearningdisorder(e.g.problemswithintegrationoflearningmaterials).EarlyChildhoodSpecialEducation(ECSE):Programdesignedtoprovideappropriateinterventionservicesdesignedtomeettheneedsofindividualstudentswithdisabilities,ages5andunder.USD320offerscenter‐basedandcommunitybasedinterventionsforchildren3‐5;conductsscreeningfordevelopmentaldelaysinchildrenbirthtofiveandprovidesreferralforevaluationforchildrenbirthto3.EarlyIntervention:Providingservicesandprogramsforinfantsandtoddlerswithdisabilitiesinortominimizeoreliminatetheneedforspecialservicesastheymature.Echolalia:Automaticreiterationofwordsorphrases,usuallythosewhichhavejustbeenheard.EducationalAdvocate:Anindividualwhospeaksoractsknowledgeablyfortheeducationalneedsofanother.Endogenous:Developingwithinororiginatingfromcauseswithintheorganism.Epilepsy:Aneurologicaldisordercharacterizedbysuddenrecurrentseizureswhichmaytaketheformofconvulsionstominorblackouts.Etiology:TheinvestigationofthecausesofsignificantantecedentsofagivenphenomenonEvaluation:Anassessmenttodetermineastudent’sleveloffunctioningthroughtheuseofformaland/orinformalprocedures.Asaresultofthisevaluationrecommendationsaremadetodevelopanappropriateprogramforthestudent.
ExceptionalChildren:Childrenwhorequirespecialeducationservicestoenablethemtoreceiveeducationalbenefit.ExpressiveLanguageSkills:Theabilitytocommunicatethroughspeech,writing,orgestures.Exogenous:Outsidethegenes,allfactorsotherthanheredityorgenetic(suchasenvironmentortrauma)Eye‐HandCoordination:Theabilitytocoordinateinformationreceivedthroughtheeyeandprocessedthroughthebraininordertorelaythisinformationintoamotoractivity.Theabilitytocoordinateeye‐handmovementsisnecessaryforfinemotorskillssuchaswriting,cutting,coloring,etc.FineMotor:Theuseofsmallmusclestoperformtaskssuchaswriting,cutting,eating,tyinglaces.FormalAssessment:Usingstandardizedtestswhichmeasuresuchcharacteristicsasintelligence,achievement,speechabilities,motorproficiency,adaptiveskills,etc.Thesetestshaveastandardsetofdirectionsfortheiruseandinterpretationwhichmaynotbedeviatedfromduringtesting.FreeAppropriatePublicEducation(FAPE):PublicLaw94‐142requiresthatallchildrenwithdisabilitiesreceivefreeeducationalservices.Theseservicesentitlethemtobeprovidedwiththemostappropriateeducationintheleastrestrictiveenvironment.AnIEPmustbewrittenforeachidentifiedchildthatincludesallservicesthataretobeprovidedbythelocaleducationagency.Gifted:InthestateofKansas,astudentwhoisidentifiedasgiftedischaracterizedbyhavingahighpotentialingeneralintellectualabilityandspecificacademicaptitudes.Glaucoma:Theintraocularpressureoftheeyeincreasestosuchalevelthattheeyebecomesdamagedandsightisimpaired.GradeEquivalent:Ascoreindicatinghowastudent’sperformanceonatestranksintermsoftheaverageperformanceofstudentsofvariousgradesonthesameorasimilartest.Aninterpretationofagradeequivalentscoreof5.0meansthescorethattheaveragebeginningfifthgradermakesonthesamemeasurement.Itisrecommendedthatthisinterpretationisconsideredwithcaution.Gross‐MotorSkills:Thedevelopmentanduseofthelargemusclesthroughactivitiessuchasrunning,jumping,andwalking.Handicap:Impairmentofaparticularkindofsocialandpsychologicalbehavior.Itistheextentoftheindividual’ssubjectiveinterpretationofhisexceptionalityandimpairment.Haptic:Pertainingtothesenseoftouch.HardofHearing:Ahearingimpairmentinwhichanindividualcanhearsomesounds.Hearingcanbecorrectedsufficientlywithahearingaidtoenabletheindividualmakeuseofenvironmentalsounds.HeadStart:TheHeadStartprogramisbasedonthepremisethatallchildrensharecertainneeds,andthatchildrenoflow‐incomefamilies,inparticular,canbenefitfromacomprehensivedevelopmentprogramtomeetthoseneeds.Theoverallgoaloftheprogramistobringaboutagreaterdegreeofsocialcompetenceinchildren,thefamilyaswellasthecommunitymustbeinvolved.HearingImpaired:Atermthatincludesindividualswhoaredeaforhardofhearing.
Hyperactive:Abnormalexcessofphysicalactionaccompaniedbyrestlessness,lowtoleranceforfrustration,andshortattentionspan.Hypoactivity:Abnormallowlevelofphysicalactivity.IDEA(IndividualwithDisabilitiesAct):IDEAamendedtheEducationforAllHandicappedChildrenAct(PL94‐142)andoutlinesspecialeducationlawandregulations.IMC(InstructionalMaterialsCenter):Adistrictbuildinghousinginstructionalmaterialsavailableforeducators.Implement:Todoorputintoaction.Studentgoalsandobjectivesareoftenimplementedintheclassroombytheparaeducator.Impulsive:Actingwithoutthinkingandinanuninhibitedway.Inclusion:Studentswithspecialneedsreceivetheireducationandsupportservicesattheirneighborhoodschoolwiththeirageandgrade‐appropriatepeers.InclusiveClassroom:Aclassroominwhichstudentswithadiversityoflearningneedsandabilitiesshareinstructionalspaceandallstaffmemberswhoareresponsibleforprovidingsupportworktogethertobenefitallthestudentsintheclass.Avarietyofservicesareprovidedandavarietyofstudentneedsaremetinsidetheregularclassroom.IndependentReadingLevel:Alevelinwhichthestudentisconsistentlyabletoreadonhis/herownwithsuccess.IndividualEducationProgram(IEP):PublicLaw94‐142assuresanIEPforeachstudentinspecialeducationwhichmustincludeadescriptionofhis/herpresentleveloffunctioning,annualgoals,shorttermobjectives,relatedservicestobereceived,datesforbeginninganddurationofservices,extentofparticipationintheregulareducationprogram,andthecriteriatomeasurecompletionofthewrittengoalsandobjectives.IndividualizedFamilyServicePlan(IFSP):Awrittenplanofspecialsupportgoalsandservicesprovidedtoinfantsandtoddlers,aswellastheirfamilies.IndividualTransitionPlan(ITP):Awrittenplanoftransitiongoals,objectives,oractionsincludedintheIEPofspecialeducationstudentsovertheageof14or16.Integration:Studentswithspecialneedsreceivetheireducationandsupportservicesinregulareducationclassroomsandsomeeducationintheself‐containedclassroom.Servicesmaynotbeintheirneighborhoodschool.IntelligenceQuotient:Atermappliedtothestatisticindicatingone’sgeneralorscholasticaptitudewhencomparedwithotherpeopleofthesameage.Intervention:Anyservice,teachingtechnique,supplementalorspecialmaterialsusedtohelpastudentreachhis/herpotential.ItinerantTeacher:Ateacherwhoprovidesservicestostudentsforlessthan5%oftheschoolday.Theseservicesmaybedeliveredintheregularclassroomorinanothersettingwithintheschoolbuilding.JobCoach:Apersonwhoworkswithanindividualwithspecialneedsatthejobsitetoteachneededjobskillsandprovidingongoingassistanceandfollow‐up.
Language,Expressive:Referstotheabilitytocommunicatethroughspeakingorwriting.Language,Receptive:Referstotheabilitytounderstandspokenorwrittencommunication.LEA:Alocaleducationagencysuchasadistrict,division,county,orcity.LearningCenter:Aclassroomlocatedinaregularschoolsetting,inwhichastudentidentifiedwithspecialneeds,getsinstructionandsupportfromacertifiedspecialeducationteacherforpartofthestudent’sschoolday.Thespecialeducatorsareresponsibleforimplementinggoalsandobjectiveslistedonthestudent’sIEPandforofferingsupportandguidancetotheregulareducationteachertohelpthestudentsucceed.LearningDisability:NowreferredtoasIntellectualDisability(ID)Inabilitytolearneffectivelywithregardtoreceiving,organizingorexpressinginformationrelevanttotheschoolenvironment.Thestudent’sperformancedoesnotmatchexpectationsbasedonpotential.Deficitsarenottheresultofretardation,environmental,cultural,oreconomicdisadvantageorinconsistenteducationalprogramming.LearningStyle:amethodorprocessthatanindividualfindstobesuccessfulinlearninginformationthatisbeingpresented.Thismaybethroughvisual,auditoryortactileprocessesoracombinationoftheseprocesses.LeastRestrictiveEnvironment:Aspecialeducationtermmeaningtheplacementinwhichastudenthasthebestopportunitytoachievewiththeleastamountofrestriction,basedontheindividualstudentneedsandabilities.LegallyBlind:IntheUnitedStates,thelegaldefinitionofblindnessiscentralvisualacuityof20/200orlessinthebettereyeaftercorrection.Manipulatives:Hands‐onexperientialobjectsormodelsusedtohelpstudentsdevelopmeaningandunderstandingofconcepts(mostfrequentlyintheareaofmath).Memory,ShortTerm:Abilitytoimmediatelyrecallwhathasjustbeenpresented,ortorememberthatinformationwithinafewminutes.Memory,LongTerm:Abilitytorecallinformationthatwaspresented,afteralongperiodoftimehaspassed.MentalRetardation:Substantiallimitationsinfunctioningcharacterizedbysignificantlysubaverageintellectualabilityandassociateddeficitsincommunication,self‐care,homeliving,socialskills,communityuse,self‐direction,and/oracademicperformance.MinimalBrainDamage:Earlytermfordesignatingstudentswithneurogeniclearningandadjustmentproblems.Thetermisunsatisfactorybecausebraindysfunctionisnotnecessarilyduetodamage.Thetermisoftenusedandappliedinaccuratelyforthatreason.Modality:Anavenueofacquiringsensation;thevisual,auditory,tactile,kinesthetic,olfactory,andgustatorymodalitiesarethemostsensemodalities.ModeratelyMentallyRetarded:ThegeneralIQrangeof35‐49;generallyconsideredtrainable.Modification:Achangeinwhatstudentsdoorareshapingofthematerialsstudentsuse.Reducingthenumberofquestionsstudentsmustanswerattheendofthetextbookchapter,allowingthestudenttoansweroutloudinsteadofwritingananswer,andallowingthestudenttodoanactivitythatisdifferentfromwhattheotherstudentsaredoingareallexamplesofmodifications.
Motivation:Astimulustoaction;something(aneedordesire)thatcausesonetoact.MultidisciplinaryEvaluation:Anevaluationofanindividualinwhichagroupofprofessionalswilleachconductassessmentsintheirownareasofexpertisepsychologists,speechandlanguagetherapists,learningspecialists,physicaltherapist,etc.Multi‐Handicapped:Astudentwithacombinationofimpairmentsinwhichtheseverityoftheseimpairmentsmakeitdifficulttoaccommodatethestudentinaprogramforaparticularexceptionality.Thenatureoftheexceptionalitycouldbeacombinationsuchasblind,andmentallyandphysicallydisabled.Multisensory:Generallyappliedtotrainingprocedureswhichissimultaneouslyutilizingmorethanonesensemodality.Multi‐TieredSystemofSupports(MTSS):Acoherentcontinuumofevidencebased,system‐widepracticestosupportarapidresponsetoacademicandbehavioralneeds,withfrequentdata‐basedmonitoringforinstructionaldecision‐makingtoempowereachstudenttoachievehighstandards.Non‐Categorical:Aprogramservingstudentswithdisabilitieswhicharebasedoninstructionalneedsratherthanahandicappingcondition.NondiscriminatoryTesting:Anevaluationinwhichthematerialsandproceduresarenotraciallyorculturallybiased.Thetestmustalsobegiveninthestudent’sprimarylanguage.Nosinglemeasurementorprocedurewillbeusedasthesolecriterionforplacement.Objectives,Behavioral:AstatementusedintheIEPdescribingwhatthestudentmustdo,howhe/shewilldoit,andthecriteriausedtomeasureifthestudentaccomplishedtheobjective.OccupationalTherapy:Activitiesfocusingonfinemotorskillsandperceptualabilitieswhichassistinimprovinginallareasofthestudent’sdailylife;i.e.,writing,eating,cutting,etc..Theseactivitiesaredevelopedandimplementedbyanoccupationaltherapistorunderthesupervisionofthetherapist.OrthopedicallyHandicappedStudents:Shallmeanasevereorthopedic(skeletal)impairmentwhichadverselyaffectsastudent’seducationalperformance.Thetermincludesimpairmentscausedbycongenitalanomaly,impairmentscausedbydisease,andimpairmentsfromothercauses.OtherHealthImpaired:Atermusedtodescribeconditionsthatadverselyaffecttheeducationalperformanceofastudentnotcoveredbyotherexceptionalities(e.g.,IntellectualDisabilities,BehaviorDisorders,etc.).Variousmedicalconditionssuchasdiabetes,cysticfibrosis,leukemia,etc.arehealthimpairedconditionsthatfallunderthiscategory.Paraeducator:Additionaleducationalpersonnelhiredtoextendtheservicesofaschool’sprogram.Paraeducatorsusuallyperforminstructional,clerical,orstudentsupervisorydutieswithinaschoolorprogram.PercentileRank:Anumberbetween0and100tellswhatpercentageofindividualsinagroupofscoresbelowacertainscore.Apercentilerankof82saysthatthepersonscoredhigherthan82%ofthegroupandlowerthantheother18%.Perception:Recognitionofaqualitywithoutdistinguishingmeaning,whichistheresultofacomplexsetofreactions,includingsensorystimulation,organizationwiththenervoussystem,andmemory.
Perceptual–Motor:Theprocessbywhichpeopleselect,organize,andinterpretinformationintheformofmuscleactivity,asthisinformationisreceivedfromthefivesenses.PhysicalTherapy:Atypeoftreatmentforremediationofdisordersofthebones,muscles,joints,andnerves.Activitiesorroutinesdesignedtoincreasemovementskillsbyphysicalmethodssuchasheat,cold,water,massageandexercise.Placement:Theenvironmentinwhichastudentwithadisabilityistobeeducated.Theschool,specificprogram,classroom,relatedservices,andtheamountoftimethestudentwillspendwithnon‐disabledpeersisallpartoftheplacementdecision.PositiveBehaviorSupports(PBS):adecisionmakingframeworkthatguidesselection,integration,andimplementationofthebestevidence‐basedacademicandbehavioralpracticesforimprovingimportantacademicandbehavioroutcomesforallstudents.ProfoundlyMentallyRetarded:Termusedtodescribethemostseverelyretardedlevel,generallycoverstheIQrangeof0‐20.ProjectiveTest:Personalitytestbasedontheassumptionthatanyvague,unstructuredstimuluswillrevealunconsciousaspectsofone’sperceptionandpersonality.SuchtestsincludetheRorschachinkblots,drawings,picturecompletion,andstoryandsentencecompletiontest.Psychomotor:Pertainingtothemotoreffectofpsychologicalprocesses.Psychomotortestsaretestsofmotorskillwhichdependuponsensoryorperceptualmotorcoordination.PublicLaw101‐476:PL101‐476,IndividualswithDisabilitiesEducationAct(IDEA),islegislationpassedbytheUnitedStatestoinsurefreeeducationforallchildren.PublicLaw99‐457:TheEducationoftheHandicappedAceAmendmentsof1986,reauthorizedPL94‐142andamendeditwithprovisionsforchildrenagesbirththroughfiveyears.ThemajorchangesarefoundinPartH,whichaddressesinfantsandtoddlerswithexceptionalities,andPartB(Section619)whichmandatesservicesforpreschoolerswithexceptionalitiesagesthreethroughfive.Pull‐OutServices:Specialremedial,therapeutic,orenrichmentservicesprovidedtostudentsoutsidetheregularclassroom.Inthepast,almostalladditionalserviceswereprovidedinthismanner,regardlessofindividualstudentneed.Oneaimofinclusionistoreducetheremovalofstudentsfromtheregularclassroomwhenthesameintentofservicecanbeprovidedwithintheregularclassroom.ReadingComprehension:Theabilitytounderstandwhatonehasread.ReceptiveLanguage:Receivingandunderstandingspokenorwrittencommunication.Thereceptivelanguageskillsarelisteningandreading.Referral:Aformalnotificationtothelocalschoolthatastudentisexperiencingeducationaldifficultiesandmayneedfurtherevaluationtoidentifytheneedforspecialeducation.RegularClassroom:(ElementaryorSecondary):Aregularorgeneraleducationclassroomisthelocationwhereallstudentstypicallyreceiveinstructionongradelevelcurriculumfromageneraleducationgradelevelorcontentareateacher.Allstudents–includingstudentswithexceptionalitiesshouldreceivetheirinstructionintheregulareducationclassroomtothemaximumextentpossible.
RelatedServices:Servicesastudentwithexceptionalitiesmustreceivetobenefitfromspecialeducation.Theseservicesmayincludeamongotherstransportation,speechtherapy,physical/occupationaltherapy,orcounseling.RelatedServicesPersonnel:Specialeducationpersonnelotherthanthespecialeducationteacher,includingtherapists,counselors,psychologists,andspecialinstructors.Reliability:Theextenttowhichatestisconsistentinmeasuringwhateveritdoesmeasure;dependability,stability,relativefreedomfromerrorsofmeasurement.Reliabilityisusuallyestimatedbysomeformofreliabilitycoefficientorbythestandarderrorormeasurement.RemedialReading:Thecorrectionofareadingproblemthroughspecializedinstructionwhichtargetsincreasingfluencyandimprovingcomprehension.RemediationorRemedialInstruction:Instructionaimedatimprovingaskillorabilityinastudentor“catchastudentup”.Techniquesforremedialinstructionmayincludeprovidingmorepracticeormoreexplanation,repeatinginformation,anddevotingmoretimetoworkingontheskill.Astudenthavingalowreadinglevelcouldberemediatedthroughone‐on‐onereadinginstruction,phonicsinstruction,orpracticeinreadingaloud.ResidentialSchool:Thisschoolprovidesa“home‐away‐from‐home”settingforthestudent,andisprimarilyusedforastudentwhoismulti‐handicappedorwhosehomeschooldistrictcannotgivehimthespecialhelpheneeds.ResourceClassroom:Theresourceroomorlearningcenter,isthesettingaschoolwhereastudentidentifiedwithspecialneedsreceivesinstructionforaportionoftheschoolday(60%orless)fromaspecialeducationteacher.ResourceTeacher:Aspecialistwhoworkswithstudentswithspeciallearningneedsandactsasaconsultanttootherteachers,providingmaterialsandmethodstohelpstudentswhoarehavingdifficultywithintheregularclassroom.Theresourceteachermayworkfromacentralizedresourceroomwithinaschoolwhereappropriatematerialsarehoused.Studentsspendthebulkofthedayintheregularclassroom,comingtotheresourceroomforsupportinspecificskillareas.RespiteCare:Temporarycareisprovidedtofamilieswithstudentswithexceptionalitiesinordertoreceivefamiliesoftheconstantcareofthesepersons.Respitecaremaytakeplaceinthehome,thehomeoftherespitecareprovider,oranyagencysuchasaresidentialfacility.Thelengthofcareisdependentupontheneedsofthefamily.ReversalErrors:Atermusedtodescribeerrorsinreadingandwritingsuchasreversalofsingularletters(confusingbwithd,forexample),words(reading“was”as“now”),ortheorderofwordsinsentences.Schizophrenia:Agroupofpsychoticreactionscharacterizedbyfundamentaldisturbancesinrealityrelationships.SchoolPsychologists:Apersontrainedtogivepsychologicalevaluations,interpretresultsandsuggestappropriateeducationalapproachestolearningorbehaviorproblems.Thepsychologistalsoprovidesdirectservicestostudents,teachers,andfamiliesthroughconsultationandcounseling.Scoliosis:Curvatureofthespine.Screening:Thefirststepindeterminingwhetherspecialeducationservicesareneeded.Atthislevel,assessmentstendtobemoreglobalandtolookforcuestoaneedformorespecific,intervention‐orientedevaluations.
Section504EducationalPlan:Aplanofeducationalgoalsandobjectiveswrittenbyregulareducationteachersforstudentswhodemonstrateaneed,butdonotmeettheidentificationguidelinesforareasofexceptionalityinspecialeducation.Self‐CareSkill:Theabilitytocareforoneself;usuallyreferstobasichabitsofdressing,eating,etc.Self‐ContainedClassroom:Aclassroominwhichastudentwithexceptionalitiesreceivesthebulkoftheirinstructionthroughouttheschooldaywithminimalcontactwiththeirnon‐disabledpeers.SensoryIntegration:Sensoryintegrationistheprocessofthebrainorganizingandinterpretingsensoryexperiencesfromtouch,movement,bodyawareness,sight,sound,andthepullofgravity.Formoststudents,sensoryintegrationdevelopsinthecourseofordinarychildhoodactivities.Motorplanningabilityisanaturaloutcomeoftheprocess,astheabilitytoadapttoincomingsensations.Whentheprocessdoesnotdevelopasefficientlyasitshould,anumberofproblemsinlearning,development,orbehaviormaybecomeevident.Sensory‐Motor:Fineandgrossmotormovementsaretheresultofmessagesreceivedthroughthesenseswhicharetransmittedintobodyactivity.Sequence,LefttoRight:Thestudentmustbeabletosequencefromlefttorightacrossthepageinordertoread.SeverelyMentallyRetarded:ThegeneralIQrangeof20‐34;thosewhofallbetweentheprofoundlyretardedandthemoderatelyretarded.SocialHistory:Asocialanddevelopmentalhistoryofthestudentwhichincludesinformationonthestudent’sfamily.SpecialDaySchools:Schoolsdesignedforstudentswhohaveserioushandicaporaremultiplyhandicappedandneedcomprehensivespecialeducationservicesfortheirentireschoolday.SpecialEducation:Afederallymandatedprogramorganizedthroughstateandlocaleducationalagenciesthatprovideappropriateeducationalopportunitiesforstudentsqualifyingundercategoriesofexceptionalities.SpecialEducator:Onewhohashadspecialtrainingorpreparationforteachingthehandicapped;mayalsoworkcooperativelywiththeregularclassroomteacherbysharinguniqueskillsandcompetencies.SpecificLearningDisability:Thosestudentswhomanifestaneducationallysignificantdiscrepancybetweentheirestimatedintellectualpotentialandtheiractuallevelofperformanceinoneormoreoftheprocessesoflanguage,perception,reading,spelling,arithmetic,orwriting,whichmayormaynotbeaccompaniedbydemonstrablecentralnervoussystemdysfunctionsorbehavioraldisturbances.SpeechImpaired:Thestudyandtreatmentofallaspectsoffunctionalandorganicspeechdefectsanddisorders;oftenthesameasspeechcorrection.SpeechTherapy:PublicLaw94‐142identifiedtheneedforstudentswithspeechdisorderstoreceivetherelatedservicesfromaspeechtherapistorpathologistinthetreatmentofthisdisorder.Staffing:Agroupmeetinginwhichtheparentsandmembersofamultidisciplinaryteamdiscusstheresultsofevaluationsandobservationsinordertodeterminethestudent’sstrengths,weaknesses,andneeds,ifany,toreceivespecialeducation.
StandardizedTests:Teststhathavebeendevelopedthroughuseonlargegroups,withtheresultingscorebeingusedtoestablishnorms(orexpectedlevelsofperformance)forspecificagesorgrades.Themainpurposeofthisistoestablishacomparisonbetweenastudent’sscoreandtheaverageperformanceoftheirpeers.Strabismus:Lackofcoordinationintheeyemusclessothatthetwoeyesarenotdirectedatthesamepoint.SupplementalSecurityIncome(SSI):Financialhelpisgiventhroughfederalandstateaidforpersonswithdevelopmentalexceptionalitiesandtheaged.Eligibilityisdeterminedbythefinancialneedsofthestudentwhoisundertheageofeighteen.Syndrome:Agroupofsignsorsymptomsthatwhentheyappeartogethercharacterizeadiseaseordisorder.Tactile:Senseoftouch.TraumaticBrainInjury(TBI):Anopenorclosedheadinjurytothebrain,causedbyanexternalphysicalforce,resultinginatotalorpartialfunctionalexceptionalityorpsychosocialimpairmentthatadverselyaffectseducationalperformance.TitleI:Afederalprogramthatprovidesremedialandproactivesupporttoqualifyingstudentsintheareaofmathandreading.Transition:Themovementfromonesituationtoanother.Thiscouldrefertoavarietyofsituationsincludingthemovementfromoneleveltoanother(preschooltoelementary,secondgradetothirdgrade,juniorhightohighschool)orfromschoolintothecommunity.VisualAcuity:Measuredabilitytosee.VisuallyImpaired:Havingamildtoseverevisiondisorderwhichinterfereswiththeeducationalordevelopmentalprogressofastudent.Visual‐MotorCoordination:Theabilitytocoordinatevisionwiththemovementofthebodypartsofthebody.VisualPerception:Theidentification,organization,andinterpretationofsensorydatareceivedbytheindividualthroughtheeye.VocationalEducation:Providestrainingforindividualstopreparethemforpostschoolemployment.WechslerIntelligenceScales:Widelyusedindividuallyadministeredintelligencetests.WordAttackSkills:Theabilitytodecode(soundout)andunderstandneworunfamiliarwordsbyusingalreadyacquiredskills.