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

ParaeducatorHandbook

2019‐2020

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

Roles,Responsibilities

andRegulations

CLASSIFIEDSTAFFPOLICIESANDPROCEDURES

ThegoalsofthepersonnelpoliciessetforthinthesehandbooksaretocreatethebestpossibleeducationalclimateforthestudentsoftheSpecialServicesCooperativeofWamego,USD320.Thesepoliciesaredesignedtopreventmisunderstandingbythepersonnelofthedistrictabouttheirdutiesandprivileges.ThefollowingpolicieshavebeenapprovedbytheBoardofEducationofUSD320andshallserveasguidelinesforyouremployment.Thishandbookispresentedasamatterofinformationanddirectionregardingpolicy,benefitsandotherusefulinformation.ClassifiedpersonnelareallemployeeswhoarenotrequiredtoholdaKansasStateEducationalCertificate.Thisgroupincludescustodial,maintenance,foodservice,office,paraprofessional,aidesandtransportationpersonnel.Classifiedemployeesplayanimportantroleintheschooldistrictbyhelpingprovideasafe,orderly,andhealthyenvironmentandbybeingthesupportgroupwhoassiststhecertifiedstaff.Theimportanceofyourjobshouldneverbeunderestimated.Involvementwithstudents,whetheronthebusesorinthehallways,oftensetsthetoneforthestudent’sday.Classifiedpersonnelareanimportantpartofan“effectiveschool”.Classifiedemployeesareemployees’at‐willandemploymentmaybeterminatedatanytime,withorwithoutcause.Paraeducatorsareconsideredtobe,Full‐time,9monthemployees–workingatleastsixhoursperdayduringtheschoolterm.Assignments,WorkDay/WorkWeekThestandardparaeducatorworkassignmentwillbeestablishedbythesuperintendentinconsultationwiththeDirectorofSpecialEducationServices.Theworkdaywillincludeanunpaidlunchbreak(typically30minutes).ExceptionstothesestandardsmustbeauthorizedbytheDirectorofSpecialServicesandtheSuperintendentofUSD320.Theworkweekbeginsas12:00a.m.onSunday,andendsat11:59p.m.onSaturdayofanygivenpayperiod.Timeclocks/timecardsAllhourlyemployeesarerequiredtousethetimeclocksystemthatispartoftheSkywardBusinessManagementsystem.Acomputertobeusedforloginpurposeswillbeprovidedatallattendancecenters.Employeesaretoclockinandouteachtimetheyreporttoordepartfromdistrictduty.EmployeesmustutilizeSkywardatalltimes(includinglunchperiods).SupervisorsmayapproveothermethodsofdocumentingdutyhoursworkedwhentheSkywardsystemisnotavailable.Changesornotationsmadetotimeshouldbeapprovedandinitialedbythesupervisor.TimemustbesubmittedtotheDistrictOfficebythe10thofeachmonth(orthefirstbusinessdayfollowingthe10thofthemonth).Iftimeisnotsubmittedbythistime,apaycheckwillnotbeissuedtotheemployee,unlessthesuperintendentapprovesspecialcircumstances.BreaksAllclassifiedpersonnelareallowedabreakiftheirregulardailyschedulecallsforfourhoursormoreofcontinuousworkandabreakcanbeworkedintothedailyroutine.Breaksarelimitedto15minutesinlengthandmaynotbeaccumulatedoraddedtolunchofdinnerhours.HealthCertificationsKansasLaw72‐5213requiresthateveryperson,whetheremployeesoftheschooldistrictorunderthesupervisionthereof,whocomeinregularcontactwiththepupilsoftheschooldistricttosubmitacertificationofhealthsignedbyapersonlicensedtopracticemedicine.Thecertificationshallincludeastatementthatthereisnoevidenceof

physicalconditionthatwouldconflictwiththehealth,safety,orwelfareofthepupils;andthatfreedomfromtuberculosishasbeenestablishedbychestx‐rayornegativetuberculinskintest.Asaconditionofemployment,allnewemployeeshiredbyUSD320arerequiredtosubmitsuchacertificationtotheDistrictOfficeonadistrictapprovedform.Thisinitialcertification(withnegativeTB)isvaliduntilsuchtimethatthereisreasonablecausetobelievethattheemployeeissufferingfromanillnessdetrimentaltothehealthofthestudents.Ifsuchdeterminationismade,theBoardofEducationmayrequireanewcertificationofhealth.CostofthesecondrequiredexaminationwillbereimbursedbytheBOE.InsuchinstanceswhereanemployeehashadapositiveTBskintest,achestx‐raywillberequired.TherequiredhealthcertificationmustbeonfileattheDistrictOfficeonorbeforethe20thofthecurrentmonthfortheemployeetobeeligibleforapaycheck.Failurebytheemployeetoprovidetherequiredhealthcertificationmayresultinsuspensionandanunpaidabsenceuntilsuchtimethecertificationisprovidedtothedistrict.InclementWeatherIncasesofinclementweatherandthedismissalofstudents,leavewithoutpayorpersonalleavemaybeused.Sickleavecannotbeusedforinclementweather.JuryDutyAllemployeesofthedistrictshallbeexcusedforjurydutywithnojeopardytotheiremployment.Advancenoticeshallbegiventotheemployee's’supervisor,includingcompletionofrequestforleaveonSkyward.LeaveandLeaveConditionsAnemployeeonleavefromdutyshallbecompensatedathis/herregularrateofpaywhileabsent,ifthefollowingconditionsaremet:

1. Employeehascompletedsixmonthsofemployment2. Applicableleaveisearnedand/oravailabletotheemployee3. Thesupervisorand/orbuildingadministratorisnotifiedoftheneedforleaveandthereasonpriortothe

beginningofeachworkday,or48hoursinadvanceofuseofpersonalleave4. ArequestforleaveistobesubmittedtothesupervisorthroughSkywardinadvancewhenpossible,orat

theearliestopportunityuponreturntowork.Therequestmustbemadebythepayrollcut‐offdate(asspecifiedonhandout).Itistheemployee’sresponsibilitytocompletethenecessaryrequestontheSkywardsystem.

5. Ifextendedsickleaveisusedforpersonalillness,theemployeemaybeaskedtoprovidetheDirectoracertificatefromalicensedphysicianverifyingtheemployee’sillnessorphysicaldisability.

Leaveallowanceswillbeproratedfornewemployeesatthecompletionoftheirfirstsixmonthsofemployment.MaximumleaveallowanceswillbegrantedonJuly1.Leavebalanceswillbeshownontheemployee’spaycheckstubonSkyward.Noleavebenefitswillbegivenduringseasonalsummeremployment.Earned/availableleavemustbeusedbefore“Leavewithoutpay”.Hourlyemployeesshallnotworkextrahoursasameansoftakingtimeofflaterwithoututilizingleave.SickLeaveOnJuly1ofeachyear,sickdaysaregrantedtoclassifiedemployeeswithatleastsix(6)monthsofservice.Sickleavemaybetakeninone‐hourincrements.Sickleavecoverstheemployeeandhis/herimmediatefamily.Amemberoftheimmediatefamilyincludesmother,father,wife,husband,son,daughter,brother,sister,orotherextendedfamilyatthediscretionofthesuperintendent.Theaboveshallincludethefather,mother,sisterorbrotheroftheemployee’sspousewithalimitationof5daysforeachcause.Sickleavemaybeusedtoattendthefuneralofanyperson.Unusedsickleavewillnotbepaiduponterminationofemployment.

EmployeeCategory

SickLeave** MaxSickLeave++ PersonalLeave MaxPersonalLeave+

SpEdPara(work6hr/day)

9days 120days* 3days 6days

SpEdPara(worklessthan6hr/day)

‐‐‐‐‐‐‐‐‐‐ 30days 5daysofleaveperyeartobeusedforSickorPersonalleave.UnuseddaysattheendoftheyearwillbeconvertedtoSickLeave.

+ PersonalleavemustbeusedbyJune30.* Sickleaveover120dayswillbereimbursedattherateof$10perdayinJuneofeachyear.** Sickleavemaybeusedtoattendthefuneralofanyperson.++ Thecategoryofmaximumsickleavehasbeenestablishedtohelpsupportemployeesshouldaserious

illnessoraccidentoccur.Thesedaysareprovidedasabenefittobeusedinalegitimatemannerbyemployees.ThesedaysarenottobeusedaspersonalleaveorvacationleavewhenanemployeeisplanningtoleaveUSD320duetoretirementorjobtermination.Shouldthisbesuspected,employeeswillberequiredtoprovidecertificationofillnessorphysicaldisabilityfromalicensedphysician.

DressCodeDressappropriatelyforthejob:allstaffareexpectedtoprojectaprofessionalimagethatsetspositivedressandgroomingexamplesforstudents.Clothingmustbeneat,clean,ingoodrepair,andappropriateforonthejobappearancesatalltimes.Employeesshouldnotwearsee‐throughclothing,tornclothing,shortorverytight‐fittingclothing,sweatsuitsorshorts.Liquor,tobacco,drugs,drugparaphernalia,profanity,orsexuallysuggestivestatements,pictures,andorimpliedreferencesarenotallowedonclothing.Youwillprobablyfindcollaredshirtsorblouse/pants,blouse/skirtordressesappropriateformostprograms.Theremaybedesignatedjeansdaysinyourbuilding,checkwithyoursupervisingteacherorbuildingprincipal.

CellPhones/SocialMediaCellphonesaretobeturnedto“silent”duringstudentcontacttime.Staffwillnottalkoncellphones,sendtextmessages,playgames,oraccesssocialmediaduringstudentcontacttime.Personalcallsshouldbemadeandtextmessagesshouldbesentduringscheduledbreaks.Staffshouldnotpostwork‐relatedinformationonsocialmedia/theinternet.

EmailEmailisprovidedforbusinessuseandcommunicationshouldbeusedinaprofessionalmanneratalltimes.Employeesareexpectedtocheckdistrictemailregularly.Districtandinternetemailshouldnotbeconsideredprivate;therefore,employeesshouldnotuseemailservicestotransmitinformationaboutpersonalmatters.

OutsideEmploymentEmploymentinadditiontothatasaparaeducator(e.g.busdriver,coachorcustodian)withanydistrictintheSpecialServicesCooperative(USDs320,323,329)mustbereportedtotheHumanResourcesofficeatUSD320immediately.TransportationofStudentsinPersonalVehicles

Thetransportationofstudentsinpersonalvehiclesisstronglydiscouraged.USD320doesnotprovideinsurancecoveragefortransportationofstudentsinpersonalvehicles.Anemployeewhochoosestotransportstudentsinhisorherpersonalvehicleassumesallriskandliabilityforaccidentsthatmayoccur.EmployeesarerequiredtocontacttheDirectorofSpecialEducationBEFOREtransportingastudentinapersonalvehicle.ResignationEmployeesresigningemploymentshouldgivetwoweeks(tenworkingdays)writtennoticeofintendedterminationandreasonforresignation.Thiswillallowourstaff,students,andparentstobegintheprocessoftransitiontoyourreplacement.Thisisconsideredtobeareasonableandprofessionalstandardinaschoolsetting.SalarySchedulePlacementInordertoqualifyforplacementatLevel2orhigherontheparaeducatorsalaryschedule,theparaeducatormustsubmitacompletecollegetranscriptforallcollegehourstotheUSD320districtofficeforapprovalonorbeforethe10thofthemonthfollowingthefirstofficialdayatwork.Nosalaryadjustmentoramendmenttopayshallbemadeafterthatdate.ParaeducatorJobDescriptionThemaincomponentsofthejobdescriptionare:instructionalduties,interpersonalskills,professionalqualities,personalqualities,andclericalskills.Eachofthesecomponentshasavarietyofsub‐componentsthatareimportanttoaparaeducatorposition.Theroleoftheparaeducatoristoprovidesupporttotheassignedspecialeducationpersonnelinabuilding(s)byassistingwithinstructionaltasksassignedtostudentsfromdaytodayandprovidingotherdutiesdeemednecessarybythesupervisingteacher.Eachparaeducatorisassignedtoatleastoneormorecertifiedspecialeducationteachers.ParaeducatorEmploymentStandardsTobeemployedasaparaeducator,apersonmust;

● Beahighschoolgraduate(orGEDequivalent),and● CompleteanorientationsessionaddressingConfidentiality,AcceptableUse,SexualHarassment,Blood

BornePathogens,theservicestobeprovided,thepoliciesandproceduresofthelocaleducationagencyconcerningspecialeducation,andarequiredcertificationofhealthandTBbloodtestresultbeforeworkingwithstudentsintheclassroom.

TofollowtheintentofKansasstatute,aparaeducatorisqualified…toassistcertifiedteachersintheinstructionofexceptionalchildren…Thisindividual,therefore,shallbereferredtoasaninstructionalparaeducator.Specialeducationparaeducatorsareteammemberswhoworkalongsidethespecialeducationteacher.Theynotonlyfreetheteacherfromthemoreroutinetasksoftheclassroom,butalsoserveasaneffectivepartoftheeducationalteam.Withdifferentiatedresponsibilities,paraeducatorscarryouttheprogramdevelopedbythespecialeducationprofessionals.ThescopeofthedefinitiondescribedhereandinKansasstatuteingeneralfocusesoninstructionalparaeducatorswhoworkwiththespecifiedteacherandareassignedtoaparticularclassroom.ConfidentialityDistrictemployeesmayhaveongoingopportunitiestoaccessconfidentialinformationorrecordsthatareonlyavailabletothepubliconalimitedviewbasis.Muchoftheinformationprocessedbydistrictemployeesisconfidential,andlawgovernsitsrelease;forexample,confidentialstudentrecords,informationpursuanttoSocialandRehabilitationServices(SRS)intervention,etc.Employeesareprohibitedfromdivulginginformationcontainedintherecordsandfilesofthedistrict,excepttootherauthorizedemployeeswhomayneedsuchinformationinconnectionwiththeirdutiesandtoauthorizedpersonsoragenciesonlyinaccordancewithlaw,districtpolicies,andadministrativerules.

Ifanemployeeisapproachedtoprovideinformationinappropriately,theemployeemustrefusetoreleasetherequestedinformationunlessauthorizedbyhis/hersupervisororotherwiserequiredtoreleasetheinformationunderlaworcourtorder.Inallcases,theemployee’simmediatesupervisorshallbeinformed,immediately,ofanyrequests.Anyemployeewhoinappropriatelyreleasesinformation,orusesconfidentialinformationobtainedinthecourseofhis/heremploymentwiththedistrictforpersonalreasonsorprivategain,willbedisciplinedinaccordancewithBoardPolicies.Disciplinaryactionmayincludeseverepenalties,uptoandincludingdischarge.ParaeducatorRoleThespecialeducationparaeducatorhasbecomeanessentialpersoninthedevelopmentofprogramsforstudentswithspecialneeds.Exceptionalstudentsrequiresmallerclasses;therefore,morepersonnelareneeded.Inaddition,moreandmorestudentswhoareininstitutionalsettingsorwerereceivingnoeducationalservicesatallarebeingadmittedtopublicschoolprograms.Paraeducatorscanhelpovercometheseobstaclesandworktowardsthequalityeducationthatisnecessaryforexceptionalstudents.LegalAuthorityforParaeducatorsinSpecialEducationIn1974,theKansasLegislatureenactedtheSpecialEducationforExceptionalChildrenActwhichgaveamoreprecisedefinitionandroletoparaeducatorsinspecialeducation.InKansasstatute,specialeducationteachermeansapersonemployedbyalocaleducationagencyforspecialeducationserviceswhois(a)ateacherqualifiedtoinstructexceptionalchildrenasdeterminedbystandardsestablishedbytheStateBoardandwhoissocertifiedbytheStateBoard,or(b)aparaeducatorqualifiedtoassistcertifiedteachersintheinstructionofexceptionalchildrenasdeterminedbystandardsestablishedbytheStateBoardandwhoissoapprovedbytheStateBoard.Inaddition,Kansasstatutecallsforreimbursementofspecialeducationparaeducators…eachspecialeducationteacherwhoisaparaeducatorasdefinedbyKansasstatuteshallbecountedastwo‐fifthsfull‐timeequivalentspecialeducationteacher…Asaresultofthislegislation,rulesandregulationsfortraining,utilization,supervisionandapprovalofspecialeducationparaeducatorsshallbeestablishedtoensuretheproperintentofthelaw.ThedefinitionofparaeducatorsinKansasStatutedoesnotincludethoseindividualswhoarereferredtoasnon‐instructionalaidesandwhoareemployedfortheprimarypurposeofperformingsuchdutiesasplaygroundorlunchroomsupervision,officeclericaltasks,attendancerecording,lunchandmilkmoneycollecting,orpersonalandhygieniccaretostudentsoutsideoftheinstructionalprogram.Aidesmaybeemployedtodothetaskpreviouslymentioned,butarenoteligibleforreimbursementasspecialeducationinstructionalparaeducators.UtilizationofParaeducatorsInordertouseparaeducatorseffectively,theteachermustfirsthaveaclearvisionofhis/herownroleasateacher.He/sheneedstounderstandthehierarchyoftheinstructionaltasksandthendecidewhichonesbestinvolvehis/hertimeandwhichonesshouldbedelegatedtohis/herpara.Theamountofqualityprofessionalsupervisiongiveniscrucialindecidingwhatdutiesparaeducatorscanandshouldperform.Thereisalmostuniversalagreementthatthediagnosisofeducationalneedsandtheplanninganddesignofprogramsandprocedurestomeetthoseneedsareprofessionalfunctions.Theroleoftheparaeducatoristoprovidesupporttothespecialeducationteacherintheimplementationoftheeducationalprograms,managementofstudents,andcompletionofnon‐instructionaltasks.DutiesandResponsibilitiesInstructionalresponsibilitiesshallcenteronfollow‐uporreinforcementactivities.Initialinstructioninvolvingthepresentationofnewlessonsorconceptsshouldbetheresponsibilityofthespecialeducationteacher.Theteachershallplancooperativelywiththeparaeducatorandassignimplementationdutiestothisindividual.Theteachermaywishtoworkwithindividualstudentsorsmallgroupsonparticularlearningproblemswhiletheparaeducatormaytutorindividualchildrenorworkwithsmallgroups,usingmaterialsandtechniqueschosenor

designedbytheteacher.Theparaeducatorshouldnotbeemployedtomaketheteacher’sjobanylessresponsible,buttoimprovethequalityofeducationprogramforexceptionalstudents.Therearetwoinstancesinwhichaspecialeducationparaeducatormaybeapprovedtoprovideassistanceduringthetimestudentsarebeingtransportedbybustoandfromanattendancecenter:

1. Casesinwhichthestudent’sphysicalneedsareofaseverenature;suchasaseverelymultiplehandicappedstudenthavingachokingorseizureconditionwhichrequiresclosemonitoringbyanadult.

2. Casesinwhichthestudent’semotional/behavioralneedsareofsuchaseverenaturethatconstantadultsupervisionisnecessary.

Localeducationalagenciesareencouragedinbothcasestoutilizetheseparaeducatorsalsointhespecialeducationclassroomtowhichtheyareassigned.EachoftheabovecasesissubjecttoindividualapprovalfromtheDirectorofSpecialEducation.ParaeducatorsFacilitatingLeastRestrictiveEnvironmentStateandFederallawspeaktotheprovisionoftheleastrestrictiveenvironmentinprogrammingforstudentsinspecialeducationprograms.Anyparaeducatormaybeassignedtoageneraleducationclassroomprogramwhereoneormorespecialeducationstudentsarebeingmaintained,butthatparaeducatorshallbesupervisedbyaspecialeducationteacherwhomeetstherequirementinKansasstatuteandshallbeassigneddutieswhichrelatesolelytotheeducationofexceptionalchildren.Theparaeducatormustbeassignedtoandconferwiththeteacherinthespecialeducationprogramthestudentisbeingmainstreamedfromregardingtheprocessofthestudentinthegeneraleducationclasssetting.Theamountoftimethespecialeducationparaeducatorspendsinthegeneraleducationclassroomwilldependonthenumberofstudentsmainstreamedandthenatureanddegreeofthestudent’sneeds.Whenparaeducatorsareutilizedtomaintainastudentwithphysicalorvisualimpairmentinthegeneraleducationclassroom,theyshouldspendthemajorityoftheschooldayprovidingindividualattentiontothestudent,assistinghim/herwithphysicalneedsand/oreducationalactivities.Theparaeducatorshouldbeassignedtothegeneraleducationclassteacher(s)andtheappropriatespecialeducationteacher.EachlocaleducationagencyshallobtainindividualapprovalfromtheDirectorofSpecialEducationforanyparaeducatorwhoseonlyassignmentistoassiststudentswithoneormorehearing,physicalorvisualimpairmentsinageneraleducationclassroomprogram.LocaleducationagenciesutilizingparaeducatorsinthesespecificareasshallobtainapprovalforeachindividualcasefromtheDirectorofSpecialEducation.ClassSizeandCaseloadTheclasssizeandcaseloadinselectedcategoricalareascanbeincreasedbytheutilizationofparaeducators.Incertainprogramareas,aparaeducatorisrequiredforspecificnumbersofstudentsuptothemaximumclasssize.Inprogramsforstudentswithsevereneeds,wherethedemandsoftheeducationalprogramincludebothphysicalandacademiceducationalprogramming,theratiomustbeapprovedbytheDirectorofSpecialEducation.Inteam‐teachingsettings,interrelatedprograms,oritinerantsituations,theparaeducatorshouldhaveaspecialeducationprofessionalhe/sheisassignedtoforcounseling,supervisionandon‐the‐jobtraining.Paraeducatorsmayworkwithindividualstudents,smallgroups,largegroups,orthetotalclassroom.Thereisnospecifiedratioofparaeducatortostudents.However,insettingswherethestudentsareyoungerand/orhaveseriousorinvolvedneeds,theratioofparaeducatortostudentsmaybedecreased.SupervisionofStudentsonCampusParaeducatorsmayworkwithandsupervisestudentsintheclassroom,hall,restroom,therapyarea,gymnasium,ontheplayground,andinotherspecifiedinstructionalareasoncampusunderthesupervisionoftheprofessionaltowhomtheyareassigned.

Thesupervisingprofessionalmayleavetheclassunderthesupervisionoftheparaeducatorsforshortperiodsoftimewhiletheteacherisstillontheschoolcampus.Ifthesupervisingteachermustleavetheschoolcampus,anotherprofessionaloncampusshouldbedesignatedasthesupervisoroftheclassandoftheparaeducators.Thedesignatedprofessionalmaybetheprincipaloracertifiedspecialorgeneraleducationstaffmember.SupervisionofStudentsOffCampusOff‐campusactivities,suchasworkstudyplacementsandcommunityprogramming,maybesupervisedbyparaeducators.Paraeducatorsalsomayaccompanysmallgroupsofstudentsonshoppingtripsandothersuchinstructionalactivitieswithoutthesupervisingprofessionalbeingpresent.Supervisionofeachparaeducatormustbeprovidedbycertifiedprofessionalstaff.Thecertifiedprofessionalmustworkwithparaeducatorsandstudentsatleasttwiceaweekprogressingtowardaccomplishmentofprogramgoals.Whenparaeducatorsare“on‐site”,andthecertifiedprofessionalisnotpresent,theparaeducatorshallbesubjecttothedirectionofdesignatedon‐sitepersonnel.Designatedon‐sitepersonnelshallbeidentifiedandarecordmaintainedofsameintheadministrativeofficeofeachdistrict.

UnacceptableDutiesandResponsibilities–Nospecialeducationparaeducatorshall:

(1) Besolelyresponsibleforaclassroomoraprofessionalsupportorrelatedservice(2) Selectoradministerformaldiagnosticorpsychologicalinstrumentsorinterprettheresultsofthose

instrumentsunlessauthorizedunderKansasstatute(3) Programorprescribeeducationactivitiesormaterialsforthestudentswithoutsupervisionandguidance

oftheteacher(4) Besolelyresponsibleforpreparinglessonplansorinitiatingoriginalconceptinstruction(5) Beassignedtoworkwithoneormoreofthemostdifficultstudentsthemajorityoftheschooldaymerely

fortheconvenienceoftheteacher(6) Beemployedinlieuofneededitinerantspecialeducationpersonnel(7) Beutilizedasasubstituteteacher,unlesstheparaeducatorpossessestheappropriatecertificate(8) Beenrolledasasecondaryschoolstudent(9) Performnursingproceduresoradministermedicationswithoutappropriatesupervisionfromanapproved

healthcareprofessional

InserviceRequirementsParaeducatorsarerequiredbylawtoobtaininservicetrainingannually.TheStateDepartmentofEducationdetermineswhichtraininghoursmaybecountedtowardtherequiredminimum.TheDirectorofSpecialEducationwillberesponsibleforschedulingtheappropriatetrainingforparaeducators.TheinservicehoursmustbeloggedontheParaeducatorInserviceLog.Thesupervisingteacher(s)mustsignforallapprovedhoursthathe/shehasknowledgeof.AllindividualhourswillbereportedtotheDirectorofSpecialEducation’sofficepriortothelastofficialdayofemploymentorearlierattherequestoftheDirector.Continuationofemploymentrequiresthattheminimumtraininghoursbeattained.Acopyofacceptablehoursandtheauthorizedformusedtodocumenthourswillbereviewedatthebeginningofeachschoolyear.Everyparaeducatorisrequiredtoshowevidenceofrequiredinservicehours.SupervisionandAssignmentsUsuallyitisobviouswhohassupervisoryresponsibilityforparaeducators.Typically,theprofessionalresponsiblefortheprovisionofserviceswhoisreceivingassistancefromtheparaeducatorisassignedasthesupervisoroftheparaeducator.Insomeinstances,basedontheparaeducator’sassignment,otherspecialeducationpersonnelmaybeidentifiedastheparaeducator’ssupervisor.Examplesmightincludecommunitybasedparaeducatorssupervisedbyadistrictlevelcoordinatorwhoisresponsibleforimplementingthecommunitybasedprogram;orabuildinglevelparaeducatorfacilitator.Inextremelyrareinstances,aparaeducatormaybesuperviseddirectlybytheDirectorofSpecialEducationifdeterminednecessary.

TheIdentifiedSupervisorMustBe:ClaimedonthePersonnelReportforspecialeducationcategoricalaidandresponsiblefortheparaeducator’sdaytodayjobperformanceandevaluation.Whendistrictshaveteachersonawaiverorhaveassignedsubstitutestoprofessionalpositions,differentsupervisoryarrangementsmaybeinthebestinterestofstudents.Insuchcases,specialeducationadministratorshavetheauthoritytoassignanotherspecialeducationteacherasthesupervisor.Districtshavearesponsibilitytoensureappropriatesupervisionofspecialeducationparaeducatorsandthedeliveryofservices.Anidentifiedprocesstoensuresupervisionoccursmustbedevelopedandimplemented.Districtsareresponsibleforimplementingpoliciestoensureappropriatesupervisionofparaeducatorsinthedeliveryofspecialeducationservices.Districtmustevaluateanddetermineappropriatelevelsofsupervisionbasedontheservicesprovided,theparaeducatorassigned,andtheneedsofthestudentasoutlinedintheIEPorIFSP.Inadditiontolocallydeterminedparaeducatorsupervisionpolicies,thefollowingsupervisionrequirementsapply.WhentheSupervisingSpecialEducationTeacherisnotintheBuilding:Paraeducatorsassignedtoaprofessionalmayworkwithachildwhentheprofessionalisnotinthebuilding,ONLYiftheprofessionalworksdirectlywithboththatchildandtheparaeducatoratleast10percentofthetotalservicetimeeachweek.Whentheassignedspecialeducationteacherisnotpresent,aparaeducatormusthaveadesignatedprincipalorteacheravailableinthebuildingforassistanceandsupervisionasneeded.ParaeducatorsAssignedtoSLPs,OTs,andPTsParaeducatorsassignedtospeech‐languagepathologistsoraudiologistsmustbesupervisedaminimumof10percentofthetimetheyareworkingwithstudents(trainingtimedoesnotcounttowardthisminimumpercentage).ParaeducatorsassignedtoOTsandPTs(includingOTAsandPTAs)mustbesupervisedaccordingtostatutesandregulationsestablishedbytheKansasStateBoardofHealingArtsforOccupationalTherapyandPhysicalTherapy.WhentheParaeducatorisAssignedtoaLearningSiteOffSchoolPropertyAparaeducatorwhoisassignedtoalearningsitethatisoffschoolpropertymustbesupervisedbyaspecialeducationteacher.Thespecialeducationteachermustworkwiththeparaeducatorandthestudentatleasttwiceaweekifservicesareprovideddaily.Ifservicesareprovidedatleastonceaweek,20%ofthesessionspermonthmustbesupervised.Ifservicesareprovidedlessthanonetimeaweek,20%ofthesessionsperquartermustbesupervised.SpecialAssignmentsforParaeducators

(a) Speech‐languageParaeducators/AssistantsSpeech‐languagepathologistsarerequiredtotrain,monitor,supervise,andevaluateParaeducatorsassignedtothem.

(b) AudiologyAssistantsAudiologistsarerequiredtotrain,monitor,supervise,andevaluateParaeducatorsassignedtothem.ParaeducatorsperforminghearingscreeningsmusthavetheappropriateleveloftrainingforthetypeofhearingscreeningstheyareperformingandmustperformhearingscreeningsaccordingtotheHearingScreeningGuidelines(2001).

(c) SchoolNurseParaeducatorsParaeducatorswhoprovidenursingorschoolhealthservicesarepersonswho,byspecializedtrainingfromregisteredprofessionalnurses,arequalifiedtocarryoutbasicnursingtasksorproceduresinthecareofstudents,accordingtothestudent's’IndividualizedHealthcarePlan,whichbecomesapartoftheirIEP.Firstaidisnotaspecialeducationservice.SpecialeducationreimbursementisauthorizedforschoolnurseParaeducators,whosepersonnelagreementsdesignatethemasParaeducator/aideforaschoolnurse,who

providesnursingorschoolhealthservicesspecifiedinastudent’sHealthCarePlanand/orIEPandthatisappropriatelydelegatedandsupervisedbyregisteredprofessionalnurses.

(d) AdministrativeAssignedParaeducatorsTherearethreereimbursableadministrativeParaeducatorassignments.MISParaeducators:ReimbursementasaParaeducatorisauthorizedforpersonsresponsibleforcollecting,entering,andverifyingManagementInformationSystem(MIS)dataforaschooldistrictorcooperative.MISclerksalsomayassistwiththereview,maintenance,andstorageofIEPsandaccompanyingpaperwork.ResponsibilitiesthatdonotqualifyasMISdutiesincludesuchthingsasmaintainingthepersonneldatabase,processingMedicaidclaims,clericaldutiesnotrelatedtotheMISdatasystemandservingasanadministrator’ssecretary.Logsarerequired.Regardlessofcertification/licenseheld,MISdutieswillbereimbursedatParaeducatorrates.Translator:ReimbursementasaParaeducatorisauthorizedforpersonresponsiblefortranslatingspecialeducationpaperworkfromEnglishtoanotherlanguage.TheParaeducatormaybeassignedtoaspecialeducationadministrator.Reimbursementwillbeproratedforclericaldutiesandfortranslatingnon‐specialeducationpaperwork.Logsarerequired.NOTE:theaboveidentifiedParaeducatorassignmentsshouldbeassignedtoadministratorsfordirectsupervision.

SupervisionandEvaluationAnyParaeducatorassignedtoanitinerantprofessionalmayworkwithanexceptionalstudentwhentheprofessionalisnotinthebuildingonlyiftheprofessionalworksdirectlywithboththestudentandtheParaeducatoratleasttwiceeachweek.Iftheitinerantprofessionalisnotpresenteachday,theParaeducatorshallbeassignedto,andsupervisedby,adesignatedprincipalorregularclassroomteacher.InstructionalParaeducatorsshallbedirectlysupervisedandevaluatedbythespecialeducationteachertowhomtheyareassigned.Overallsupervisoryandevaluativeresponsibilitiesrestwiththeprincipalorspecialeducationadministratorastheydoforotherschoolstaffmembers.IncasesinwhichtheParaeducatorisassignedtoanitinerantspecialeducationstaffmember,andthestaffmemberisnotpresenteveryday,theParaeducatorshallbeassignedtoandsupervisedbytheprincipalordesignatedregularclassroomteacher.Periodicwrittenevaluationwithresultingconferenceshouldbeadefinitepartoftheadministrativestructureofthelocaleducationagency.AParaeducatormaybeassignedtoassistinageneraleducationprogramwhenoneofmorestudentswithexceptionalitiesareincludedinthatprogram,iftheParaeducatorisassignedtoandsupervisedbyaspecialeducationteacherwhomeetstherequirementsinKansasstatute.AlocaleducationagencyshallnotassignmoreParaeducatorstoanapprovedspecialeducationteacherthancanbeadequatelysupervisedbythatteacher.Whenanassignedspecialeducationteacherisnotpresent,adesignatedprincipalorteachermaysuperviseaParaeducator.AlocaleducationagencyshallnotassignaParaeducatortomorethantwospecialeducationteachersforsupervisorypurposes.AspecialeducationteachershallsuperviseanyParaeducatorwhoisassignedtoalearningsitethatisoffschoolproperty.ThespecialeducationteachershallworkwiththeParaeducatorandthestudentatleasttwiceeachweek.ExceptforParaeducatorsprovidingsupervisedoccupational,physicalorspeechtherapy,anyParaeducatorassignedtoaprofessionalmayworkwithanexceptionalstudentwhentheprofessionalisnotinthebuildingonlyiftheprofessionalworksdirectlywithboththestudentandtheParaeducatoratleasttwiceeachweek.AnyParaeducatorprovidingspecializedoccupationalorphysicaltherapymustreceivedirectsupervisionbyaprofessionaloccupationalorphysicaltherapisttwiceeachmonth.Iftheprofessionaltherapistisnotpresenteachday,theParaeducatorshallbeassignedto,andsupervisedby,adesignatedprincipalorteacher.Evaluations

ParaeducatorswillbeevaluatedformallyonthesamescheduleasallotherclassifiedemployeesofUSD320–onceperyear.Exceptionsincludethestatedepartment’srecommendationtodistricttoconductsuchmorefrequently,or,iftheperformancecriteriaisnotmeetingtheanticipatedexpectations.Ifperformancestandardsarenotbeingmet,thenatthediscretionofthesupervisingteacherthedecisioncanbemadetoconductandevaluationmoreoftenthanannually.TheParaeducatorevaluationformcanbefoundinthisguide.A“self”evaluationisalsoaffordedtoeachparabeingevaluated.Theself‐evaluationwillnotbecomeapartoftheevaluationrecordsbutwillserveasapointofdiscussionastheParaandthesupervisingevaluatorreviewtheofficialevaluationofthePara’sperformanceandcompetency.JobDescriptionsParaeducatorsshouldhavejobdescriptionswhichclearlydefinetheirdutiesandresponsibilitiesinthespecialeducationprogram(s)towhichtheyhavebeenassigned.Thejobdescriptionsmayalsocontainalistofunacceptableduties,termsofemployment,specializedtrainingandqualifications.

INSTRUCTIONALPARAEDUCATORJOBDESCRIPTION

Purpose:TheinstructionalParaeducatorassiststhespecialeducationteacherincreatingapositivelearningenvironmenttofacilitatethepersonal,social,andintellectualdevelopmentofstudents.Toaccomplishthesetasks,theinstructionalParaeducatorworkscloselywiththestaffandadministrationoftheschooldistrict.

ResponsibleTo:DirectorofSpecialEducation,SpecialEducationTeacher,ParaFacilitatorandBuildingPrincipal

PaymentRate: AccordingtotheClassifiedSalarySchedule

Qualifications:

1. Highschooldiplomaorequivalent2. HealthandInoculationCertificateonfileintheDistrictOffice(afteremploymentofferismadeand

accepted)3. Desiretocontinuecareerimprovement4. Driverecordfromstate(afteremploymentofferismadeandaccepted–thosetransportingstudentsonly)5. Defensivedrivingandfirstaidcertification(requiredforthosetransportingstudents)6. CleanbackgroundcheckthroughChildAbuseandNeglectRegistry(afteremploymentofferismadeand

accepted)EssentialFunctions:

1. Assistinfacilitatingthepersonal,social,andintellectualdevelopmentofstudents2. Assistinestablishingapositivelearningenvironment,andrespondtotheindividualneedsofstudents3. Ensurethatallactivitiesconformtodistrictguidelines4. Communicateeffectivelywithmembersoftheschooldistrictandcommunitywhilefollowingdistrict

confidentialityguidelines5. Reacttochangeproductivelyandhandleothertasksasassigned6. Appropriatelyoperateallclassroomequipment7. Demonstrateeffectiveinterpersonalrelationshipswithothers8. Supportthevalueofaneducation9. Supportthephilosophyandmissionoftheschooldistrict10. Regularattendance

PhysicalRequirementsforSpecializedPrograms:

1. Liftupto40lbs.unassisted

2. Goodphysicalagilitywhichrequiresthefollowing:a. Kneelingb. Gettingupanddownofffloorc. Frequentbendingd. Sittinge. Standing

3. Movingandoperatingequipment

EnvironmentalConditions:1. Requiressometravel2. Mustworkinnoisyandcrowdedenvironments3. Mustworkoutdooractivities

GeneralResponsibilities:

1. Assistintheinstructionandsupervisionofstudents.Thismayinvolvecompletingassignments,readingmaterialaloud,explainingdirections,andexplainingconcepts,administeringtests

2. Set‐upandleadstudentsinactivitiespreparedbythesupervisingteacherortherapist3. Tutorstudentsasdirected4. Assistwithsmallgroupinstruction5. Monitorstudentprogress6. Assistinmodificationofmaterialsforstudent’sabilities7. Assiststudentsingamesandintheproperuseofplaygroundequipment8. Useappropriatebehaviormanagementtechniquestomaintainapositiveclimateforteaming9. Implement,monitor,andcollectdataonbehaviorplansforindividualstudents10. Motivatestudentsthrougheffectivecommunicationandevaluativefeedback11. Sethighexpectationsforstudentachievementandbehavior12. Assistinprovidingforthespecialphysicalandemotionalneedsofstudents13. Gradepapersandassistwithrecordkeepinginthespecialeducationprogram14. Prepareinstructionalmaterialsandsuppliesforuse15. Escortandsupervisestudentstoandfromvariousschoolfacilitiesandareas.Occasionally,escortstudents

onfieldtrips16. Actasaliaisonbetweenspecialeducationteacherandgeneraleducationteacher17. Ininclusionclassroom,assiststudentswithclasswork,takingnotes,tests,etc.Alsoprovidepositive

supportfortheclassroomteacherbymonitoringstudentprogressandbehavior18. Providedailyfeedingand/ormealtimesupervision,toileting,diaperingandhygienecareasneeded19. Takeattendanceandrecordabsencesinthespecialeducationclassroom20. Attendstaffingandgeneralstaffmeetings21. Assistinthemaintenanceandinventoryofmaterials22. Workeffectivelywithstudents,teachers,parents,communityagencies,andothergroupswhilefollowing

strictconfidentialityguidelines23. Assistinsafeguardingconfidentialinformation24. Immediatelyreportaccidents,assaults,destructionofproperty,andabusivebehaviortotheinstructorand

principal.25. AdheretorequiredprogramguidelinesasdefinedbytheKansasPlanforSpecialEducation26. Keepabreastofnewinformation,innovativeideas,andtechniquesandsharewithprofessionalassigned27. Adheretoalldistrictandcooperativehealthandsafetypolicies,includingallprecautionsoftheBloodborne

PathogensExposureControlPlan28. Otherdutiesasassignedbytheinstructor,principal,parafacilitatororDirectorofSpecialEducation

SPECIALIZEDPROGRAMPARAEDUCATORJOBDESCRIPTION

Purpose:TheinstructionalParaeducatorassiststhespecialeducationteacherincreatingapositivelearningenvironmenttofacilitatethepersonal,social,andintellectualdevelopmentofstudents.Toaccomplishthesetasks,theinstructionalParaeducatorworkscloselywiththestaffandadministrationoftheschooldistrict.

ResponsibleTo:DirectorofSpecialEducation,SpecialEducationTeacher,ParaFacilitatorandBuildingPrincipal

PaymentRate:AccordingtotheParaeducatorSalarySchedule

Qualifications:

1. Highschooldiplomaorequivalent2. HealthandInoculationCertificateonfileintheDistrictOffice(afteremploymentofferismadeand

accepted)3. Desiretocontinuecareerimprovement4. Driverecordfromstate(afteremploymentofferismadeandaccepted–thosetransportingstudentsonly)5. Defensivedrivingandfirstaidcertification(requiredforthosetransportingstudents)6. CleanbackgroundcheckthroughChildAbuseandNeglectRegistry(afteremploymentofferismadeand

accepted)EssentialFunctions:

1. Assistinfacilitatingthepersonal,social,andintellectualdevelopmentofstudents2. Assistinensuringthesafetyandwellbeingofstudentswithexceptionalities3. Assistinestablishingapositivelearningenvironment,andrespondtotheindividualneedsofstudents4. Ensureallactivitiesconformtodistrictguidelines5. Communicateeffectivelywithallteammembers6. Reacttochangeproductivelyandcarryoutallassignedduties7. Appropriatelyoperateallclassroomequipment8. Demonstrateeffectiveinterpersonalrelationshipswithothers9. Supportthevalueofeducation10. Demonstrateregularattendance11. Reactpositivelytosupervisionandconstructivefeedback

PhysicalRequirements/EnvironmentalConditions:

1. Workwithmultiplesettingsandtraveltoalternativelocations,asnecessary2. Workinnoisyandcrowdedenvironments3. Workinbothindoorandoutdoorsettings(yearround)4. Goodphysicalagilitywhichrequiresthefollowing:

a. Frequentbendingb. Sittingc. Standingd. Wakinge. Kneelingf. Gettingupanddownofffloorg. Reaching

5. Physicallyblock,moveorrestrainstudents6. Physicalexertiontomanuallymove,lift,carry,pullorpushheavyobjectsormaterialsupto40lbs.7. Directphysicalcontactwithstudents,includingbasichygieneactivitiesandphysicalassessmentof

studentswithpossibleexposuretobodilyfluidsGeneralResponsibilities:

1. Assistintheinstructionandsupervisionofstudents.Thismayinvolvesupportingassignmentcompletion,readingmaterialaloud,explainingdirections/concepts,andadministeringnon‐standardizedtests/curriculumbasedmeasures.

2. Set‐upandleadstudentsinactivitiespreparedbythesupervisingteacherortherapist.3. Assistwithsmallgroupinstruction4. Closelymonitorandaccuratelydocumentstudentphysicalandbehavioralfunctioning5. Preparestudentspecificmaterialsandequipment\6. Providedailyfeedingand/ormealtimesupervision,andassistwithtoileting,diaperingandhygienecarefor

students,asneeded7. Assistinmodificationofmaterials8. Assiststudentsinplayinggamesandwithproperuseofplaygroundequipment9. Useappropriatebehaviormanagementtechniquestomaintainapositiveclimateforlearning10. Implement,monitorandcollectdataonmulti‐stepandinvolvedbehaviorplans11. Motivatestudentsthrougheffectivecommunicationandevaluativefeedback12. Setandmaintainhighexpectationsforstudentachievementandbehavior13. Directlyandeffectivelyrespondtothespecificphysical,behavioralandemotionalneedsofstudents14. Prepareinstructionalmaterialsandsupplies15. Escortandsupervisestudentstoandfromvariousschoolfacilitiesandareas.Whennecessaryescort

studentsonfieldtrips16. Ininclusionclassrooms,assiststudentswithclassworkandinmaintainingappropriatebehavior17. Providesupportforthegeneraleducationclassroomteacherbymonitoringstudentprogressandbehavior18. Takeattendanceandrecordabsencesinthespecialeducationclassroom19. Attendstaffmeetings,asdirectedbysupervisingteacher20. Assistinmaintenanceandinventoryofmaterials21. Assistinsafeguardingconfidentialinformation22. AdheretorequiredprogramguidelinesasdefinedbytheKansasStateDepartmentofEducation23. AdheretoallUSD320healthandsafetypolicies,includingallprecautionsoftheBloodbornePathogens

ExposureControlPlan24. Otherdutiesasassignedbythesupervisingteacher,Principal,parafacilitatororDirectorofSpecial

Education

CHILDABUSEANDNEGLECT–REPORTING

TheKansasChildProtectionAct(KSA38‐716‐724)requiresthatanyemployeewhosuspectsthatachild’sphysicalormentalhealthorwelfareisbeingadverselyaffectedbyabuseorneglectimmediatelyreportthisfacttothelocalSocialRehabilitationServices(SRS)office.OrthelocallawenforcementagencyiftheSRSofficeisnotopen.Itisrequiredthatthebuildingadministratoralsobenotifiedafterthereportismade.Intheeventthatthechildistheadministrator’schild,thesuperintendent,notthebuildingadministrator,willbenotified.Employeeswillnotcontactthechild’sfamilyoranyotherpersonastodeterminethecauseofthesuspectedabuseorneglect.Itisnottheresponsibilityoftheschoolemployeetoprovethatthechildhasbeenabusedorneglected.ChildAbuseChildabuseisanactorfailuretoactwhichpresentsanimminentriskofseriousharmtoachild.Abusecanbeintheformof: *physicalinjury *physicalneglect *sexualabuse *emotionalabuse

PhysicalAbuse–Anyphysicalinjuryofachildbyintentionornon‐accidentalmeans.Mayincludephysicalmarks,injuries,orunusualbleedinginconsistentwiththeexplanationofhowtheinjurywasreceived.Mustconsiderbehaviorinconjunctionwithothersigns:Isbehaviorconsistent,extreme,orchangedrecently?Arefamilyorenvironmentalstressesapparent?PhysicalNeglect–Failureorinattentiononthepartofparentorcaregivertoprovideforchild’sbasicneeds,suchasfood,clothing,shelter,medicalcareandsupervision.Physicalneglecttendstobechronicratherthanepisodic.Behaviorsmayinclude:requesting,stealing,orbeggingforfood,frequentabsences,fatigue,extendedstaysatschool,childdoesn’tknowwhereaboutsofparents/caretaker.SexualAbuse–Anysexualactorexposureofsexualactstoorbeforeachild,toincludesexualexploitation.Physicalsignsmayinclude:STD,infections,difficultywalking,andreportofpainordiscomfort.Torn,stained,orbloodyunderclothing.Childbehavioralsignscanincludefearofaparticularperson,beingsexuallyinappropriatewithotherchildren,advancedvocabulary,provocativeorpromiscuousbehavior.Parentscouldbeoverprotectiveofchildorjealousofthechild.EmotionalAbuse–Consistent,chronicbehaviorbyaparentorcaretakerwhichhasaharmfuleffectonthechild.Theattitudeorbehaviorissuchthatitseriouslyimpairsthechild’ssocial,emotional,orintellectualfunctioning.Parentorcaregiverbehaviorswhichmaycontributetoemotionalabuseincludeprimarilynegativeinteractionswithchild,childblamedforthingsbeyondhis/hercontrol,childisolatedfromnormalsocialexperiencesanddisciplineappearstobeinconsistent,unpredictable,erratic,orthreatening.Childbehavioralsignscaninclude:rocking,head‐banging,thumbsucking(orinolderchildren,habitualbehaviors),unrealistic,irrationalorpersistentfears,sleepproblems,orbehaviorextremes.MandatedReporterAccordingtoKansaslaw,whenanypersonworkingindirectcontactwithchildrenhasreasontosuspectachildhasbeeninjuredasaresultofphysical,emotional,orsexualabuseorneglect,thatpersonisrequiredbylawtoreporttoproperauthorities–thisincludesteachers,schooladministratorsorotheremployeesofaneducationalinstitutionwhichthechildisattending.

● Thelawonlyrequiresyoutoreportsuspectedabuse● Kansascomplieswiththeimmunityclauseformandatedreporters.Thisstatesapersonwhoreports

suspectedchildabusein“goodfaith”isabsolutelyimmunefromcriminalandcivilliability.● Someagenciesexpectstafftodiscussabusesituationswiththeirsupervisorbeforereporting.However,ifa

staffmemberbelievesareportofchildabuseorneglectneedstobemadetoauthorities,itistheresponsibilityofthestaffmembertoreport,whetherornotthesupervisorisinagreement.

● ThelegalpenaltyforamandatedreporterfailingtoreportsuspectedchildabusecanbeaclassBmisdemeanor.

WhenaChildDisclosesAbuse

● Becalmandincontrolofyourresponsesandemotions● Listen● Don’treactwithdisgust● Validatethechild’sfeelings● Beoneyelevelandremovebarriersbetweenyouandthechild● Don’tinterrogateorinterviewthechild● Ifyoumustaskquestions,makesuretheyareopenended● Besupportive● Reassurethechildyoucareforhim/herandthisdoesnotchangeyourfeelings

● Remember80%ofchildabuseoccursatthehandofaparent,anddespitetheabuse,thechildlikelycontinuestolovetheparent

● ConsultwithacolleagueoradministratorwhilebeingrespectfulofconfidentialityReportingAbuse

● Consultwithacolleague,administrator,schoolsocialworkerorcounselor● Bestpracticeisforthepersonwhoreceivestheinformationtomakethereport● Notedetailsofinjuries(i.e.type,location,appearance,color,etc.)forthereport● IfadecisionismadetoNOTreport,staffshouldconsiderkeepingdocumentationincase furtherissues

arise(i.e.dateandtypeofincident,circumstances,etc.)● Tomakeareportcall1‐800‐332‐6378● AdditionalinformationisavailablethroughtheKansasDepartmentofSocialandRehabilitationServices‐

ChildrenandFamilyServices

ServingStudentswith

SpecialNeeds

INDIVIDUALEDUCATIONPROGRAM

Whatisanindividualizededucationprogram?

EveryexceptionalstudentreceivingspecialeducationservicesmustbeprovidedwithanIndividualizedEducationProgram(IEP)whichspecifieswhateducationandrelatedserviceswillactuallybeprovided.Thisisthekeytoassurethateachexceptionalstudentisreceivingafreeandappropriateeducation.

ComponentsoftheIEP:

1. ParticipantsintheIEPConference(staffing):TheparticipantsininitialcaseconferencesinwhichentryIEPsaredeveloped:● Theprincipal(LEA)orhis/herdesigneewhoisqualifiedtosupervisetheprovisionofSpecial

Educationandhastheauthoritytomakedecisionsrelativetotheservicestobeprovided.● Theschoolpsychologist● Relatedserviceproviders(Speech‐Language,OT,PT)● Thestudent’sgeneraleducationteacherprimarilyresponsibleforprovidingspecialeducation

instruction● Thestudent’sparents/legalguardians● Thestudent,whenappropriate● Otherindividualsatthediscretionoftheparents/guardiansortheschool

ForannualreviewsoftheIEP,theconferenceincludesprincipals,theparent/legalguardians,specialeducationteacher,relatedserviceprovidersandotherindividualsprovidingdirectservicestothespecialeducationstudent.

2. ContentsofIEP:

ThecontentoftheIEPshallincludeinformationwhichsetsforth:● Thepresentlevelofperformanceintheareasofacademicachievement,socialfunctioning,pre‐

vocationalskills,sensoryandmotorskills,self‐helpskills,andspeech‐languageskills● Thespecialeducationandrelatedservicesnecessarytomeetthestudent’sindividualneedsthatwillbe

providedbytheschool

EDUCATIONALPLACEMENTANDLEASTRESTRICTIVEENVIRONMENT

IntroductionWithintheIEPmeetings,theIEPTeammustconsiderwhatservicesareneededforthestudentbasedontheevaluationprocessandresults.TheIEPTeamdevelopsgoalstotargetduringthenextyearwhileensuringparticipationandprogressinthegeneralcurriculum,andincludingtheservicesthestudentwillneedtoachievethosegoals.Also,theteammustconsiderhowthestudentcanbeeducatedwithpeerswithoutexceptionalitiesandhis/herparticipatedinotheractivitiesinadditiontoeducationalplacement,suchasextracurricularandnonacademicactivities.Thelastdecisiontheteammakesisthestudent’seducationalplacement,whichmustbebasedonthestudent’sneeds,goalstobeachieved,andtheleastrestrictiveenvironmentforservicestobeprovided.Forstudentswithexceptionalities,theplacementmustbeintheenvironmentthatisleastrestrictive,alwaysbeginningwiththegeneraleducationclassroomastheinitialconsideration.Leastrestrictiveenvironment(LRE)meanseducationwithpeerswhoarenotdisabled,tothemaximumextentpossible.Ifforsomereasonthestudentisnotreceivingservicesinthegeneraleducationclassroom,theIEPTeammustprovideevidencewhywithsupplementalaidsandservices,thestudentisnotabletobeeducatedinthegeneralclassroom,ortoparticipateinextracurricularandnonacademicactivities.

Thedefinitionofspecialeducationrequiresthatvarioussettingsareavailableforinstruction.Therequirementtoservestudentsalongacontinuumasappropriateappliestostudentswithexceptionalities.Thecontinuumincludesthealternativeplacementslistedinthedefinitionofspecialeducation(instructioninthegeneraleducationclasses,specialclasses,specialschools,homeinstruction,andinstructioninhospitals,institutionsandwhenincarcerated).

Theprocessfordeterminingtheleastrestrictiveenvironment(LRE)mustbeindividualizedforeachstudentwithanexceptionality,andmustbereconsideredatleastannuallyandateachreviewofthestudent’sIEP.Studentswithexceptionalitiesarerequiredtobeeducatedwithstudentswhodonothaveexceptionalities,tothemaximumextentappropriate,asclosetothestudent’shome,andintheschoolthatheorshewouldattendifnondisabled.Therequirementappliestostudentsinpublicschools,orothercarefacilities.Removingastudentfromthegeneraleducationclassroommustnotoccur,unlessthenatureorseverityoftheexceptionalityissuchthateducationingeneralclasseswiththeuseofsupplementaryaidsandservicescannotbeachievedsatisfactorily.Forstudentswhoaregifted,LREdoesnotapply,butindividualplacementdecisionsmustbemadebytheIEPTeam,basedontheirindividualneeds.TheLRErequirementalsodoesNOTapplytostudentswhoareconvictedasadultsandareinadultprison.

TheIEPTeammustdiscussprogrammodificationsorsupportsforteachersandstafftoensurethatthestudent:(1)movesaheadinattainingthegoalslistedontheIEP,(2)isprogressinginthegeneralcurriculumandparticipatinginextracurricularandnonacademicactivities,and(3)iseducatedandparticipatingwithotherstudentswithandwithoutexceptionalitiesintheseactivities,asappropriate.TheIEPmustincludeanexplanationoftheextent,ifany,thatthestudentwillNOTparticipatewithstudentswithoutexceptionalitiesingeneraleducationclassesANDinextracurricularandothernon‐academicactivities.Placementdecisionsmaynotbemadeonthebasisofstaffconvenience,economicfactors,oradministrativeconvenience.

ImportantPoints

● Schoolsshouldvalueeachstudentregardlessofhisorherdisabilitiesorexceptionalities● Schoolsshouldprovidedynamic,individualizedandinnovativelearningforallstudents● Schoolsshouldstrivetoprovideeducationbasedontheneedsofindividualstudentswithexceptionalities

asdeterminedbyawell‐designedIEP● Schoolsshouldfacilitateoutcomes‐basededucationbycombiningallofthespecializedresourcesatthe

schooltoenhancelearningofallstudentsattheschool FactorsinvolvedinstudentplacementItisimperativethateachstudent’sindividualneedsdetermineplacement.Placementshouldreflectthesettinginwhichthestudent’sneedscanbestbemetwhenprovidingtheeducationalservicesneededtoimplementthestudent’sIEP.Placementdecisionsmustnotbebasedsolelyonanyofthefollowingfactors:categoryofexceptionality,configurationofservicedeliverysystem,availabilityofeducationalorrelatedservices,availabilityofspace,curriculumcontent,ormethodsofcurriculumdelivery.Individualstrengthsandneedsshoulddeterminethestudent’sprogram.Thetypeandintensityofspecialeducationandrelatedservicesrequiredforthestudenttoderiveeducationalbenefitmustbemadeavailable.

Ifthefieldofeducation,thevalueofdiversityisbeginningtoberecognized,aswellasvalueofindividualizingeachstudent’seducation,toaddresshis/herdiverselearningstyles,strengthsandneeds.Kansasstudentswhohaveexceptionalitiesbenefitfromreceivingtheireducationingeneraleducationsettingsalongsidetheirnondisabledpeers.Similarly,Kansasstudentswhodonothaveidentifiedexceptionalitiesalsobenefitfrominclusiveeducationalprogrambylearningtoappreciatediversityandvaluetheachievementofthosewithexceptionalities.Insteadofseparatetrackeducationalsystems,schoolsareencouragedtostrivetowardaunifiedsystemwhichvaluesandincludesstudentsofvaryinglevelsofability.Importantpoints

● Placementiscomprisedofthesettingoftheeducationalprogramandtheeducationalprogramitself● Placementshallnotbemadebaseduponthestudent’scategoricallabelnoruponadministrative

convenience● Specialeducationisnotaplace;itisserviceswhichmaybeprovidedinanysetting

WHATPARAEDUCATORSCANDOININCLUSIVECLASSROOMS

Therearemanyadaptations,modificationsandtypesofassistanceaParaeducatorcanprovideinaninclusiveclassroom.ThefollowingisapartiallistofpossibilitiestoassistteamstothinkaboutnewrolesfortheParaeducator.Pleaserecognizethat:

● Adaptationsareindividuallydeterminedbaseduponstudentneed,AND● Paraeducatorsshouldonlybeginanadaptationfollowinginstructionfromtheteacherorrelatedservice

providerSomeParaeducatorsmayfeelmorecomfortableimplementingmodificationsthanothers.AnattemptshouldbemadetomatchcomplexityofthemodificationswiththeParaeducatordegreeofcomfort,whileatthesametimeprovidinginstructionfortheParaeducatortoincreasehis/herskillsinthisarea.AnyadaptationshouldfirstbeapprovedanddesignedbytheteampriortotheParaeducator’simplementationofthemodification.Forstudentswhoareinattentive,aParaeducatorcould:

● Withtheteacher’spermission,seatthestudentinaquietarea,or● Seatthestudentnearagoodrolemodel,or● Searthestudentneara“studybuddy”,or● Assistthestudentinsettingshort‐termgoals● Pairwritteninstructionswithoralinstructions● Giveclear,conciseinstructions● Havestudentrepeatinstructionsorexpectations

Forstudentswhoareimpulsive,aParaeducatorcould:

● Ignoreminor,inappropriatebehavior● Increaseimmediacyofrewardsandconsequences● Supervisecloselyduringtransitiontimes● Attendtopositivebehaviorofotherstudents● Acknowledgepositivebehaviorofotherstudents

Forstudentswhoareveryactive,aParaeducatorcould:

● Providereassuranceandencouragement● Frequentlycomplimentpositivebehaviorandworkproduct● Speaksoftlyinnon‐threateningmannerifstudentshowsnervousness● Reviewinstructionsofnewassignmentstomakesurethestudentunderstands● Lookforopportunitiesforstudenttodisplayleadershipintheclassandmentionthemtotheteacher● Maketimetotalkalonetothestudent● Encouragesocialinteractionswithclassmatesifstudentiswithdrawnorshy● Reinforcefrequentlywhensignsoffrustrationarenoted● Spendtimetalkingtostudentwhoseempentupordisplayangereasily● Duringalecture,modelnotetakingofkeyconceptsonoverheadprojector,chalkboardorflipchart● Makesurethatbothwrittenandoraldirectionsaregiven● Providefeedbacktotheteamaboutwhetherornotastudentmayneedshortenedassignmentsorlonger

timetocompleteassignments

● Assisttheteacherinprovidingimmediatefeedbacktostudentaftercompletionofassignments● Assiststudentwithanalternateassignmentwhentheteamhasdeterminedonetobeappropriate

(example:ifthestudenthaspoorwritingskills,theteachermayallowthestudenttodoanoralassignment)

● Readmaterialaloudwiththestudenttoallowanothermethodofinput● Assiststudentswhohavetroublememorizingtousemanipulatives,cards,numberlines,mathfacttablesor

calculators● Whenastudenthastroublealigningnumbers,usegraphpaperorturnlinedpaperinaverticaldirection

Forstudentswhohavedifficultywithvisualperception,aParaeducatorcould:

● Giveoraldirectionstoanassignment● Taperecorddirections,sothatthestudentmayreplayasoftenasneeded● Reducethevisualdistractionsinthestudent’sworkareas● Makesurethatdirectionsgivenareconciseandclearlywritten● Makesurethatthestudenthasacopyoftheteacher’slecturenotes● Teachthestudenttotakenotesandproofread● Assistthestudenttohighlightkeypointsintextbookspurchasedforthestudent● Introducenewvocabularybeforeanewchapter/story/assignment● Checkforcomprehensionafterreading● Discusswrittenresponseswiththestudent● Assistthestudenttomakeasmallnotebookdictionaryofmisspelledwordstouseasareference● Havethestudentverballystatestepstosolvingmathequationsbeforedoingthem

Forstudentswhohavedifficultywithauditoryperception,aParaeducatorcould:

● Provideshortoraldirections● Havethestudentrepeatthedirectionsbacktoyou● Talkslowlytothestudent–givethemtimetoprocess● Provideaquietworkareaforthestudent● Trytopairavisualcuewithauditorydirectionswhenpossible● Providealectureoutline● Provideanexampleonworksheetsforthestudenttoreferbackto● Increaseyour“waittime”beforeexpectingaresponse

Paraeducatorscanassisttheclassroomteacherinprovidingavarietyofinstructionalarrangements:

● Assistingoneormorecooperativegroupstocompleteanassignmentoractivity● Assistpeerpartnerstocompleteanassignmentorproject● Assistpeertutororcross‐agetutors● Assiststudentsduringindependentworktime

Paraeducatorscanassisttheteacherinchangingtheformatofalesson:

● Facilitateasmallgroupdiscussionfollowingpresentationsofsomematerials● Assisttheteacherindevelopingandprovidinggames,simulations,role‐playingandactivitybasedlessons.

Thiscouldincludegatheringandpreparingmaterials,makinggames,settingupactivities,supervisingsmallgroupsorindividualwork.

● Provideinstructioninacommunitysetting(particularlyforstudentswithmoderatetosevereexceptionalities)

OtherthingsParaeducatorscando:

● Assiststudentswhohavedifferentlearningoutcomesforaparticularactivity.(Example:astudentwithsevereexceptionalitiesmayhavealearningoutcomethatfocusesonreachingandgraspingmaterialsduringascienceexperimentratherthanacquiringknowledgeofascientificprocess

● Provideinformationtotheteamaboutadaptationsthatareneededtothephysicalenvironmentsuchasaccessingmaterialsoractivities,lightingandseatinglocation

● Provideinformationtotheteamaboutadaptationsneededforinstructionmaterialssuchaslargerprint,needformanipulatives,etc.

● Providesuggestionstotheteamforwaystofadeoutadultassistanceandsubstitutepeerassistanceorindependencewhenpossible

● Developapicturescheduleforthestudenttousethroughouttheday● TakedataonbehaviororIEPobjectives● Providesuggestionstotheteamaboutnewvocabularytoteachbaseduponthestudent’sdailyschedule,

interests● Providepositivesupportfortheteacher

SERVINGSTUDENTSWITHSPECIALNEEDS

BehavioralAreas:

1. ItisimportantthattheParaeducatorbecomefamiliarwiththetypesofstudentsthattheyareserving2. Informaldiagnostictechniquesusedtogetabetterunderstandingoftheneedsofthestudentsshouldbe

understoodbytheParaeducator3. TheParaeducatorshouldacquireaworkingknowledgeofbehaviormanagementtechniques,especially

thoseusedbytheteacherAcademicAreas:

1. ItmaybeimportantfortheParaeducatortobecomefamiliarwithdiagnosticandprescriptivetechniquesusedforplacementofthestudentwithintheacademicprogram,checkwithyourteacher

2. TheParaeducatormustbecomefamiliarwithvarioustypesofinstructionalequipmentandmaterialsusedwiththestudents

3. TheParaeducatorshouldbecomefamiliarwiththeacademicapproachusedbytheclassroomteacher4. TheParaeducatorshouldknowthatacademicresourcesavailablewithinthebuildinganddistrict

PersonalEmotionalStrengths:

1. TheParaeducatormusthaveapositiveself‐conceptandapositiveapproachwhenworkingwithstudents2. Enthusiasmandsensitivitytothefeelingsofstudentisveryimportant3. Paraeducatorsshoulddiscussanyproblemstheyareexperiencingwhichmayinfluencetheirjob

performancewiththeclassroomteacherorbuildingprincipal

40waystoProvidePositiveReinforcement

1. That’sreallynice.2. Thankyouverymuch!3. Wow!4. Ilikethewayyou’reworking5. Keepupthegoodwork6. It’sfunworkingwithyou7. That’squiteanimprovement8. Whatneatwork9. Youreallyoutdidyourselftoday10. Thiskindofworkpleasesmeverymuch11. Iamproudofthewayyouareworking12. CONGRATULATIONS!13. Muchbetter14. Iappreciateyourhelpandextraeffort15. Verygood.YoushouldshowthattoMom

and/orDad16. MARVELOUS!17. Righton!18. Momand/orDadwillbeproudtoseethejob

youdidonthis19. Ilikethewayyoustayedfocused20. TERRIFIC!21. Ilikethewayyouraisedyourhandwhenyou

hadtheanswerinsteadofblurtingitout!22. Ilikethewayyoutookyourtimetomake

sureyou“gotit”.

23. Youarerightontrack,keepupthegoodwork24. Ilikethewayyouwerereadyrightontime25. Youareaverysmartthinker26. YouputalotofworkintothisandIcantell!

Greatjob!27. YouwereaGREAThelperwhenitwastimeto

cleanup28. That’sclever29. That’sagoodwaytolookatit30. Youfigureditout31. Thankyouforhelping32. SUPER!33. Youhaveagoodpoint34. Youmakethislookeasy35. Ilikethewayyouthinkofothers36. Youmakemydayalittlebrighter37. Willyouhelpmeagain?Youdidagreatjob!38. Happinessishavingstudentslikeyouinthis

class39. Thankyouforbeingpatientandwaitingyour

turn40. Youhaveagreatattitudeanditmakesme

smile!

Communicationand

Teamwork

THETEACHER/PARAEDUCATORRELATIONSHIP

● MutualrespectandsupportbetweentheteacherandParaeducatormustbeevidentatalltimesinfrontofstudents.Adifferenceofopinionshouldbediscussedafterthestudentsleave.

● ThereshouldbeconsistencybetweentheteacherandParaeducatorinthehandlingofrulesandrewardsintheclassroom.

● Whiletheteacherisultimatelyresponsibleatalltimes,adivisionofresponsibilitymaybeworkedoutwherebycertaintimesoractivitiesmaybetheimmediateresponsibilityoftheParaeducator.

PROFESSIONALATTITUDEWITHFACULTYANDPARENTS

Thesuccessoftheparaeducatorisoftentiedtoothers’perceptionofattitudewhichisoftendevelopedfromverbalandnonverbalcues.Apositiveattitudecanbeconveyedinmanyways.Forexample,smilingandbeingfriendlytowardsotherscanmakeadifferenceaswellaslookingforwaystoassistothers.Whenworkingwithstudents,havingasenseofhumor,praisingtheirpositiveeffortsandusingpositivestatementsshowstudentsthatyoucareaboutthemandthatyouenjoywhatyouaredoing.

● TheParaeducatorisconsideredamemberofthefacultyoftheschoolwherehe/sheisassignedandisexpectedtotakepartinanydutiesorresponsibilitiesexpectedofotherstaff,whereappropriate.

● TheParaeducatorshouldatnotimesdiscusshomeorbackgroundinformationofanystudentswithothermembersoftheschoolfacultyorotherparents.

● TheParaeducatorshoulddirectallinquiriesmadeofthembyparentstotheclassroomteacher.Atateacher’sdirection,theParaeducatormayassistinthehome‐schoolcommunicationprogram(i.e.dailywrittennotesorchecklists)

● Paraeducatorsareencouragedtositinonparent‐teacherconferencesaswellasstaffingwhereappropriateandpossible.Alwayscheckwithyourclassroomteacherastowhetherornotitwouldbebeneficialforyoutoattend.

CLASSROOMRESPONSIBILITIES

● ThesupervisingspecialeducationteacherandParaeducatorshouldestablishwithinthefirstweekof

schoolspecificactivities,routines,datacollection,recordkeeping,etc.…forwhichtheParaeducatorwillberesponsible.

● TheParaeducatormaybeexpectedtosuperviseindividualactivitiesortomaintaingroupfocuswhiletheclassroomteacherworkswithasmallgroupofstudentsoranindividualstudent

● TheParaeducatorcancontributetothecurriculumwiththeuseoftheirspecificinterestsortalents.Thesemightbeintheareasofmusic,arts,crafts,cooking,sewing,photography,history,etc.

● TheteacherandParaeducatorshouldworktogetherinrewardingappropriatebehaviorandinenforcingclassroomrules

● Thechainofcommandforconcernsshouldfollowthissequence:SupervisingSpecialEducation–Teacher–BuildingAdministrator–DirectorofSpecialEducation

PARAEDUCATORSASMEMBERSOFATEAM

WhatParaeducatorsbringtotheteam:Theyprovidealinktothecommunity:

● Paraeducatorscanhelpusunderstandthecommunity’svaluesandcultures● Theyoftenhavelocalknowledgeofcommunityservicesandresources

Theyofferafreshnewperspective:

● Paraeducatorsbringtheirlifeexperiencestotheclassroom,whichoffersdifferentwaystolookatissues/problems

● TheyoftenhaveexperiencesoutsidethefieldofeducationwhichmayhaveapplicationtotheclassroomTheywillbealinkbetweenprofessionalsandclassrooms:

● Theycanshuttleideasandinformation,aswellasstudentsandproductsbetweenclassroomsandprofessionals

● Paraeducatorswillincreaseflexibilityandcreativityinmeetingtheneedsofstudentsandintheuseofresourcesandotherschoolstaff

Theirworkwillincreaseproductivity:● ManyorganizationalandpreparationactivitiescanbedelegatedtoParaeducators.

Paraeducatorsandtheworktheydo,willimprovestudentoutcomes:● Theadditionalsupporttheyprovidewillallowustobettermeeteachstudent’sneeds

EachParaeducatorisadedicatedteammember:● Paraeducatorsarenotinitforthemoney,theyseekouttheworkbecausetheycareabouttheir

communityandstudents

TIPSFORWORKINGEFFECTIVELYWITHPARAEDUCATORS

● TrytogainanunderstandingofthebasicprofessionalcompetenciesforParaeducators● ReviewCouncilforExceptionalChildren’sprofessionalstandardsforParaeducators● UnderstandwhatdutiesParaeducatorscanlegallyperforminschools● ClearlyunderstandyoursupervisoryresponsibilitiesforParaeducators● Reviewbackgroundinformationaboutapplicants● ParticipateintheinterviewprocessanddecisionsinselectingParaeducators● LookforagoodnessoffitbetweenParaeducatorsandclassrooms● ProvidetheParaeducatorswithaclearandobjectivejobdescriptionandathoroughorientationtothejob,

classroom,schoolanddistrict● Discussandunderstandeachother’sworkstyleandstrengths● Discussandcreateasharedvisionforworkingwithotherprofessionalsandstudents● Reviewworkingwithparentsandconceptofconfidentiality● Communicateinaprofessional,supportivemanner,usingclear/objectivelanguage● Delegateclearlydefineddutiesandtasks● Delegateonlythosetasksthatallallowedbypolicy● DoprovideParaeducatorswithregularopportunitiestoattemptnewandmoredemandingtasks,building

previouslyacquiredcompetenciesandskills● TakethetimetohelpParaeducatorsdevelopaplanforprofessionaldevelopment● Encourageparticipationintrainingopportunities● Collaborativelydevelopaplanforobservationofskillsandduties● EstablishregulartimestoreviewobservationsandhelpParaeducatorsself‐analyzeandreflecton

performance● FortheParaeducatorsbenefit,aswellasyourown,documentalltrainingandsupervision● Alwaysrolemodelbehaviors,attitudes,andethics● Openlysupporttheminfrontofthestudents,parentsandotherstaffmembers● Ifyouareabletocompletemostorallofthepreviouslydescribedstepsyouwillgaininsightintopotential

areasofdisagreementorconflict;trytoaddressconflictbeforeitoccursortheneedtoaddressitbeforeitarises

● Manageconflictsinaproactiveandprofessionalmanner,depersonalizeconflictsasmuchaspossibleandutilizeanobjectivethirdpartywhennecessary

PARAEXPECTATIONSForTeacherFile–DonotreturntoCoOp

Inordertomeettheneedsofourstudents,wewillallneedtoworkcooperatively.Thesearetheparaexpectations/guidelinessetforthbythesupervisingteacher,parafacilitatorandDirectorofSpecialEducation.Unwillingnesstoperformoutlineddutieswillresultintermination.DutyDay:Yourworkdayisfrom_________________ to_________________. Youwillreceive30minutesunpaidanddutyfreelunch.(Ifdifferent,giveexplanationhere) Ifyouworkpastyourdesignatedworkdayhours,youwillberequiredtoprovidewrittenconfirmationoftimeanddutiesperformedfromyoursupervisingteacher.Absences:Callyourassignedteacherat_________________between_______and_______ifyouwillbeabsentfromschool.Completeleaverequestpriortoabsenceifpossible.Ifyourleavehasnotbeenrecordedpriortoyourabsence,dosoimmediatelyuponyourreturntoschool.YoumustuseSkywardtosubmityourleavetime.YouMUSTrecordalltimeoffinSkyward–withorwithoutpay!Ifyouhavetimeacquired,youmustuseitbeforetakingtimeoffwithoutpay.AttendanceStandards:PunctualityandregularattendanceareessentialtotheproperoperationofUSD320SpecialServicesCooperative.Excessiveemployeeabsenceortardinesscreatesundesirableperformancefactorsforallemployees.ThosefoundtobeinviolationofUSD320SpecialServicesCooperative’sstandardsmaybesubjecttodisciplinaryaction,uptoandincludingtermination.

1. Ifyouwillbearrivinglate,leavingearly,ornotreportingtoworkforanyreason(unlessanunexpectedmedicalorotheremergencymakesitimpossibletodoso),youmustinformthesupervisingteacherassoonaspossible,butnolaterthanone(1)hourpriortothescheduledstartofyourworkday.Failuretocallinproperlywillbeconsideredanunreportedabsence,andmayresultindisciplinaryaction.

2. Forabsencesofthree(3)ormoreconsecutivescheduledworkdays,youwillberequiredtoprovideawrittendoctor’sstatementtoyoursupervisor.However,yoursupervisormayrequestwrittendocumentationforanyabsenceofanylength.Ifaparaeducatorisabsentfromworkforthree(3)ormoreconsecutivescheduledworkdayswithoutproperlycontactingthesupervisor,itwillbeassumedthathe/shehasvoluntarilyresignedhis/heremployment.

3. Additionally,five(5)ormoreabsencesortardiesduringanyquartermayalsoleadtodisciplinaryaction.4. Unlessyouareonanauthorizedleaveofabsence,youmustmaintaincontactwithyoursupervisorthroughoutanyabsence

extendingbeyondone(1)day,notifyinghim/herdailywhetherandwhenyouwillbereturningtowork.5. Anyparaeducatorexceedingfive(5)absenceswillberequiredtomeetwiththesupervisor.Themeetingcontent,addressing

specificexpectationsforattendancefromthatpointforward,willbedocumentedinaletterandsignedbythesupervisorandtheparaeducator.Copieswillbedistributedtotheparaeducator,buildingadministratorandSpecialServicesadministrator.Acopyoftheletterwillalsobeplacedintheparaeducator’sfileintheSpecialServicesoffice(seeexampleformletter).Iftheexpectationsofattendancedetailedintheletterarenotmetbytheparaeducator,thesupervisorwillnotifytheSpecialServicesadministratorandtheparafacilitator.TheparafacilitatorwillcontacttheparaandHumanResourcestoinitiateterminationaction.

PositiveWorkHabits:

● Maintainapositiveattitudeandbeflexibleinassignmentsandschedules–youareheretodowhat’sbestforkids● Havegoodworkattendance● Followthedresscodeinyourbuildingandbeagoodrolemodelforstudents● Utilizetimeappropriately● Communicatepositively,objectivelyandprofessionally● Demonstraterespecttostudents,teachers,parentsandothers● Demonstrateappropriateboundarieswithstudentsandfamilies,observingconfidentialitypolicy● Understandandfollowthechainofcommand● Representtheschool/districtinapositivemannerwhenworkingwithstudentsoutinthecommunity

JobResponsibilitiesandExpectations:

● Confidentialitymustbemaintainedatalltimes● ImplementIEPandBehaviorInterventionPlanasdirected● Reportchildabusetosupervisorperpolicyguidelines● Showinitiative

CHECKLIST–THINGSTOFINDOUT

Item Comments/Notes1. DutiesandResponsibilities

a. Whataremyregularandspecialduties?

b. WhatrecordsamIresponsibleforkeeping?

c. WhatschedulesamIresponsibleforfollowing?

d. WhatlunchtimeactivitieswillIberesponsiblefor? e. IfIamresponsibleforworkingwithmorethanone

teacher,howismytimedivided?

2. SchedulingandDailyActivities

a. WhatscheduleshouldIfollow?

b. Whendostudentscometoclass?Whendotheyleave?

c. Wherearesupplieskeptandhowaretheyobtained?

d. Whataretheplaygroundregulations?

e. WhatshouldIdoifIfindmyselfwithsomesparetime?

f. Whatequipmentisavailableandhowisitused?

g. Whatisexpectedofmeintermsofstudentdiscipline?

3. CommunicationandRelationships

a. WhatisthelineofcommunicationandauthorityIshouldfollow?

b. TowhomshouldIdirectquestionsconcerningschoolpolicies?

c. WithwhomshouldIdiscussaproblemconcerningrelationships?

d. Whatshouldbemyresponsewhenaparentraisesaquestiononhis/herchild’sfunctioningintheclassroom?

e. WhatcourseshouldIfollowifIfeelIdonothaveenoughtodo?

f. Howdoestheteacherviewtheteacher/pararelationship?

ESTABLISHTEAMWORK

1. Communicatewithyourteacherdaily2. Offersuggestionsorideasbutdon’tgetyourfeelingshurtifyoursuggestionsorideasaren’ttaken3. Askyourteacher’sopiniononyourperformance4. DiscussproblemsNOW.Don’tletthemgrowbiggerbyignoringthem 5. Trytofollowinstructionsexactlyasgiven6. Remember,allfinaldecisionsareuptoyourteacher7. Don’ttalkaboutschoolproblemstopeopleoutsideofschool8. Givetheteacherfeedback,ithelpsincommunication9. Letteachersknowyourinterests,hobbies,backgroundandexperience.Youmaybeabletocontributeto

specialclassprojectsandspecialinterestcenters10. Askquestions,theteachermayassumethatyouknowwhatsheistalkingaboutwhengivingdirections11. Learnclassroomprocedures,i.e.restroom,recess,lunch,drinks,firedrills12. Shareresponsibilities;offertodosomethinginhelpequalizetheworkintheroom.Don’twaittobetoldtodo

something.Workwiththeteacherasateam13. Bepatientwithyourself–teachingisalearnedprofession,ittakestime.Bepatientwiththeteacher–some

daysaremoredemandingthanothers.Bepatientwiththestudents,thecourtesyandrespectyoushowwillbeimitated

14. Becomefamiliarwiththetypesofstudentsservedintheclassroom15. Becomefamiliarwiththeacademicapproachoftheteacher16. Becomefamiliarwiththevarioustypesofacademicequipmentandmaterialsusedintheclassroom17. Haveapositiveself‐conceptthatyouarenotdependentuponconstantpositivefeedbackfromthestudents

CREATINGAPOSITIVEENVIRONMENT

● Mutualtrustandrespectbetweenteacherandstudent● Cleardefinitionofrules,responsibilitiesandrules● Aclimatewherethestudentsfeeltheybelongtothegroup● Aclimatewhereitissafeforstudentstoexpressfeelings● Aclimatewherestudentsreceiverecognition,acceptance,andappreciation● Aclimatewhereindividualdifferencesandculturaldifferencesarerespected● Aclimatewherestudentsestablishhelpfulinterpersonalrelationships● Aclimatethatexpressessupportandcaringforoneanother● Aclimatewherestudentsareinvolved

CODEOFETHICSFORPARAEDUCATORS

1. TheParaeducatorshoulddiscussthestudent’slimitationsonlywiththespecialeducationteacherandthosedirectlyinvolvedwiththestudent’seducationalprogram

2. TheParaeducatorshouldrefrainfrom:(a)airingschoolproblemsandconfidentialmatters,includingpersonalities,outsideofschoolcircles;(b)discussingadministrative,inter‐departmentalandinter‐schoolproblemsinthepresenceofstudents;and(c)gossipingaboutproblemswiththosewhocannotassistinthesolution

3. TheParaeducatorshouldbeconsistentinmanagingthebehaviorofthestudents4. TheParaeducatorshouldrefrainfromexpressingdifferencesofopinionordissatisfactionwiththesupervising

teacherinthepresenceofstudents5. TheParaeducatorshouldnevershowthathe/sheisangryathimself/herselforothersinthepresenceof

students6. TheParaeducatorshouldnotthreatenstudents

7. TheParaeducatorshouldnotsubmitstudentstosexualharassmentorracialharassment.Paraeducatorsshallnothaveanyinteractionofasexualnaturewithanystudentatanytimeregardlessofthestudent’sageorstatusorconsent.

8. TheParaeducatorshouldneverprogramandprescribeeducationalactivitiesandmaterialsforstudents9. TheParaeducatorshouldneverevaluatestudentsfrompsychologicalordiagnosticinstruments10. TheParaeducatorshouldneverberesponsibleforpreparinglessonplansandinitiatingoriginalconcept

instruction11. TheParaeducatorshouldneverinitiateparentorteachercontact12. TheParaeducatorshouldnevermakeanyvaluejudgmentsconcerningteachersstrategiesandplacements13. TheParaeducatorshouldneverbedirectlyresponsibleforthedisciplineofstudentsRememberthatyouareamemberofamostimportantprofession.Whatyoudointheclassroomwillhaveanimpactonthelivesofyourstudents.Astudentmaylearntoreadbecauseofyourefforts.Astudentmaybegintoseehim/herselfasadecenthumanbeingbecauseofyoureffortsonhis/herbehalf.Yourindividualhelpmaygiveastudentnewconfidenceindealingwithfutureproblemsituations.Othersmaylearngreatertoleranceandrespectforthosewithdifferentabilityorfromotherracialoreconomicgroupsbecauseofyouractions.

CONFIDENTIALITYRespectingconfidentialitymeansrespectingprivacy.AsaParaeducator,youwillhear,readandobserveinformationaboutstudentsthatisconsideredconfidential.Inshort,youwilllearnagreatdealaboutthestudentsyouworkwith,aswellastheirfamilies.Youmustalwaysrespecttheprivacyofthestudentsandtheirfamilies.Therearefederalandstatelawsdesignedtoprotecttheconfidentialityofstudentsservedbyspecialeducation.Thelawssaythatonlyeducatorsdirectlyinvolvedindeliveringservicestoastudentmayhaveaccesstorecordsandinformationabouthim/her.Personsnotdirectlyinvolvedindeliveringservicestoastudentdonothavearighttotheinformation.Countyourselfamongthose“directlyinvolved”educators.Yes,youhavetherighttoknowinformationaboutthestudentandstudentswhichwillaidyouinofferingappropriatesupport.Pleasenoteyouareallowedaccesstoinformationonlyforthestudentswithwhomyouareinvolved.Havingaccesstorecordsandtestresults,beingpartofdiscussionandplanningforastudent,andobservingandcloselyworkingwiththestudentarewaystofindoutmoreaboutthestudent.Alloftheseformalstrategiesforlearningmoreaboutstudents,theirabilities,andtheirneedsarecarefullymonitoredandevendocumented.Youalsoneedtobemindfulofmoreinformalwaysoffindingoutaboutstudents,suchasaskingquestionsandlisteningtoconversationsaboutthestudents.Thesemethods,whileusefulingatheringmoreinformation,asalsolessstrictlymonitored.Alwaysrememberthatyouareaprofessional,andprofessionalshonorconfidentiality.Afterall,it’snotonlyunprofessionaltodootherwise,butalsoillegal.Problemsofconfidentialityarenotalwaysintentional.Eagernessto“brag”aboutastudent’saccomplishmentorprogressforexample,mayappearharmless,butyoumaygivemoreinformationaboutachild’sareaofexceptionality,needs,oreducationalplanthanshouldbeshared.Hereareafewtipstohelpkeepconfidentialityfrombecomingaproblem:

● Becarefulwithwhomyoushareinformation.Isthatpersondirectlyinvolvedwiththestudent’seducation?● Don’tpointoutorlabelstudentsinpublic,outsideofschool,as“your”students● Avoidusingnamesifyouareaskedaboutyourjob.● Suggestthatquestionsaboutastudentarebestdirectedtotheregularclassroomteacherorthespecial

educationteacher● Becarefulnottodistort,exaggerate,orconfuseinformation● Neveruseinformationaboutastudentasgossiporasajoke● Focuscommentsonstudentstrengthsandbepositive● Nomatterwhoasksyouaquestionaboutastudent,ifyoudon’twanttoanswerorareunsurewhetheryou

shouldanswer,don’t.Youcandothisgentlyandpolitely.

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

useit!● Discussspecificbehaviorsorcharacteristicsorconditions,ratherthanthestudent.

InserviceInformation

INSERVICEPROGRAMSTANDARDS

Paraeducatorsarerequiredbylawtoobtaininservicetrainingannually.TheStateDepartmentofEducationdetermineswhichtraininghoursmaybecountedtowardtherequiredminimum.TheDirectorofSpecialEducationwillberesponsibleforschedulingtheappropriatetrainingforparaeducators.TheinservicehoursmustbeloggedontheParaeducatorInserviceLog.Thesupervisingteacher(s)mustsignforallapprovedhoursthathe/shehasknowledgeof.AllindividualhourswillbereportedtotheDirectorofSpecialEducation’sofficepriortothelastofficialdayofemploymentorearlierattherequestoftheDirector.Continuationofemploymentrequiresthattheminimumtraininghoursbeattained.Acopyofacceptablehoursandtheauthorizedformusedtodocumenthourswillbereviewedatthebeginningofeachschoolyear.Everyparaeducatorisrequiredtoshowevidenceofrequiredinservicehours.Paraeducatorsmustparticipateinstaffdevelopment,regardlessofthenumberofhours/dayordays/weekworked.Eachinserviceprogrammustincludethefollowing:

● Anorientationsession(e.g.confidentialityofstudentrecords,importantschoolpolicies,etc.)atthetimeaparaeducatorisemployedandanannualorientationthereaftertoensurecompliancewithconfidentialityandotherrequirements;and

● Staffdevelopmentactivitiesspecificallyrelatedtotheareaandtypeofprograminwhichthespecialeducationparaeducatorisemployed

20InserviceHoursRequiredParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorlessthan3years(withinthepast3years)aretocomplete20hoursofinserviceifemployedfor9monthduringtheschoolyear.StaffdevelopmenthoursmustbereportedtoKSDEthroughthePersonnelWebSystemascurrentlyreported.10InserviceHoursRequiredParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorformorethan3years(includingthepast3years)asvalidatedthrougharchivedspecialeducationpersonneldata,mustcomplete10hoursofinserviceifemployed9monthsduringtheschoolyear.StaffdevelopmenthoursmustbereportedtoKSDEthroughthePersonnelWebSystemascurrentlyreported.CollegeHoursCollegehoursmaybesubstitutedforspecialeducationinservicehours.Eachcollegehourwillbecountedas20inservicehours,appliedtotheschoolyearinwhichthecourseworkwasobtained.Collegehoursshouldbereportedascollegehours,becausetheconversiontoinservicehoursisautomaticallycalculatedwithintheprogramforthePersonnelReport.Submitcopyofgradecard/transcriptasevidenceofcoursecompletion.RequiredParaeducatorInserviceHoursItisessentialthatParaeducatorsinthedistrictreceivetheminimumnumberofinservicehoursrequiredforthemonthinwhichtheybecomeemployed(e.g.,ifyoubecomeemployedinthemonthofNovember,youwillberequiredtocomplete14hoursofinservice)ThesewillapplytoNEWParaeducatorsonly.

MonthEmployed NumberofHoursRequired August 20

September 18 October 16 November 14 December 12 January 10 February 8 March 6 April 4 May 2ParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorformorethanthreeconsecutiveyears(withinthepast3years)arerequiredbythestatetocomplete10inservicehoursfortheyear.Anexperiencedparaeducatorwhoworksapartialyearwillberequiredtocompletethefollowingnumberofhours:

LengthofEmployment NumberofHoursRequired 9months 10 8months 9 7months 8 6months 7 5months 6 4months 5 3months 4 2months 3

1month 2

● Ifyouwerenotanemployeeofthedistrictatthetimeoftheparaeducatorinservice,itisessentialthatyoureceivethespecifiednumberofhoursbasedonthemonthyoubecameemployed.

● Youmayearninservicehoursforattendingbuildinglevelinservicesessions,readingarticlesand/orbooksrelatedtoyourjob,viewingvideosrelatedtoyourrolesandresponsibilities,etc.ThereareavarietyofresourcesavailablethroughtheSpecialServicesDepartmentoffice.

● CopiesofinservicelogsareduetotheSpecialServicesCooperativeofficeattheendoffirstsemester.Paraeducatorsshouldhavecompletedatleasthalfoftheirrequiredhoursbythistime.

● CompletedandsignedinservicelogsareduetotheSpecialServicesCooperativeofficethelastdayofMarch,assoonasyourrequirednumberofinservicehourshavebeencompletedorimmediatelyuponresignationortermination.Totalthehoursatthebottomofyourinservicelog,haveyourassignedteachersigntheform,keepacopyforyourselfandsendtheoriginaltotheSpecialServicesCooperativeofficeassoonaspossible.Itwillnotbeaccepteduntilitissignedbyyouandyoursupervisingteacher.

INSERVICEACTIVITIESANDEQUIVALENTHOURS

Activity Equivalenthour(s)forinserviceReadpre‐approvedarticle:*Mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.

½hour

Readpre‐approvedbook:*Mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.

1hour/200pagebook.Additional½hourforwrittensummary.

Watchpre‐approvedtrainingvideo/DVD:*Mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.

Upto2hours

WatchInfinitecvideos(www.myinfinitec.org) InservicehoursearnedareequivalenttoInfiniteclearningcredits.

Attendpre‐approvedbuildinglevelinservicesessions:activitiesmustbespecificallyrelatedtotheareaandtypeofprograminwhichyouareemployed.(Mustbepre‐approvedbyPrincipalandCooperative.)

Inservicehoursearnedareequivalenttonumberofhoursspentinsession.

Attendpre‐approveddistrictlevelinservicesessions:activitiesmustbespecificallyrelatedtotheareaandtypeofprograminwhichyouareemployed.(Mustbepre‐approvedbyPrincipalandCooperative.)

Inservicehoursearnedareequivalenttonumberofhoursspentinsession.

Completepre‐approvedcollegeclasses Eachcollegehourwillbecountedas20inservicehoursandappliedtotheschoolyearinwhichthecourse‐workwasobtained.

CompleteNonviolentCrisisInterventiontraining Initialtraining8hours,refreshertraining4hours.Mustbeonyourschool’sNCIteamand/orpre‐approved.

Watchbloodbornepathogens&sexualmisconductvideos

½hour

Watchsuicidepreventiontrainingvideo 1hourReviewtheParaeducatorHandbook ½hour

SpecialServicesCooperative

2019‐2020ParaeducatorInserviceLog

Name: Teacher/School:

MyRequired#ofHours: TotalHoursCompleted: Copiesoflogsaredueon12/19/19.(Atleasthalfofrequiredhoursshouldbecompletedatthattime.)

Completedlogsaredueon3/27/20,whenhoursarecompleted,orIMMEDIATELYuponresignationortermination.

Paraeducatorsarerequiredtocompletetwoinservicehoursforeachmonthofemployment.InservicehoursareneededtomeetKSDErequirementstoholdaparaeducator'spositionfortheStateofKansasandtheSpecialServicesCooperative.Paraeducatorsmustparticipateininservice,regardlessofthenumberofhours/dayordays/week

worked.InserviceisarequirementforyouremploymentwiththeSpecialServicesCooperative.

20Hours ParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatorlessthan3years(withinthepast3years).9monthschoolyear=1year

10Hours ParaeducatorswhohaveworkedasaKansasspecialeducationparaeducatormorethan3years(includingeachofthepast3years).9monthschoolyear=1year

5Hours ParaeducatorswhoholdacurrentKansaslicense/certificateinthefollowingareas:Teacher,NCLBrequirementmet(duringcurrentschoolyear),SLP,OT,PT,OTA,PTAorLPN.Ifworkinginrelatedarea.

RequiredforALLparas: HoursBacktoSchoolInservice:orientationsessionaddressingCoOppoliciesandprocedures,employeeexpectations,confidentiality,mandatedreporting,EmergencySafetyInterventionsandbullyingprevention.EstimatedHours=3 Verification=sign‐insheet Date:____________________ BloodbornePathogens,SexualMisconductTraining&ParaeducatorHandbookReviewTotalHours=1 Verification=signaturesinTalentEd Date:____________________ SuicidePreventionTraining(trainingmustbeatleast1hour)EstimatedHours=1‐1.25 Verification=signatureinTalentEdorcertificate Date:____________________

RequiredforallNEWparas: NewParaOrientation:newemployeesmeetwiththeHRDirectorand/orParaFacilitator.

EstimatedHours=1‐2Verification=sign‐insheet/ParaFacilitator'sinitials:__________ Date:____________________

InfinitecLearningCampaign:Roles&ResponsibilitiesoftheParaandSupportingPositiveBehavior:TipsforSupportStaffWorkingwithStudentswithSpecialNeedsTotalHours=1 Verification=certificates

RequiredforallparaswhodidnotattendtheBacktoSchoolInservice:InfinitecLearningCampaign:StudentConfidentiality,MandatedReporting,EmergencySafetyInterventionsforKSandBullyingBasics

TotalHours=1.75 Verification=certificates

RequiredInserviceHours(pg.1total):

AdditionalInserviceOpportunities: HoursStaffDevelopment:inserviceactivitiesprovidedbyschool,districtorCoOp.Mustbespecificallyrelatedtotheareaandtypeofprograminwhichyouareemployed.Addadditionalpagesasneeded.*Mustbepre‐approvedbybuildingprincipalandCoOp.TotalHours=varies Verification=sign‐insheet&agendaTitle&Date: Title&Date: Title&Date: Title&Date: InfinitecOnlineClassroom:onlineprofessionaldevelopmentatwww.myinfinitec.org.InservicehoursareequivalenttoInfiniteclearningcredits.Addadditionalpagesasneeded.TotalHours=varies Verification=certificatesTitle&Date: Title&Date: Title&Date: Title&Date: Non‐ViolentCrisisIntervention:mustbeonyourschool'sNCIteamorapprovedbyyourteacher,principalandCoOp.TotalHours=varies Verification=sign‐insheetDate: Pre‐approvedBooks/Articles/Videos/DVDs:mustberelevanttoyourspecificclassroomand/orstudentswithwhomyouwork.*1hourfor200pagebook/.5hourforeacharticle/.5hourforwrittensummaryTotalHours=varies Verification=teacher'sinitials:____________________Title/Author: Title/Author: CollegeHours:creditsinrelatedsubjectsmaybesubstitutedforinservicehours.Eachcollegecreditwillbecountedas20inservicehoursandappliedtotheschoolyearinwhichthecourseworkwasobtained.*Mustbepre‐approvedbyCoOp.

TotalHours=varies Verification=collegetranscriptClassName:

AdditionalInserviceHours(pg.2total):

RequiredInserviceHours(pg.1total): TotalInserviceHoursCompleted:

Paraeducator'sSignature Date:

Teacher'sSignature Date:

EvaluationProcedures

EVALUATIONPROCEDURESEvaluationsaretobeusedasatoolforprofessionalgrowth.Newparaeducatorsandparaeducatorsthatarenewtotheschoolbuildingwillbeevaluatedbytheirsupervisingspecialeducationteachertwiceayear.ThefirstevaluationmustbecompletedpriortoOctober31andthesecondpriortoMarch31.ReturningparaeducatorswillbeevaluatedbytheirsupervisingspecialeducationteacheratleastonceeachyearpriortoMarch31.Whencomplete,theteacherwilldiscusstheevaluationwiththeparaeducatorandmakesuggestionsforimprovement.Theevaluationwillbesignedbytheparaeducator,evaluatingsupervisorandbuildingadministrator.Paraeducatorswillhaveanopportunitytorespondtoanyandallareasaddressedontheevaluationform.TheevaluationformwillthenbesenttotheparafacilitatorattheSpecialServicesCooperative.ParaeducatorswillbeevaluatedannuallythesameasallotherclassifiedemployeesofUSD320.Exceptionstothisinclude,recommendationsbytheStateDepartmentofEducationtoconductevaluationsmorefrequently,ortheperformanceoftheparaeducatorisnotmeetingtheanticipatedexpectations.Ifperformancestandardsarenotbeingmet,thesupervisingteachermayconductanevaluationmorefrequently.Aspartoftheevaluationprocess,paraeducatorswillconductaself‐evaluationwhichwillserveasapointofdiscussionbetweentheparaeducatorandthesupervisingteacher.

Becauseparaeducatorsmaybeassignedtomorethanonespecialeducationclassroom,generaleducationclassroom,orbuilding,thesupervisingteacherresponsiblefortheevaluationwillseekinputfromothercertifiedpersonnelwhohaveknowledgeoftheparaeducatorswork.Ifmorethanonespecialeducationteachersupervisesaparaeducator,thoseteacherswillcollaborateontheevaluation.TheprimarysupervisingteacherwillfiletheofficialevaluationwiththeDirectorofSpecialEducation’soffice.

Ifaplanofimprovementisrequired,aconferencewillbeheldtoreviewthecontentsoftheplan,includingthegoalstobeachieved,themethodsthatwillbeusedtoachievethosegoals,thesupervisoryplanofsupport,andthetimelinesinwhichthegoal(s)willbereviewed.Themeetingtodiscusstheplanofimprovementmayincludeoneorallsupervisingspecialeducationteachers,thebuildingprincipal,theparaeducatorfacilitator,andtheDirectorofSpecialEducation.Thebuildingprincipalwillmakethefinaldeterminationofthoseinattendance.

WamegoSpecialServicesParaeducatorEvaluation

DueDate:___________

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

**Theself‐evaluationdocumentisacopyofthisdocumentandshouldbeattached,ifcompleted.

Domain1:PlanningandPreparationPERFORMANCECONTINUUM

DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

1a.Demonstratingknowledgeofcontent

Displayslittleunderstandingofthesubjectorbasicskillareastaught.

Knowledgeofcontentarearepresentsbasicunderstanding,makeslittleconnectionwithbasicskillareasortopossiblestudentmisconceptions.

Demonstratessolidunderstandingofthecontentanditsrelationshipsandconnectionswithbasicskillareas.

Knowledgeofthecontentisextensive,showingevidenceofcontinuingsearchforimprovedpractice.Activelybuildsonknowledgeofthebasicskillareasandtheirrelationshiptothecontentandanystudentmisconceptions.

1b.Demonstratingknowledgeofstudents

Makeslittleornoattempttoacquireknowledgeofstudents'background,skills,orinterests,anddoesnotusesuchinformation.

Demonstratesknowledgeofstudents'background,skills,andinterests,andattemptstousethisknowledgewhenworkingwithstudents.

Demonstratesthoroughknowledgeofstudents'background,skills,andinterests,andusesthisknowledgetoworkwithstudents.

Demonstratesthoroughknowledgeofstudents'background,skills,andinterests,andusesthisknowledgetoworkwithindividualstudents.

1c.Planningandpreparingforcoherentinstructionw/supervisionbyalicensededucator

Showslittleornoevidenceoffollowingdirectionsorplanningorpreparingthestructuredlessonsasassigned.Unwillingand/orunabletocollaborateorshowinitiative.

Followsdirectionsinimplementingplannedorpreparedstructuredlessonsasassigned.Theparaengagesstudentsinmeaningfullearning.

Canindependentlyfollowdirectionsinplannedorpreparedlessonsasassigned.Collaborateswithlicensededucatorstoshareideasandstrategiestoaidinmeaningfullearningforstudents.

Collaborateswiththelicensededucatorbycontributingideas,showinginitiativeinplanningorpreparinglessons.Isabletoplanandpreparefordifferentiatedinstructionalstrategiesforindividualstudents.

TeacherFeedback:___________________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Domain2:SupportstheClassroomEnvironmentPERFORMANCECONTINUUM

DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

2a.Createsanenvironmentoftrustandrespect

Interactionsbetweentheemployeeandstudentsarenegative,inappropriateand/orcharacterizedbysarcasm,put‐downs,orconflict.

Interactionsareappropriateandfreefromconflict.

Interactionsreflectgeneralwarmthandcaring,andrespectfuloftheculturalanddevelopmentaldifferencesamongthestudents.

Interactionsarehighlyrespectful,andreflectgenuinewarmthandcaring,andrespectfuloftheculturalanddevelopmentaldifferencesamongthestudents.

2b.Abilitytousestrategiestopromotestudentindependence

Isunabletouseinclusivestrategiesthatpromotestudentindependence.

Underthedirectionofalicensededucator,canimplementsomestrategiestopromotestudentindependence.

Knowsandimplementsstrategiestopromotestudentindependence.

Implementsandencouragescollaborationofeducationalteamonpromotingstudentindependence.

2c.Abilitytoeffectivelyemployavarietyofstrategiesthatreinforcepositivebehavior

Haslimitedknowledgeandisunabletodemonstrateavarietyofstrategiesthatreinforcepositivebehavior.

Hassomeknowledgeandwithsupport,isabletoimplementsomestrategiesthatreinforcepositivebehavior.

Hasanunderstandingandisabletodemonstrateavarietyofstrategiesthatreinforcepositivebehavior.Knowsandunderstandswhatpositivebehavioralsupportsare.

Demonstratesavarietyofstrategiesthatreinforcepositivebehaviorusingastudent'sbehaviorplan.Implementspositivebehavioralsupports.Appropriatelycollectsobjective,accurateinformationonstudentbehavior.

2d.Responsibleforassistingwiththehealth,safetyandwelfareofstudentsandtheclassroomenvironment

Limitedawarenessofhealth/safetyfactorsthataffectstudenthealthandschoolsafety.

Identifiesfactorsthataffectstudenthealthandschoolsafety.

Examinesandimplementswaystoimprovethelearningenvironment.

Proactiveaboutproblemsolvingfactorsandwaystoimprovethelearningenvironment.

TeacherFeedback:____________________________________________________________________________________________________________________________________________________________________________________________________________________ Domain3:DeliveryofServices/AccommodationsPERFORMANCECONTINUUM

DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

3a.Abilitytoemployconstructivecommunicationstrategiesandapproachesinworkingwithstudents,staff,andthegreaterschoolcommunity

Writtenororalcommunicationsareabsent,poorlyorganized,vague,orincomplete;causingmistakesormisunderstandings.Haslimitedunderstandingoftheimportanceof,ordoesnotapplyconstructivecommunicationstrategieswithstudents,staffandfamilies.

Writtenandoralcommunicationsaregenerallyclear,concise,andwellorganized.Communicatesmessagesappropriatelyandrespectfully.

Ideas,opinions,andinstructionsareclearlyandconciselycommunicated.Continuouslyseeksinputfromothersandissensitivetotheinformationneedsofothers.Hasanunderstandingofanddemonstratesconstructivecommunicationstrategieswithstudents,staffandfamilies.

Demonstratesastrongabilitytocommunicateideas,opinions,andinstructionstoothers.Accomplishedinthepresentation/understandingofwrittendocuments.Mentorsteammembersoneffectivecommunicationandconflictresolutionstrategies.

3b.Engagingstudentsinlearning

Unabletoreadandfollowalessonplan.Unabletoprovidestudentswithcompleteandspecificinstructionstoactivities.

Hasknowledgeoftheprocessofadaptingmaterialsaccordingtostudentneeds.Followsoralandwrittendirections.

Understandsanddemonstratestheadaptationprocesswhenlookingatstudents.Providesappropriateaccommodations.Seeksoutclarificationand/ordirectionswhenneeded.

Cansuccessfullycollaboratewitheducationalteaminmeetingstudentneedsbyappropriatelyusingaccommodations.

TeacherFeedback:____________________________________________________________________________________________________________________________________________________________________________________________________________________________ Domain4:ProfessionalResponsibilitiesandDevelopmentPERFORMANCECONTINUUM

DEVELOPING PROFICIENT ACCOMPLISHED DISTINGUISHED

4a.ReflectiveonPractice

Showslittleornoevidenceofthinkingabouttheprograms,practicesorstudents.

Showsevidenceofthinkingaboutsupportingstudents.Contributeslittleinsightandsuggestionsonsupportingstudents.

Reflectsonexperienceswithstudents.Providesanaccurate,objectivedescriptionofpractice,citingpositiveandnegativecharacteristics.Makessomespecificsuggestionsabouthowthesupportprogramcouldbeimproved.

Reflectionsonpracticesandprogramsareaconstantsourceofnewideasandimprovementsbasedonstudentneeds.Showsanattitudeofaction;researchingisafrequenthabit.

4b.Relationshipswithcolleagues

Employee'srelationshipswithcolleaguesarenegativeorself‐serving.

Employeemaintainscordialrelationshipswithcolleaguestofulfillthedutiesthattheschooldistrictrequires.

Supportandcooperationcharacterizerelationshipswithcolleagues.

Supportandcooperationcharacterizerelationshipswithcolleagues.Staffmembertakesinitiativeinassumingleadershipamongcolleagues.

4c.Participatinginprofessionallearningopportunities

Avoidsprofessionallearningopportunities;hasnotparticipatedinlearningopportunitiesduringthisyear.

Participatesinprofessionallearningopportunities.Showsevidenceofapplyingnewlearning.

Seeksoutprofessionallearningopportunitiesandappliestheirlearningtohis/herwork.

Sharesoutcomesofhis/herlearningopportunities,andassumesaleadershiproletohelpothers.

4d.Showingintegrity,professionalismandconfidentiality

Hastroublemaintainingconfidentiality;orhasmadeerrorsinjudgementabouthowtoshowprofessionalintegrity.

Actswithprofessionalintegrity;knows,understandsandmaintainsconfidentiality.

Displayshighstandardsofhonestyandintegrityinallinteractions.Respectsconfidentialitynorms.Effectivelyresolvesconflictusingappropriatecommunications,followsdistrictchain‐of‐command.

Servesasamodelofprofessionalismandisabletosharewithcolleaguesbestpracticesaboutconfidentialityandethics.

4e.Displayingapositiveworkethic

Hasregularepisodesoffailingtobepunctual,present,orpreparedtostartworkinanappropriatemanner.

Canbereliedondailytobepunctual,present,orpreparedtostartworkinanappropriatemanner.

Consistentlyreliedontobepunctual,present,orpreparedtostartworkinanappropriatemanner.

Canbereliedoninanycircumstance;commitsthemselvestotasksthattakealargeamountoftimeand/orpersonalinvestment.

Workswellunderpressure.

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

TEACHERSIGNATURE:___________________________________________ DATE:__________________ PARAEDUCATORSIGNATURE:____________________________________ DATE:__________________BLDGADMINISTRATORSIGNATURE:______________________________ DATE:_________________

EMPLOYEECORRECTIVEACTIONREPORTName:__________________________________Position:____________________________Date:_____________

Theemployeeisbeingcorrectedforthefollowingreason(s):

Unreported/ExcessiveAbsence Failuretofollowspecificdirections

Reportingundertheinfluenceoruseofalcoholand/ordrugsatwork

Notclockingin/outasrequired Tardiness

Breachofconfidentiality

Improperconductwithstudent(s)/staff

Showingdisrespecttosupervisingteacher/buildingstafforstudent(s)

Notutilizingtimeasassignedbysupervisingteacher

Inappropriateattire Lackofmotivation/initiative/followthrough

Dishonesty/violationofacceptableusepolicy

Other–specify Cellphoneuseintheclassroom Notfocusingonstudentneedsintheclassroom

Dateandtimeofoccurrencethatleadtocorrectingaction:_________________________________________________________________

Hastheemployeebeencounseledbeforeforthesameoffense?□Yes□NoIfyes,givedate(s):_____________________Specificsoftheincidentforwhichcorrectiveactionisbeingtaken:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Correctiveactiontobetakenatthistime:________________________________________________________________________________________________________________________________________________________________________________________________________________________Followupdateoncorrectiveaction:__________________________________________________________________________________________Correctiveactiontobetakenuponfurtherviolationofdistrictpolicy:________________________________________________________________________________________________________________________________________________________________________________________

Followupresults:□continuedemployment□termination**************************************************************************************************

Ihavereviewedthisformwiththeemployeeandhe/sheunderstandsthisformwillbecomepartofhis/herpersonnelfile.SignatureofSupervisor___________________________________________________________ Date:_____________________

SignatureofAdministrator_______________________________________________________ Date:_____________________Ihavereadandunderstandthiscorrectiveactionformandunderstandwhatwillresultfromfurtherviolationsofdistrictpolicyofpoorjobperformance.SignatureofEmployee_____________________________________________________________ Date:_____________________

WorkplaceSafety

WORKPLACESAFETY

WorkEnvironmentandEmployeeResponsibilities:Toensurethesafetyandwellbeingofallstudents,staff,familymembersandcommunitymembers,USD320SpecialServicesCooperativestrivestofurnishaworkplacefreeofrecognizedhazardsthatcouldcauseanyphysicalharm.Employeesareresponsibleforreportinganyunsafeconditionsorcircumstancestoasupervisortopreventaccidents.Seriousorrecurringproblemsinvolvingequipmentmaintenanceorproceduralproblemswhichhaveanadverseeffectonanindividual’sorCooperative’swellbeing,shouldbereportedtoasupervisororbuilding/districtofficeadministrator.AsafeandproductiveworkplaceisaCooperativepriority.WorkplaceIllnessorInjury:

● Early,accurateandimmediatereportingisexpected–NOEXCEPTIONS● Anythingmoreinvolvedthanapapercutshouldbereported● Kansaslawallowsforworkercompensationclaimstobedeniedifnotreportedwithin10days● Followallthereportingsteps–everytime● Anyjob‐relatedinjury/illnessmustIMMEDIATELYbereportedtoyoursupervisor–ifyourimmediate

supervisorisnotavailableproceedtothenextlineofsupervisor/administrator● Failuretoimmediatelyreportajob‐relatedinjury/illnessmayresultindisciplinaryaction● Completetheappropriate“injuredemployee”formavailableineachbuilding’sfrontofficeandreturnto

theparafacilitatorattheSpedCoop● Thedateoftheinjuryanddatereportedmustbeaccurate● Employeeswillbereferredtoandexpectedtoimmediatelyproceedtothebuildingnurseorifdeemed

necessarybythebuildingnurse,theCoop’sdesignatedphysician.● DONOTgotoyourpersonalorfamilyphysicianforanyjob‐relatedinjury/illness–personalhealth

insurancemaydenypaymentoncetheydetermineyourinjury/illnessisjob‐related● Youmustbeseenbyaphysicianinourworker’scompensationnetwork,butunderKansaslaw,worker’s

compensationinsurancemayprovideupto$500foryoutoseeaseconddoctorofyourchoiceReturntoWork:

● Theamountandlengthofworkers’compensationisestablishedbystatelaw● Workers’compensationdoesnotcover100%ofemployeewages● Returningtoworkunderrestrictionsisgoodforeveryone● Providesemployeewithsupportsystemandhelpsthenfeelproductive● Employeesmustbeclearedtoreturntoworkbyworkers’compensationnetworkphysician● Anyremainingrestrictionswillbeclearlyprescribedanddocumentedbyaphysician● Everyeffortwillbemadetoreturntheemployeetohis/heroriginalworkassignment/unit● Modifieddutyassignments,thatcomplywithanyphysician’srestrictions,willbeestablishedandarranged

bybuilding/SpecialServicesDepartmentadministration,districtnurseandotheradministratorsasnecessary

● Onceanemployeehasbeenplacedinamodifieddutyassignment,thesupervisorisexpectedtoholdhim/heraccountabletonotexceedrestrictions

● Itistheemployee’sresponsibilitytonotexceedtherestrictions.Doingsowillresultindisciplinaryaction● Theongoingneedandappropriatenessofmodifieddutyassignmentswillbereviewedbyadministrationas

necessaryandperupdatesfromthephysician

Attendanceand

TimekeepingProcedures

PARAEDUCATORATTENDANCESTANDARDS

PunctualityandregularattendanceconveyhowseriouslyyoutakeyourjobandareessentialtotheproperoperationofUSD320SpecialServicesCooperative.Yoursupervisingteacherandthestudentsyouworkwithcountonyoubeingatworkandontimeeveryday.Attendancewillbenotedonyourevaluationandtakenintoconsiderationforemployment.Excessiveemployeeabsenceortardinesscreatesundesirableperformancefactorsforallemployees.ThosefoundtobeinviolationofUSD320SpecialServicesCooperative’sstandardsmaybesubjecttodisciplinaryaction,uptoandincludingtermination.

1. Ifyouwillbearrivinglate,leavingearly,ornotreportingtoworkforanyreason(unlessanunexpectedmedicalorotheremergencymakesitimpossibletodoso),youmustinformthesupervisingteacherassoonaspossible,butnolaterthanone(1)hourpriortothescheduledstartofyourworkday.Failuretocallinproperlywillbeconsideredanunreportedabsence,andmayresultindisciplinaryaction.

2. Forabsencesofthree(3)ormoreconsecutivescheduledworkdays,youwillberequiredtoprovideawrittendoctor’sstatementtoyoursupervisor.However,yoursupervisormayrequestwrittendocumentationforanyabsenceofanylength.Ifaparaeducatorisabsentfromworkforthree(3)ormoreconsecutivescheduledworkdayswithoutproperlycontactingthesupervisor,itwillbeassumedthathe/shehasvoluntarilyresignedhis/heremployment.

3. Additionally,five(5)ormoreabsencesortardiesduringanyquarter/trimestermayalsoleadtodisciplinaryaction.

4. Unlessyouareonanauthorizedleaveofabsence,youmustmaintaincontactwithyoursupervisorthroughoutanyabsenceextendingbeyondone(1)day,notifyinghim/herdailywhetherandwhenyouwillbereturningtowork.

5. Anyparaeducatorexceedingfive(5)absenceswillberequiredtomeetwiththesupervisor.Themeetingcontent,addressingspecificexpectationsforattendancefromthatpointforward,willbedocumentedinaletterandsignedbythesupervisorandtheparaeducator.Copieswillbedistributedtotheparaeducator,buildingadministratorandSpecialServicesadministrator.Acopyoftheletterwillalsobeplacedintheparaeducator’sfileintheSpecialServicesoffice(seeexampleformletter).Iftheexpectationsofattendancedetailedintheletterarenotmetbytheparaeducator,thesupervisorwillnotifytheSpecialServicesadministratorandtheparafacilitator.TheparafacilitatorwillcontacttheparaandHumanResourcestoinitiateterminationaction.

SpecialServicesCooperativeofWamego

USD#323RockCreekUSD#320WamegoUSD#329Wabaunsee10108thSt.Wamego,Kansas

Phone785‐456‐9195Fax785‐456‐1591

Date:To:(Paraeducatorname),ParaeducatorFrom:(SupervisingTeacherName),SupervisorRegarding:Conferenceof(date)toreviewattendance(ParaeducatorName),Thisletteristoaffirmourdiscussionon(date)regardingParaeducatorAttendanceStandards.Wemettodaytodiscuss(insertdetailsofthedistrict’sattendancestandards–andthendetailhowtheParaeducator’scurrentbehaviorofactualabsencesornotfollowingthereportingpolicy,isnotmeetingthosestandards).ItistheunderstandingofboththesupervisorandtheParaeducatorfromthispointon,thefollowingattendancestandardswillbemet:

1. Listasneeded2. Listasneeded3. Listasneeded

Itisfurtherunderstoodiftheseexpectationsarenotmet,thesupervisorwillnotifytheappropriateSpecialServicesDepartmentadministrator,thebuildingprincipalandtheparafacilitatorwhowillcontactHumanResourcesDepartmenttoinitiateterminationofemployment.Thankyou,_____________________________________ ____________________Signature(Paraeducatornametypedhere) Date_____________________________________ ____________________Signature(Supervisornametypedhere) DateCc:SpecialServicesDirector

TIMEKEEPINGPROCEDURES

AccuratelyReflectingWorkTime:Allemployeesareexpectedtoreporthoursworkedortimeoffinanaccuratemannerusingthecorrectdistrictdesignatedprocess.Employeesmustaccuratelyrecordallworkhoursandauthorizedtimeoffforvacation,sick,personalleave,otherleave(juryduty,FMLA,disability,etc.)andholidays.Employeesfailingtoproperlyrecordtime(includinginandoutformealperiods),signinginoroutforanotheremployeeorhavingotheremployeessigninoroutforyouareallviolationsofthispolicyandmayresultindisciplinaryactionuptoandincludingtermination.TimecardProcedures:Althoughsomepositionswillcontinuetoutilizeapapertimecardforaportionoftimeduringtheday,allotherpositionsarerequiredtousetheautomatedtimesystemSkywardinordertoeliminatethemanualprocessoftimecards.ThisautomatedtimesystemwillbeusedCoopwide.Thisisaweb‐basedsystemwhichallowsworkersandsupervisorseasyandaccurateaccesstotimeandattendanceinformation.HumanResourceswillprovidetrainingontherulesandproceduresforutilizingtheautomatedsystem.Adheretothefollowingtimecardprocedures:

● Pleasenotetheprocedureswhichapplytothepapertimecard*Timeistobesubmittedweekly*Beginning,endingandlunchbreaktimesaretoberecordedforeachday*Totalhoursworkedforeachdayshouldnotexceedtheassignednumberofhours*Whenusingsickleave,fillinthenumberofhourstakenusingtheappropriatedecimalcalculation*Ifyouhavesickleavetimeyouarerequiredtouseitwhenyouaresick.YoucannottaketimeoffwithoutpaywhenyouhaveavailablesicktimePapertimecard*TimecardsareduetheFridayoftheendingpayperiod*Timecardsmustbesignedbythesupervisingspecialeducationteacheraswellastheparafacilitator*TimecardsmustbeturnedintotheparafacilitatorNOLATERthantheMondayfollowingtheendofthepayperiodcut‐offdateAnyquestionsregardingtimecardproceduresshouldbedirectedtotheparafacilitatorat785‐456‐9195ortheHumanResourcesDepartmentat785‐456‐7643.

SpecialEducationTerms

andDefinitions

SPECIALEDUCATIONTERMSANDDEFINITIONSAccommodation:Anadjustmenttoanenvironment,situation,orsuppliesforindividualdifferences.Aclassroomcouldaccommodateastudentinawheelchairifdesksweremovedtomakewiderspaces.AchievementTest:Atestthatmeasuresastudent’sleveloffunctioninginacademicareassuchasmath,reading,andspellingActingOut:Behavioraldischargeoftensioninresponsetoapresentsituationorstimulus,asifitwereasituationorstimuluswhichwasoriginallyassociatedwiththetension.Oftenachronicandhabitualpatternofresponsetofrustrationandconflict.Adaptation:Achangeinwhatstudentsdoorareshapingofthematerialsstudentsuse.Adaptationsareessentiallythesameasmodifications,butcanspecificallyrefertothematerialsandequipmentstudent’susetoaidinlearning.Enlargingtheprintonaworksheetandaudiotapingatextbookareexamplesofsomeadaptations.AdaptiveBehavior:Theextenttowhichanindividualisabletoadjustandtoapplynewskillstonewenvironments,tasks,objectsandpeople.AdaptivePhysicalEducation:AdaptivePEprogramhavethesameobjectivesasregularphysicaleducationprograms,butaremodifiedtomeetthespecificneedsofstudentswithspecialneeds.AdventitiousDeafness:Deafnessacquiredthroughillnessoraccident;notcongenitalAffectiveLearning:Theareaoflearningrelatedtoemotionsorfeelingsratherthanthoughtorknowledge.AgeNorms:Numericalvaluesrepresentingtypicaloraverageperformanceforpersonsofvariousagegroups.Anoxia:Deficientamountofoxygeninthetissuesofapartofthebodyorinthebloodstreamsupplyingsuchapart.Aphasia:Lossorimpairmentoftheabilitytouseorunderstandorallanguage.Itisusuallyassociatedwithaninjuryorabnormalityofspeechcentersofthebrain.Severalclassificationsareused,includingexpressiveandreceptive,congenital,andacquiredaphasia.AppliedBehavioralAnalysis(ABA):Thescienceofapplyingexperimentallyderivedprinciplesofbehaviorismtomodifybehavior.ABAtakeswhatweknowaboutbehaviorandusesittobringaboutchangesofthebehavior(frequency,topography,latency,speed,fluency).Thebehaviorisanalyzedutilizingbehaviorassessmenttodeterminethefunctionalrelationshipofthebehaviorwithintheenvironment.Apraxia:Conditioninwhichthereisnoparalysis,butthemotoractivitycannotbecoordinatednormally,canbeseenasimpulsive,jerky,movementsandtremorswithdisruptionsinbalance.AptitudeTest:Ageneraltypeoftestthatisdesignedtopredictastudent’ssuccessinvariouskindsoflearning,beforeanyinstructionhastakenplace,asopposedtoanachievementtestwhichisintendedtomeasuremasteryofcurriculumwhichhasbeentaught.Articulation:Theproductionofspeechsounds.Assessment:Ageneraltermforevaluationwhichmayincludescreenings,observation,testinganddiagnosis.

At‐Risk:Atermusedtoidentifystudentswhocouldbenefitfromsometypeofshort‐termsupport.Thesestudentsruntheriskofnotsucceedingforoneofmanyreasons,frompooracademicskillstoexcessiveabsencestopersonalproblemsituations.AttentionDeficitDisorder(ADD)–AttentionDeficitHyperactivityDisorder(ADHD):Adisorderofthenervoussystemwhichinterfereswithaperson’sabilitytosustainattentionorfocusonataskortodelayimpulsivebehavior.AttentionSpan:Theextenttowhichapersoncanselectivelyfocushisattentiononthings.Audiogram:Itisagraphshowingthehearingsensitivityforairandboneconductedsounds.Audiologist:Aspecialistintestinghearing.Auditory:InvolvingthesenseofhearingAuditoryMemory:Theabilitytorememberandthenrecallthesoundsofspokenwords.AuditoryPerception:Theabilitytoreceivesoundsaccuratelyandunderstandwhattheymean.AuditorySequencing:Theabilitytoremembertheorderofitemsgiveninasequentiallist(e.g.,Monday,Tuesday,Wednesday).AugmentativeCommunication:Specialdevicesandmethodsofcommunicationwhichprovidesalternativesforspokenlanguage.Autism:Aseverelife‐longdevelopmentalexceptionalityaffectinginterpersonalrelationships,communication,andbehavior.Theexceptionalitymaymanifestitselfinvaryingdegreesincludingmild,moderate,andsevere.Theonsetofthisdisorderisusuallybeforetheageofthree.BasalReader:Amethodofteachingreadinginwhichinstructionisgiventhroughtheuseofaseriesofpublisherdevelopedtexts.Sequencingofskills,content,vocabulary,andactivitiesaredecidedbytheauthorsoftheseries.Basalreadersareagradedseriesthatincreaseindifficulty.BaselineObservation:Anoperantconditioningprocedureinwhichaninitialrateofsomeresponseisestablished.Itcanbeusedfordescriptivepurposesorasacontrolconditionpriortotheintroductionofbehaviormodificationproceduresandsubsequentresponserateofcomparisons.BehaviorContract:Anagreementbetweenastudentorgroupofstudentsandateacherorparaeducatorlistingspecificactionseachpersonistodemonstrate,therewardsthestudentwillreceiveforcompletingthetask,andtheconsequencesforfailingtodoso.Alsocalledacontingencycontract.BehaviorDisorders(BD):Atermusedtodescribeindividualswhoexhibitpatternsofbehaviorwhicharechronicinnature,occurinseveralenvironments,andinterferewithlearningintheeducationalsetting.Thesechildrenhavemarkedbehaviorexcesseswhichpersistoveraperiodoftime.Thisincludesaggressivebehavior,limitedabilitytowithstandfrustration,depression,anxietyandwithdrawalfrominterpersonalcontacts.Blind:Visionof20/200ormoreinthebettereyewhichnecessitatesdependenceprimarilyontactile(e.g.braille)andauditorymediumsforeducation.

Brain‐InjuredChild:Childwhobefore,during,orafterbirthhasreceivedaninjurytoorsufferedaninfectionofthebrain.Asaresultofsuchorganicimpairment,therearedisturbanceswhichpreventorimpedethenormallearningprocess.CaseManager:Thespecialeducationteacherortherapist,Title1teacher,orat‐riskcoordinatorwhoisresponsiblefortheimplementation,coordination,monitoring,and/orevaluationofastudent’sspecialneedsprogram.Acasemanagershouldbeacertifiedstaffmemberandisresponsibleforthepaperworkonastudent’sprogram.CerebralPalsy:Adisorderofthecentralnervoussystemwhichaffectsmusclemovement.CognitiveLearning:Theareaoflearningbasedonknowledgeandreasoning.Alsocalledacademiclearning.CognitiveStyle:Acertainapproachtoproblem‐solvingbasedonintellectual,asdistinguishedfromaffective,schemesofthought.CollaborativeTeaching:Aservicedeliveryoptionwhichallowsspecialeducationstudentstheopportunitytobeservedintheregularclassroom.Thespecialeducationteacherjoinstheregulareducationteacherintheclassroomandtogethertheydeliverinstructioninaco‐activeandcoordinatedfashion.Theregularclassroomteacherremainsresponsibleforthecoursecontentwhilethespecialeducationteacherprovidesmodifiedmaterialsandteachesvariouslearningstrategies.CompensationorCompensatoryInstruction:Instructionaimedat“gettingaround”aproblemoranareaofdifficulty.Techniquesforcompensatoryinstructionincludetheuseofalternativeinstruction,alternativetechniques,andadaptiveequipment.Astudenthavingalowreadinglevelcouldcompensatebyusingbooksontapeorbyhavingthematerialreadaloudtohimorher.Confidentiality:Theprivacyofinformationaboutstudentsandtheirfamilies.Confidentialinformationmaybeaboutproblemsanddisabilities,testscores,background,etc.Paraeducatorandothereducatorsarerequiredbylawtorespecttheconfidentialityofthisinformation.Congenital:Presentatbirth;usuallyadefectofeitherfamiliarorexogenousexternaloriginwhichexistsatthetimeofbirth.Consent:Referstoparentalpermissioninitiallyneededtoevaluateastudentortoplaceachildinaspecialeducationprogram.ContractServices:Schoolsystemsmayarrangewithotherpublicorprivateserviceproviders(e.g.,therapists,privateschools)toservestudentswithdisabilitieswhentheschoolsystemisunabletoprovidetheneededservices.CumulativeFile:Afilehousedatthestudent’sschoolcontainingreportcards,standardizedachievementtestscores,teacherreports,andotherrecordsofastudent’sschoolperformance.Deaf:Ahearingimpairmentsoseverethatanindividualcannotprocesssoundsevenwithamplificationsuchashearingaids.Decoding:Thereceptivehabitsofthelanguageprocess,e.g.,sensoryacuity,awareness,discrimination,vocabularycomprehension.

Deficit:Delayorinadequacyinfunctioningduetogeneralimmaturityanddevelopmentallag.Also,malfunctioningduetoirregularities,suchasspecificlessons.DelayedSpeechDevelopment:Thisisabroadtermwhichrefersonlytothefactthatastudenthasnotacquiredspeechattheexpectedtimeorwiththeexpectedproficiency.DiagnosticTest:Atestusedtolocatespecificareasofweaknessorstrength,andtodeterminethenatureofweaknessesordeficiencies;ityieldsmeasuresofthecomponentsofsubpartsofsomelargebodyofinformationorskill.Diagnosticachievementtestsaremostcommonlypreparedfortheskillsubjects‐reading,arithmetic,spelling.Distractibility:Thisappliestostudentswhofindconcentrationonaspecifictaskdifficulttosustain.Thesestudentsstruggletosortoutandfocusonwhatismostimportantwithintherangeofenvironmentalstimuli.DueProcess:Aseriesofstepswhichassuretherightoftheparentandchildtobefullyinformedandincludedindecisionmakingatallstepsinidentification,evaluation,planning,programmingandprogramevaluation.Whentheschoolandparentscannotagreeonappropriateservices,eitherhastherighttorequestanappropriateservice,eitherhastherighttorequestanimpartialhearing.Dyscalculia:Lossofabilitytocalculate,tomanipulatenumbersymbols,ortodosimplearithmetic.Dysgraphia:Impairmentinspontaneouswriting,theabilitytocopybeingintact.Dyslexia:Adisorderinwhichapersoncannotreadwithabilityorunderstandingbecauseheseeprintedwordsupsidedown,reversed,blurred,orbackwards.Dyslexiaisnotrelatedtogeneralintelligencebutisusuallyassociatedwithproblemsnotesinpersonswithlearningdisorder(e.g.problemswithintegrationoflearningmaterials).EarlyChildhoodSpecialEducation(ECSE):Programdesignedtoprovideappropriateinterventionservicesdesignedtomeettheneedsofindividualstudentswithdisabilities,ages5andunder.USD320offerscenter‐basedandcommunitybasedinterventionsforchildren3‐5;conductsscreeningfordevelopmentaldelaysinchildrenbirthtofiveandprovidesreferralforevaluationforchildrenbirthto3.EarlyIntervention:Providingservicesandprogramsforinfantsandtoddlerswithdisabilitiesinortominimizeoreliminatetheneedforspecialservicesastheymature.Echolalia:Automaticreiterationofwordsorphrases,usuallythosewhichhavejustbeenheard.EducationalAdvocate:Anindividualwhospeaksoractsknowledgeablyfortheeducationalneedsofanother.Endogenous:Developingwithinororiginatingfromcauseswithintheorganism.Epilepsy:Aneurologicaldisordercharacterizedbysuddenrecurrentseizureswhichmaytaketheformofconvulsionstominorblackouts.Etiology:TheinvestigationofthecausesofsignificantantecedentsofagivenphenomenonEvaluation:Anassessmenttodetermineastudent’sleveloffunctioningthroughtheuseofformaland/orinformalprocedures.Asaresultofthisevaluationrecommendationsaremadetodevelopanappropriateprogramforthestudent.

ExceptionalChildren:Childrenwhorequirespecialeducationservicestoenablethemtoreceiveeducationalbenefit.ExpressiveLanguageSkills:Theabilitytocommunicatethroughspeech,writing,orgestures.Exogenous:Outsidethegenes,allfactorsotherthanheredityorgenetic(suchasenvironmentortrauma)Eye‐HandCoordination:Theabilitytocoordinateinformationreceivedthroughtheeyeandprocessedthroughthebraininordertorelaythisinformationintoamotoractivity.Theabilitytocoordinateeye‐handmovementsisnecessaryforfinemotorskillssuchaswriting,cutting,coloring,etc.FineMotor:Theuseofsmallmusclestoperformtaskssuchaswriting,cutting,eating,tyinglaces.FormalAssessment:Usingstandardizedtestswhichmeasuresuchcharacteristicsasintelligence,achievement,speechabilities,motorproficiency,adaptiveskills,etc.Thesetestshaveastandardsetofdirectionsfortheiruseandinterpretationwhichmaynotbedeviatedfromduringtesting.FreeAppropriatePublicEducation(FAPE):PublicLaw94‐142requiresthatallchildrenwithdisabilitiesreceivefreeeducationalservices.Theseservicesentitlethemtobeprovidedwiththemostappropriateeducationintheleastrestrictiveenvironment.AnIEPmustbewrittenforeachidentifiedchildthatincludesallservicesthataretobeprovidedbythelocaleducationagency.Gifted:InthestateofKansas,astudentwhoisidentifiedasgiftedischaracterizedbyhavingahighpotentialingeneralintellectualabilityandspecificacademicaptitudes.Glaucoma:Theintraocularpressureoftheeyeincreasestosuchalevelthattheeyebecomesdamagedandsightisimpaired.GradeEquivalent:Ascoreindicatinghowastudent’sperformanceonatestranksintermsoftheaverageperformanceofstudentsofvariousgradesonthesameorasimilartest.Aninterpretationofagradeequivalentscoreof5.0meansthescorethattheaveragebeginningfifthgradermakesonthesamemeasurement.Itisrecommendedthatthisinterpretationisconsideredwithcaution.Gross‐MotorSkills:Thedevelopmentanduseofthelargemusclesthroughactivitiessuchasrunning,jumping,andwalking.Handicap:Impairmentofaparticularkindofsocialandpsychologicalbehavior.Itistheextentoftheindividual’ssubjectiveinterpretationofhisexceptionalityandimpairment.Haptic:Pertainingtothesenseoftouch.HardofHearing:Ahearingimpairmentinwhichanindividualcanhearsomesounds.Hearingcanbecorrectedsufficientlywithahearingaidtoenabletheindividualmakeuseofenvironmentalsounds.HeadStart:TheHeadStartprogramisbasedonthepremisethatallchildrensharecertainneeds,andthatchildrenoflow‐incomefamilies,inparticular,canbenefitfromacomprehensivedevelopmentprogramtomeetthoseneeds.Theoverallgoaloftheprogramistobringaboutagreaterdegreeofsocialcompetenceinchildren,thefamilyaswellasthecommunitymustbeinvolved.HearingImpaired:Atermthatincludesindividualswhoaredeaforhardofhearing.

Hyperactive:Abnormalexcessofphysicalactionaccompaniedbyrestlessness,lowtoleranceforfrustration,andshortattentionspan.Hypoactivity:Abnormallowlevelofphysicalactivity.IDEA(IndividualwithDisabilitiesAct):IDEAamendedtheEducationforAllHandicappedChildrenAct(PL94‐142)andoutlinesspecialeducationlawandregulations.IMC(InstructionalMaterialsCenter):Adistrictbuildinghousinginstructionalmaterialsavailableforeducators.Implement:Todoorputintoaction.Studentgoalsandobjectivesareoftenimplementedintheclassroombytheparaeducator.Impulsive:Actingwithoutthinkingandinanuninhibitedway.Inclusion:Studentswithspecialneedsreceivetheireducationandsupportservicesattheirneighborhoodschoolwiththeirageandgrade‐appropriatepeers.InclusiveClassroom:Aclassroominwhichstudentswithadiversityoflearningneedsandabilitiesshareinstructionalspaceandallstaffmemberswhoareresponsibleforprovidingsupportworktogethertobenefitallthestudentsintheclass.Avarietyofservicesareprovidedandavarietyofstudentneedsaremetinsidetheregularclassroom.IndependentReadingLevel:Alevelinwhichthestudentisconsistentlyabletoreadonhis/herownwithsuccess.IndividualEducationProgram(IEP):PublicLaw94‐142assuresanIEPforeachstudentinspecialeducationwhichmustincludeadescriptionofhis/herpresentleveloffunctioning,annualgoals,shorttermobjectives,relatedservicestobereceived,datesforbeginninganddurationofservices,extentofparticipationintheregulareducationprogram,andthecriteriatomeasurecompletionofthewrittengoalsandobjectives.IndividualizedFamilyServicePlan(IFSP):Awrittenplanofspecialsupportgoalsandservicesprovidedtoinfantsandtoddlers,aswellastheirfamilies.IndividualTransitionPlan(ITP):Awrittenplanoftransitiongoals,objectives,oractionsincludedintheIEPofspecialeducationstudentsovertheageof14or16.Integration:Studentswithspecialneedsreceivetheireducationandsupportservicesinregulareducationclassroomsandsomeeducationintheself‐containedclassroom.Servicesmaynotbeintheirneighborhoodschool.IntelligenceQuotient:Atermappliedtothestatisticindicatingone’sgeneralorscholasticaptitudewhencomparedwithotherpeopleofthesameage.Intervention:Anyservice,teachingtechnique,supplementalorspecialmaterialsusedtohelpastudentreachhis/herpotential.ItinerantTeacher:Ateacherwhoprovidesservicestostudentsforlessthan5%oftheschoolday.Theseservicesmaybedeliveredintheregularclassroomorinanothersettingwithintheschoolbuilding.JobCoach:Apersonwhoworkswithanindividualwithspecialneedsatthejobsitetoteachneededjobskillsandprovidingongoingassistanceandfollow‐up.

Language,Expressive:Referstotheabilitytocommunicatethroughspeakingorwriting.Language,Receptive:Referstotheabilitytounderstandspokenorwrittencommunication.LEA:Alocaleducationagencysuchasadistrict,division,county,orcity.LearningCenter:Aclassroomlocatedinaregularschoolsetting,inwhichastudentidentifiedwithspecialneeds,getsinstructionandsupportfromacertifiedspecialeducationteacherforpartofthestudent’sschoolday.Thespecialeducatorsareresponsibleforimplementinggoalsandobjectiveslistedonthestudent’sIEPandforofferingsupportandguidancetotheregulareducationteachertohelpthestudentsucceed.LearningDisability:NowreferredtoasIntellectualDisability(ID)Inabilitytolearneffectivelywithregardtoreceiving,organizingorexpressinginformationrelevanttotheschoolenvironment.Thestudent’sperformancedoesnotmatchexpectationsbasedonpotential.Deficitsarenottheresultofretardation,environmental,cultural,oreconomicdisadvantageorinconsistenteducationalprogramming.LearningStyle:amethodorprocessthatanindividualfindstobesuccessfulinlearninginformationthatisbeingpresented.Thismaybethroughvisual,auditoryortactileprocessesoracombinationoftheseprocesses.LeastRestrictiveEnvironment:Aspecialeducationtermmeaningtheplacementinwhichastudenthasthebestopportunitytoachievewiththeleastamountofrestriction,basedontheindividualstudentneedsandabilities.LegallyBlind:IntheUnitedStates,thelegaldefinitionofblindnessiscentralvisualacuityof20/200orlessinthebettereyeaftercorrection.Manipulatives:Hands‐onexperientialobjectsormodelsusedtohelpstudentsdevelopmeaningandunderstandingofconcepts(mostfrequentlyintheareaofmath).Memory,ShortTerm:Abilitytoimmediatelyrecallwhathasjustbeenpresented,ortorememberthatinformationwithinafewminutes.Memory,LongTerm:Abilitytorecallinformationthatwaspresented,afteralongperiodoftimehaspassed.MentalRetardation:Substantiallimitationsinfunctioningcharacterizedbysignificantlysubaverageintellectualabilityandassociateddeficitsincommunication,self‐care,homeliving,socialskills,communityuse,self‐direction,and/oracademicperformance.MinimalBrainDamage:Earlytermfordesignatingstudentswithneurogeniclearningandadjustmentproblems.Thetermisunsatisfactorybecausebraindysfunctionisnotnecessarilyduetodamage.Thetermisoftenusedandappliedinaccuratelyforthatreason.Modality:Anavenueofacquiringsensation;thevisual,auditory,tactile,kinesthetic,olfactory,andgustatorymodalitiesarethemostsensemodalities.ModeratelyMentallyRetarded:ThegeneralIQrangeof35‐49;generallyconsideredtrainable.Modification:Achangeinwhatstudentsdoorareshapingofthematerialsstudentsuse.Reducingthenumberofquestionsstudentsmustanswerattheendofthetextbookchapter,allowingthestudenttoansweroutloudinsteadofwritingananswer,andallowingthestudenttodoanactivitythatisdifferentfromwhattheotherstudentsaredoingareallexamplesofmodifications.

Motivation:Astimulustoaction;something(aneedordesire)thatcausesonetoact.MultidisciplinaryEvaluation:Anevaluationofanindividualinwhichagroupofprofessionalswilleachconductassessmentsintheirownareasofexpertisepsychologists,speechandlanguagetherapists,learningspecialists,physicaltherapist,etc.Multi‐Handicapped:Astudentwithacombinationofimpairmentsinwhichtheseverityoftheseimpairmentsmakeitdifficulttoaccommodatethestudentinaprogramforaparticularexceptionality.Thenatureoftheexceptionalitycouldbeacombinationsuchasblind,andmentallyandphysicallydisabled.Multisensory:Generallyappliedtotrainingprocedureswhichissimultaneouslyutilizingmorethanonesensemodality.Multi‐TieredSystemofSupports(MTSS):Acoherentcontinuumofevidencebased,system‐widepracticestosupportarapidresponsetoacademicandbehavioralneeds,withfrequentdata‐basedmonitoringforinstructionaldecision‐makingtoempowereachstudenttoachievehighstandards.Non‐Categorical:Aprogramservingstudentswithdisabilitieswhicharebasedoninstructionalneedsratherthanahandicappingcondition.NondiscriminatoryTesting:Anevaluationinwhichthematerialsandproceduresarenotraciallyorculturallybiased.Thetestmustalsobegiveninthestudent’sprimarylanguage.Nosinglemeasurementorprocedurewillbeusedasthesolecriterionforplacement.Objectives,Behavioral:AstatementusedintheIEPdescribingwhatthestudentmustdo,howhe/shewilldoit,andthecriteriausedtomeasureifthestudentaccomplishedtheobjective.OccupationalTherapy:Activitiesfocusingonfinemotorskillsandperceptualabilitieswhichassistinimprovinginallareasofthestudent’sdailylife;i.e.,writing,eating,cutting,etc..Theseactivitiesaredevelopedandimplementedbyanoccupationaltherapistorunderthesupervisionofthetherapist.OrthopedicallyHandicappedStudents:Shallmeanasevereorthopedic(skeletal)impairmentwhichadverselyaffectsastudent’seducationalperformance.Thetermincludesimpairmentscausedbycongenitalanomaly,impairmentscausedbydisease,andimpairmentsfromothercauses.OtherHealthImpaired:Atermusedtodescribeconditionsthatadverselyaffecttheeducationalperformanceofastudentnotcoveredbyotherexceptionalities(e.g.,IntellectualDisabilities,BehaviorDisorders,etc.).Variousmedicalconditionssuchasdiabetes,cysticfibrosis,leukemia,etc.arehealthimpairedconditionsthatfallunderthiscategory.Paraeducator:Additionaleducationalpersonnelhiredtoextendtheservicesofaschool’sprogram.Paraeducatorsusuallyperforminstructional,clerical,orstudentsupervisorydutieswithinaschoolorprogram.PercentileRank:Anumberbetween0and100tellswhatpercentageofindividualsinagroupofscoresbelowacertainscore.Apercentilerankof82saysthatthepersonscoredhigherthan82%ofthegroupandlowerthantheother18%.Perception:Recognitionofaqualitywithoutdistinguishingmeaning,whichistheresultofacomplexsetofreactions,includingsensorystimulation,organizationwiththenervoussystem,andmemory.

Perceptual–Motor:Theprocessbywhichpeopleselect,organize,andinterpretinformationintheformofmuscleactivity,asthisinformationisreceivedfromthefivesenses.PhysicalTherapy:Atypeoftreatmentforremediationofdisordersofthebones,muscles,joints,andnerves.Activitiesorroutinesdesignedtoincreasemovementskillsbyphysicalmethodssuchasheat,cold,water,massageandexercise.Placement:Theenvironmentinwhichastudentwithadisabilityistobeeducated.Theschool,specificprogram,classroom,relatedservices,andtheamountoftimethestudentwillspendwithnon‐disabledpeersisallpartoftheplacementdecision.PositiveBehaviorSupports(PBS):adecisionmakingframeworkthatguidesselection,integration,andimplementationofthebestevidence‐basedacademicandbehavioralpracticesforimprovingimportantacademicandbehavioroutcomesforallstudents.ProfoundlyMentallyRetarded:Termusedtodescribethemostseverelyretardedlevel,generallycoverstheIQrangeof0‐20.ProjectiveTest:Personalitytestbasedontheassumptionthatanyvague,unstructuredstimuluswillrevealunconsciousaspectsofone’sperceptionandpersonality.SuchtestsincludetheRorschachinkblots,drawings,picturecompletion,andstoryandsentencecompletiontest.Psychomotor:Pertainingtothemotoreffectofpsychologicalprocesses.Psychomotortestsaretestsofmotorskillwhichdependuponsensoryorperceptualmotorcoordination.PublicLaw101‐476:PL101‐476,IndividualswithDisabilitiesEducationAct(IDEA),islegislationpassedbytheUnitedStatestoinsurefreeeducationforallchildren.PublicLaw99‐457:TheEducationoftheHandicappedAceAmendmentsof1986,reauthorizedPL94‐142andamendeditwithprovisionsforchildrenagesbirththroughfiveyears.ThemajorchangesarefoundinPartH,whichaddressesinfantsandtoddlerswithexceptionalities,andPartB(Section619)whichmandatesservicesforpreschoolerswithexceptionalitiesagesthreethroughfive.Pull‐OutServices:Specialremedial,therapeutic,orenrichmentservicesprovidedtostudentsoutsidetheregularclassroom.Inthepast,almostalladditionalserviceswereprovidedinthismanner,regardlessofindividualstudentneed.Oneaimofinclusionistoreducetheremovalofstudentsfromtheregularclassroomwhenthesameintentofservicecanbeprovidedwithintheregularclassroom.ReadingComprehension:Theabilitytounderstandwhatonehasread.ReceptiveLanguage:Receivingandunderstandingspokenorwrittencommunication.Thereceptivelanguageskillsarelisteningandreading.Referral:Aformalnotificationtothelocalschoolthatastudentisexperiencingeducationaldifficultiesandmayneedfurtherevaluationtoidentifytheneedforspecialeducation.RegularClassroom:(ElementaryorSecondary):Aregularorgeneraleducationclassroomisthelocationwhereallstudentstypicallyreceiveinstructionongradelevelcurriculumfromageneraleducationgradelevelorcontentareateacher.Allstudents–includingstudentswithexceptionalitiesshouldreceivetheirinstructionintheregulareducationclassroomtothemaximumextentpossible.

RelatedServices:Servicesastudentwithexceptionalitiesmustreceivetobenefitfromspecialeducation.Theseservicesmayincludeamongotherstransportation,speechtherapy,physical/occupationaltherapy,orcounseling.RelatedServicesPersonnel:Specialeducationpersonnelotherthanthespecialeducationteacher,includingtherapists,counselors,psychologists,andspecialinstructors.Reliability:Theextenttowhichatestisconsistentinmeasuringwhateveritdoesmeasure;dependability,stability,relativefreedomfromerrorsofmeasurement.Reliabilityisusuallyestimatedbysomeformofreliabilitycoefficientorbythestandarderrorormeasurement.RemedialReading:Thecorrectionofareadingproblemthroughspecializedinstructionwhichtargetsincreasingfluencyandimprovingcomprehension.RemediationorRemedialInstruction:Instructionaimedatimprovingaskillorabilityinastudentor“catchastudentup”.Techniquesforremedialinstructionmayincludeprovidingmorepracticeormoreexplanation,repeatinginformation,anddevotingmoretimetoworkingontheskill.Astudenthavingalowreadinglevelcouldberemediatedthroughone‐on‐onereadinginstruction,phonicsinstruction,orpracticeinreadingaloud.ResidentialSchool:Thisschoolprovidesa“home‐away‐from‐home”settingforthestudent,andisprimarilyusedforastudentwhoismulti‐handicappedorwhosehomeschooldistrictcannotgivehimthespecialhelpheneeds.ResourceClassroom:Theresourceroomorlearningcenter,isthesettingaschoolwhereastudentidentifiedwithspecialneedsreceivesinstructionforaportionoftheschoolday(60%orless)fromaspecialeducationteacher.ResourceTeacher:Aspecialistwhoworkswithstudentswithspeciallearningneedsandactsasaconsultanttootherteachers,providingmaterialsandmethodstohelpstudentswhoarehavingdifficultywithintheregularclassroom.Theresourceteachermayworkfromacentralizedresourceroomwithinaschoolwhereappropriatematerialsarehoused.Studentsspendthebulkofthedayintheregularclassroom,comingtotheresourceroomforsupportinspecificskillareas.RespiteCare:Temporarycareisprovidedtofamilieswithstudentswithexceptionalitiesinordertoreceivefamiliesoftheconstantcareofthesepersons.Respitecaremaytakeplaceinthehome,thehomeoftherespitecareprovider,oranyagencysuchasaresidentialfacility.Thelengthofcareisdependentupontheneedsofthefamily.ReversalErrors:Atermusedtodescribeerrorsinreadingandwritingsuchasreversalofsingularletters(confusingbwithd,forexample),words(reading“was”as“now”),ortheorderofwordsinsentences.Schizophrenia:Agroupofpsychoticreactionscharacterizedbyfundamentaldisturbancesinrealityrelationships.SchoolPsychologists:Apersontrainedtogivepsychologicalevaluations,interpretresultsandsuggestappropriateeducationalapproachestolearningorbehaviorproblems.Thepsychologistalsoprovidesdirectservicestostudents,teachers,andfamiliesthroughconsultationandcounseling.Scoliosis:Curvatureofthespine.Screening:Thefirststepindeterminingwhetherspecialeducationservicesareneeded.Atthislevel,assessmentstendtobemoreglobalandtolookforcuestoaneedformorespecific,intervention‐orientedevaluations.

Section504EducationalPlan:Aplanofeducationalgoalsandobjectiveswrittenbyregulareducationteachersforstudentswhodemonstrateaneed,butdonotmeettheidentificationguidelinesforareasofexceptionalityinspecialeducation.Self‐CareSkill:Theabilitytocareforoneself;usuallyreferstobasichabitsofdressing,eating,etc.Self‐ContainedClassroom:Aclassroominwhichastudentwithexceptionalitiesreceivesthebulkoftheirinstructionthroughouttheschooldaywithminimalcontactwiththeirnon‐disabledpeers.SensoryIntegration:Sensoryintegrationistheprocessofthebrainorganizingandinterpretingsensoryexperiencesfromtouch,movement,bodyawareness,sight,sound,andthepullofgravity.Formoststudents,sensoryintegrationdevelopsinthecourseofordinarychildhoodactivities.Motorplanningabilityisanaturaloutcomeoftheprocess,astheabilitytoadapttoincomingsensations.Whentheprocessdoesnotdevelopasefficientlyasitshould,anumberofproblemsinlearning,development,orbehaviormaybecomeevident.Sensory‐Motor:Fineandgrossmotormovementsaretheresultofmessagesreceivedthroughthesenseswhicharetransmittedintobodyactivity.Sequence,LefttoRight:Thestudentmustbeabletosequencefromlefttorightacrossthepageinordertoread.SeverelyMentallyRetarded:ThegeneralIQrangeof20‐34;thosewhofallbetweentheprofoundlyretardedandthemoderatelyretarded.SocialHistory:Asocialanddevelopmentalhistoryofthestudentwhichincludesinformationonthestudent’sfamily.SpecialDaySchools:Schoolsdesignedforstudentswhohaveserioushandicaporaremultiplyhandicappedandneedcomprehensivespecialeducationservicesfortheirentireschoolday.SpecialEducation:Afederallymandatedprogramorganizedthroughstateandlocaleducationalagenciesthatprovideappropriateeducationalopportunitiesforstudentsqualifyingundercategoriesofexceptionalities.SpecialEducator:Onewhohashadspecialtrainingorpreparationforteachingthehandicapped;mayalsoworkcooperativelywiththeregularclassroomteacherbysharinguniqueskillsandcompetencies.SpecificLearningDisability:Thosestudentswhomanifestaneducationallysignificantdiscrepancybetweentheirestimatedintellectualpotentialandtheiractuallevelofperformanceinoneormoreoftheprocessesoflanguage,perception,reading,spelling,arithmetic,orwriting,whichmayormaynotbeaccompaniedbydemonstrablecentralnervoussystemdysfunctionsorbehavioraldisturbances.SpeechImpaired:Thestudyandtreatmentofallaspectsoffunctionalandorganicspeechdefectsanddisorders;oftenthesameasspeechcorrection.SpeechTherapy:PublicLaw94‐142identifiedtheneedforstudentswithspeechdisorderstoreceivetherelatedservicesfromaspeechtherapistorpathologistinthetreatmentofthisdisorder.Staffing:Agroupmeetinginwhichtheparentsandmembersofamultidisciplinaryteamdiscusstheresultsofevaluationsandobservationsinordertodeterminethestudent’sstrengths,weaknesses,andneeds,ifany,toreceivespecialeducation.

StandardizedTests:Teststhathavebeendevelopedthroughuseonlargegroups,withtheresultingscorebeingusedtoestablishnorms(orexpectedlevelsofperformance)forspecificagesorgrades.Themainpurposeofthisistoestablishacomparisonbetweenastudent’sscoreandtheaverageperformanceoftheirpeers.Strabismus:Lackofcoordinationintheeyemusclessothatthetwoeyesarenotdirectedatthesamepoint.SupplementalSecurityIncome(SSI):Financialhelpisgiventhroughfederalandstateaidforpersonswithdevelopmentalexceptionalitiesandtheaged.Eligibilityisdeterminedbythefinancialneedsofthestudentwhoisundertheageofeighteen.Syndrome:Agroupofsignsorsymptomsthatwhentheyappeartogethercharacterizeadiseaseordisorder.Tactile:Senseoftouch.TraumaticBrainInjury(TBI):Anopenorclosedheadinjurytothebrain,causedbyanexternalphysicalforce,resultinginatotalorpartialfunctionalexceptionalityorpsychosocialimpairmentthatadverselyaffectseducationalperformance.TitleI:Afederalprogramthatprovidesremedialandproactivesupporttoqualifyingstudentsintheareaofmathandreading.Transition:Themovementfromonesituationtoanother.Thiscouldrefertoavarietyofsituationsincludingthemovementfromoneleveltoanother(preschooltoelementary,secondgradetothirdgrade,juniorhightohighschool)orfromschoolintothecommunity.VisualAcuity:Measuredabilitytosee.VisuallyImpaired:Havingamildtoseverevisiondisorderwhichinterfereswiththeeducationalordevelopmentalprogressofastudent.Visual‐MotorCoordination:Theabilitytocoordinatevisionwiththemovementofthebodypartsofthebody.VisualPerception:Theidentification,organization,andinterpretationofsensorydatareceivedbytheindividualthroughtheeye.VocationalEducation:Providestrainingforindividualstopreparethemforpostschoolemployment.WechslerIntelligenceScales:Widelyusedindividuallyadministeredintelligencetests.WordAttackSkills:Theabilitytodecode(soundout)andunderstandneworunfamiliarwordsbyusingalreadyacquiredskills.