2019-2020 para handbook - fes · certificate from a licensed physician verifying the employee’s...

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Paraeducator Handbook 2019‐2020

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Page 1: 2019-2020 Para Handbook - FES · certificate from a licensed physician verifying the employee’s illness or physical disability. Leave allowances will be prorated for new employees

ParaeducatorHandbook

2019‐2020

Page 2: 2019-2020 Para Handbook - FES · certificate from a licensed physician verifying the employee’s illness or physical disability. Leave allowances will be prorated for new employees

TableofContentsRoles,Responsibilities,andRegulations Chapter1ServingStudentswithSpecialNeeds Chapter2CommunicationandTeamwork Chapter3InserviceInformation Chapter4EvaluationProcedures Chapter5WorkplaceSafety Chapter6AttendanceandTimekeepingProcedures Chapter7SpecialEducationTermsandDefinitions Chapter8Pleasereadcarefullyandshareallinformationwithyourclassroomand/orsupervisingspecialeducationteacher.

Page 3: 2019-2020 Para Handbook - FES · certificate from a licensed physician verifying the employee’s illness or physical disability. Leave allowances will be prorated for new employees

Roles,Responsibilities

andRegulations

Page 4: 2019-2020 Para Handbook - FES · certificate from a licensed physician verifying the employee’s illness or physical disability. Leave allowances will be prorated for new employees

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

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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.

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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

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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.

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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

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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.

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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.

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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

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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

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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

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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

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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:

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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

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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

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● 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

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ServingStudentswith

SpecialNeeds

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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.

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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

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● 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

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● 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:

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● 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

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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!

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Communicationand

Teamwork

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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:

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● 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

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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

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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?

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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

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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.

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● Bedirectandhonest:“Ican’tsay”● Developaworkableresponsetoquestionsaboutstudentinformation.Writeitdownhere,practiceit,and

useit!● Discussspecificbehaviorsorcharacteristicsorconditions,ratherthanthestudent.

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InserviceInformation

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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.

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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.

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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

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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

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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):

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RequiredInserviceHours(pg.1total): TotalInserviceHoursCompleted:

Paraeducator'sSignature Date:

Teacher'sSignature Date:

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EvaluationProcedures

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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.

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WamegoSpecialServicesParaeducatorEvaluation

DueDate:___________

Paraeducator:________________________________________________________________ SupervisingTeacher:_________________________________________________________ GeneralEducationTeachers:________________________________________________________________________________________________________________________________ Paraeducatorself‐evaluation?_____Yes_____No

**Theself‐evaluationdocumentisacopyofthisdocumentandshouldbeattached,ifcompleted.

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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:___________________________________________________________________________________________________

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_________________________________________________________________________________________________________________________

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.

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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.

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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.

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Workswellunderpressure.

TeacherFeedback:___________________________________________________________________________________________________ TEACHERCOMMENTS:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ PARAEDUCATORCOMMENTS:_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ BUILDINGADMINISTRATORCOMMENTS:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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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**************************************************************************************************

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Ihavereviewedthisformwiththeemployeeandhe/sheunderstandsthisformwillbecomepartofhis/herpersonnelfile.SignatureofSupervisor___________________________________________________________ Date:_____________________

SignatureofAdministrator_______________________________________________________ Date:_____________________Ihavereadandunderstandthiscorrectiveactionformandunderstandwhatwillresultfromfurtherviolationsofdistrictpolicyofpoorjobperformance.SignatureofEmployee_____________________________________________________________ Date:_____________________

WorkplaceSafety

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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

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Attendanceand

TimekeepingProcedures

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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.

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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

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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.

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SpecialEducationTerms

andDefinitions

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.