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Welcome USD 475 Geary County Schools Paraeducators 2014-15 School Year Katina Brenn Executive Director of the Exceptional Student Services Division.

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Presentation on theme: "Welcome USD 475 Geary County Schools Paraeducators 2014-15 School Year Katina Brenn Executive Director of the Exceptional Student Services Division."— Presentation transcript:

1 Welcome USD 475 Geary County Schools Paraeducators School Year Katina Brenn Executive Director of the Exceptional Student Services Division

2 ESS Leadership Team Katina Brenn- Director of Exceptional Student Services Kathy Beougher- Asst. Director of Exceptional Student Services Karen Truitt- District Autism Coordinator Traciann Petite- District Inclusion and Compliance Facilitator Jennifer Blair- Early Childhood Special Education Coordinator Stephanie McNemar- Inclusion Facilitator- Seitz Elementary Freda Felton-Inclusion Facilitator- Ware Elementary Lindsay Jones- Inclusion Facilitator- Fort Riley Middle School Ursula Popovich- Inclusion Facilitator- Junction City Middle School Patricia Dozier- ESS Coordinator- JCHS CAC Campus Jacinda Kinzie- Inclusion Facilitator- JCHS FSA Campus Sandy Gray- Transition Coordinator- JCHS

3 Share Point Resources

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7 PARA HANDBOOK Geary County Unified School District # N Eisenhower PO Box 370 Junction City, Kansas #

8 Para Handbook Section 1: Para Work Days/Staff Development Requirements Professional Development Record Form (April 17, 2015) Paraprofessional Work Days Memo Professional Development Hours Pyramid ESEA Assessment Requirements Provenance Learning Solutions Compliance Assessments Important Assessment Information Obtaining Professional Development Hours Infinitec-http://www.myinfinitec.org CPI Tidbits /CPI Dates

9 Para Schedule’s High School: 8:30-3:35 Para’s work: 8:15-3:50 with a 30 min lunch ___________________________________________ Middle Schools: 7:50-2:50 Para’s work: 7:35-3:05 with a 30 min lunch ___________________________________________ Elem Schools: 8:00-3:15 Principal’s split the para staff into 2 schedules Para’s work: 7:45-3:15 with a 30 min lunch Or 8:00-3:30 with a 30 min lunch

10 PARAPROFESSIONAL WORK DAY PARAPROFESSIONAL WORK DAYS To:Building Principals, Coordinators, Teachers, Paraprofessionals and Payroll Dept. From:Katina Brenn, Executive Director of Exceptional Student Services Department Re:Paraprofessional Work Days Date:June 18, 2014 Instructional Paraprofessionals first full day of work will be August 11. The schedule for the day includes working in their assigned school with their supervising Exceptional Student Services teacher in the morning and attending the required beginning of the year orientation in the afternoon. The first full day for HI Interpreters and paraprofessionals assigned to the ARC, FLS, and TLC classrooms will be August 8. The schedule for the day includes working in their assigned school with their supervising Exceptional Student Services (ESS) teacher. If Principals have any paraprofessionals not needed because of enrollment, please contact The ESS Director. Paraprofessionals who have worked for USD 475 as a paraprofessional for 3 full years or less are required to have 20 hours of professional development (or 2 hours for every month of employment). Paraprofessionals who have worked for USD 475 as a paraprofessional for 4 consecutive years or more are required to have 10 hours of staff development (or 1 hour for every month of employment). This is regardless of the number of hours per day that they work). District salary reimbursement is dependent on their ability to complete the required amount of professional development hours required. Two of the hours each year must be Orientation which is:

11 August :30-3:30 Para Orientation. For all paraprofessionals orientation will be at Junction City Middle School Auditorium (Paraprofessionals who are hired later must attend a district level paraprofessional orientation. Kansas Department of Education is asking that Paraprofessionals participate in staff development with their supervising teachers. Staff development days should be building days if possible, determined by their building level administrator. The paraprofessional handbook offers paraprofessionals multiple opportunities for obtaining staff development hours to include but are not limited to 1 college credit = 20 hours, Provenances module = 1 hour, Infinitec modules = the amount of time of the module, and a book review evaluation process. Please consult the paraprofessional handbook for additional options. The paraprofessional handbook can be found under the paraprofessional resources link on the district’s Exceptional Student Services (ESS) Department’s share point site. Once paraprofessionals attain their 10 or 20 hours of staff development, they will not be paid to work any further staff dev. days unless principals request paraprofessionals to work for specific reasons. Requests should be made to the Exceptional Student Services (ESS) department office. PARAPROFESSIONALS DO NOT WORK: Flexible Professional Development days or Parent/Teacher Conf. Days ELEMENTARY PARAPROFESSIONALS: Can work the K-5 Plan days as determined by their Principal.

12 To:Special Education Paraprofessionals and Administrators From:Katina Brenn, Director of Exceptional Student Services Division Re:The Elementary and Secondary Education Act Requirements Date:August 1, 2013 The Elementary and Secondary Education Act - includes requirements for teaching aides which includes special education paraprofessionals who assist with instruction in reading, math and writing. This law applies to Title I buildings. Our district is choosing to apply this law district wide (EC-12). Paraprofessionals must: 1) Obtain college hours equivalent to an Associate’s degree – (48 hours) OR 2) Obtain an Associate’s or higher degree. The alternative to taking college hours is:  Paraprofessionals must pass an assessment in reading, writing and math within 90 days of employment.  To get set up to complete study modules and/or schedule the assessment contact Nicole Nutter at USD #475 has purchased the Master Teacher site which is accessible from any computer and will assist you in:  preparing for the academic assessment (which is mentioned above) AND  creating a “transcript” of courses which can be used for in-service hours Information about accessing this network is on the attached page. Completion of one course will equate to one hour of staff development if you choose to do this. You will be asked to print a “transcript” of the modules you have completed by April 17, 2014.

13 SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION Accommodations for person with disabilities, visual difficulties, physical handicaps, etc. should be arranged for paraeducators, provided the accommodations do not include assistance in answering the questions or a change in the assessment. Breaks should be permitted for emergencies only. If a break is necessary, the para must show the supervisor the portion of the test completed and log off. The para will then resume the assessment up on return. Only the internet window with the assessment should be open. The supervisor should monitor each screen to make certain the para follows this rule.

14 SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION The supervisor will answer only questions about assessing and using the assessment program. There should be no talking among the paras during the assessment. Calculators/cell phones/notes are not permitted. Scratch paper should be provided. This assessment must be completed by the 90 th day of employment. You may not return to work until the assessment has been completed.

15 Obtaining Staff Development Hours College Hours – One or more credit hours = 20 hours of in-service Read a book (education relevant) – 150 pages = 3 hours Watch a video (education relevant) – In-service time = time of video My -Infinitec Website on line moduleshttp://www.myinfinitec.org You must have permission from your administrator to work more than the required Staff Development hours.

16 Obtaining Professional Development Hours LEA Determined – In-service Requirement Hold a current Kansas teaching license Related Service license – eligible for Categorical Aid OTA, PTA, and LPN 10 Hours – In-service Requirement Special education para for USD 475 for more than 3 years – years must be consecutive and recent (as archived in the Personnel Database) 20 Hours- In-service Required 3 consecutive years or less & recent years experience as a special education para in Kansas Note: Taking the ESEA test does not accrue professional Development hours

17 Due no later than April 17th Due by APRIL 17 th, Inservice Record Form

18 Para Handbook Section 2: Roles and Responsibilities Information from KSDE Concerning Paraprofessionals Kansas Regulations Paraprofessional Competencies Appreciating Diversity Confidentiality Importance of teamwork A Law to Protect the Privacy of Student records Ethical Guidelines for Paraprofessionals Teacher and Para Roles in Managing Behavior The ABC’s of Behavior Principals of Motivation/Reinforcements How to manage behavior when it occurs Ethical Considerations in Behavior Management Supporting Teachers’ Instruction Assessing Student Performance Supporting Instruction in Content Area Classes Accommodations and Modifications Characteristics of Effective Paraprofessionals

19 Role Clarity Teacher has the overall responsibility for the program Paraeducator works under the supervision of the teacher –know the boundaries of your role Teacher needs to be primary contact person with the parents with regards to questions about child’s behavior, program planning, etc. Paraeducator should not make independent decisions about what the family or the child needs: – Consult with the teacher – Pass on families’ questions and requests to the teacher

20 20 – Overall Program Planning (overseeing, IEP goals and objectives, addressing standards, lesson planning, prescribing, managing the instructional environment) – Instruction (based on unit plans, lesson plans, IEPs, remedial literacy plans, 504 plans, other individualized plans) – Assessment (Collecting, coordinating, and interpreting information about the student including current levels of functioning, determination of disability, reporting student progress) – Collaborating (consulting with other professional personnel, meeting coordinating, communication) – Managing Paraeducators  Implement instruction in various environments, based on lesson plans provided by the teacher  Reinforce learning with individuals or small groups  Assist individual students- personal care, mobility  Assist with observations/data recording/charting  Assist with ongoing behavior management  Participate in building level duties as assigned by building administrator  Assist in data collection  Maintain and operate instructional equipment  Help develop schedules  Team participation Teacher/Professional RolesParaeducator Roles Role Clarification

21 Kansas Regulations Regarding Paraprofessionals The following statements are from the Kansas Special Education Regulations. They say that at paraprofessional…… Cannot be solely responsible for special education instruction or related services. Cannot select or give formal, standardized tests or interpret any results Cannot select, program, or prescribe educational activities or materials without supervision* and guidance of a teacher. Teachers do all initial planning and introduction of new material. Cannot be solely responsible for preparing lesson plans or initiating original instruction. Must have direct supervision* & involvement from a professional to implement a student’s IEP.

22 Cannot be employed in place of a certified special education professional. Cannot be a substitute teacher unless the paraprofessional has the appropriate certification. Cannot be enrolled as an elementary or secondary student. Cannot perform nursing procedures or give medications without appropriate supervision* from an approved health care professional. *Supervision- The professional the paraprofessional is assigned to must meet Kansas’s certification requirements. When the assigned teacher is not present, a designated principal or teacher may supervise the paraprofessional. Supervision time for instructional paraprofessionals shall be determined by the supervising teacher and paraprofessional and based on the students’ needs.

23 Emergency Safety Interventions (ESI) Emergency Safety Interventions = Seclusion and Restraint ESI= All Staff & All Students Guidelines for seclusion and restraint are now Kansas Regulations Resources, regulations, and more information can be found at this website

24 Definitions K.A.R (c) defines an emergency safety intervention (ESI) as “the use of seclusion or physical restraint when a student presents an immediate danger to self or others.” Physical Restraint-Bodily force used to substantially limit a student’s movement. The term does not include physical escort. Physical Escort-The temporary touching or holding of the hand, wrist, arm, shoulder, or back of a student who is acting out for the purpose of inducing the student to walk to a safe location.

25 Emergency Safety Interventions (ESI) A school employee should use physical restraint on a child with a disability only if the child's behavior presents an imminent risk of harm or the child is involved in an altercation. Except to intercede in an altercation, each school employee applying physical restraint should use a method of physical restraint in which the employee has received training and should apply the physical restraint in a manner that is proportionate to the circumstances and to the child's size and age and the severity of the child's behavior. "Physical restraint" means bodily force used to substantially limit a person's movement, except that consensual, solicited, or unintentional contact and contact to provide comfort, assistance, or instruction shall not be deemed to be physical restraint. "Imminent risk of harm" means an immediate and impending threat of a person causing substantial physical injury to self or others. Violent action that is destructive of property may involve a substantial risk of injury to a person.

26 Reporting to Kansas Administrators report to the state on a quarterly basis the details of any seclusion and/or restraint Each building is responsible for keeping a log of details including: student ID, date, time, duration, description of ESI, and parent contact that was made Reporting to Parents Parents must be contacted verbally by the end of the school day whenever physical restraint or seclusion are used (just like with a head injury) After the verbal contact, parents must be contacted in writing within 48 hours

27 What Does this mean in practice? Immediate danger to self or others means: You would need to be able to prove that you were – in fear of physical danger – in fear that others where in physical danger or – in fear that the student physically endangering themselves

28 Do not place your hands on a student unless they are going to harm themselves or others.

29 Training USD 475 supports and provides training for verbal de-escalation and restraint using the CPI program (Crisis Prevention Intervention). The philosophy of CPI and the state of Kansas support the Care, Welfare, Safety, and Security of staff and students as a primary concern.

30 To determine availability or register for classes by contacting Nicole Nutter at (785) Class size is limited. DODon’t Remain CalmOver react Be aware of the environmentIssue Ultimatums Isolate the situationFreeze Enforce LimitsBe threatening Respect personal SpaceEnter into a power struggle ListenInvolve an audience Be supportiveTake it personally

31 CPI Tidbits The CPI Supportive Stance: – Standing outside the personal space bubble – Turned at a 90º angle – Stay a leg length away from the person you are working with. Keys to setting limits – Be clear and Concise Give 2 choices and 2 consequences – Be reasonable and fair – Make sure your consequences are enforceable Rational Detachment: The ability to stay in control of ones own behavior and not take the acting out behavior personally

32 Behavior is learned and serves a purpose. Physical acting-out situations can be prevented with verbal de-escalation and physical restraint and/or seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others.

33 Managing Behaviors and Enhancing Social Interactions of Student Use age-appropriate language, tone of voice, and reinforcement procedures. Implement teacher-developed behavior plans and techniques that adhere to the laws, regulations, and procedural safeguards concerning the management of student behaviors. Demonstrate effective strategies for the management of student behaviors. Implement teacher-developed strategies and techniques that enhance social skill development in children and youth. Assist teachers and other professionals in modifying the learning environment to manage behavior. Facilitate the development of peer interactions and friendships for students with disabilities in classroom, school, and community settings. Monitor and assist children and youth in non-academic learning environments (i.e., lunchrooms, study halls, playgrounds, and buses).

34 The ABC’s of Behavior Reasons for Misbehavior Students don’t know teacher expectations. Students are unaware of when/how often they’re behaving inappropriately. They don’t know what appropriate behavior is. Student may need attention. Students may feel powerless, so they create their own power

35 The ABC’s of Behavior A = Antecedent—What preceded or triggered the behavior? (Develop an understanding of why the behavior occurs.) B = Behavior—What happened? C = Consequences—What does the student get out of the behavior? Examples: A = Student leans back in chair. B = Student falls over backward. C = Peers laugh and student gains attention, or student is injured. A = Student is having difficulty reading fluently. B = Student refuses to read and gets angry and throws book. C = Staff assist and encourage student, provide alternative reading strategies, or student is sent to the office for discipline.

36 How To Manage Behavior When It Occurs Ignore behaviors Criteria for ignoring behaviors: Ask yourself Can you teach? Can the student learn? Can his/her classmates learn? Is the behavior not likely to escalate? Use nonverbal communication Proximity (standing near a student) Eye contact Gestures (i.e., fingers to lips, nods Move your attention away from student Use verbal communication Tell the entire class/group what you expect. Give private, quiet redirective to student talk to the student privately or create an “illusion of privacy” quietly tell student what you expect say, “thank you” If necessary, give a choice involving a consequence-Consequences must be discussed and sanctioned by the supervising teacher ahead of time.

37 Ethical Considerations in Behavior Management Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment. Avoid embarrassing students and offer suggestions in private in the form of constructive criticism. Never engage in a power struggle. Strive for win/win. Don’t touch students who are upset, and don’t hesitate to get help from another teacher if you need it. Do not place your hands on a student unless they are going to harm themselves or others. Keep your supervising teacher informed.

38 Confidentiality is extremely important when working with students Keep student information private. Don’t speak about students to friends, family, or to or in front of other students. Don’t speak about students to other teachers except on a need-to- know basis. If anyone in the school or community asks you for specific information about a student’s disability, refer them to the supervising teacher. Don’t point our or label children in public. Be careful not to distort, exaggerate or confuse information. Never use student information as gossip or a joke. Focus comments on student strengths and be positive.

39 A Law To Protect the Privacy of Student Records The Family Educational Rights & Privacy Act (FERPA) (FERPA): Protects the privacy of parents & students Requires that every school district have a written policy, explaining standards for keeping educational records confidential A school district receiving federal funds may lose those funds if it discloses personally identifiable information in a student’s education records without the proper consent Those who may access records without explicit written consent of parents: Teachers or other personnel responsible for the design, preparation, and delivery of education and related services Personnel who are responsible for the health, safety, and welfare of a student Paraprofessionals may access educational records through the classroom teacher and administration, as the local school district permit.

40 Confidentiality Video

41 Rehearsed Responses to Requests for Confidential Information Possible RequestPossible Responses “I heard you’re working at the school... Is that 3 rd grade teacher as mean as everyone says?” “I’m an employee at the school now, I can’t talk about my colleagues that way.” OR “Employees aren’t allowed to talk about one another outside of school, sorry.” “Who’s the funny looking kid that flaps his hands all the time?” “Student information is confidential to everyone but his parents and teachers.” OR “Sorry, I can’t talk about kids outside of school.” “What’s the scoop on Gail… I heard her husband…?” “Gail’s my fellow employee as well as my friend now, I can’t discuss her private life.” “What’s wrong with Suzanna?” “Student information is protected by law. I’d be breaking the law if I spoke about any student outside of school.” “I heard Jason is doing better with that new special ed teacher.” “Jason’s progress is confidential. It’s not okay for me to discuss it.” “Is Tanya in the special reading class?”“Placement of students is a confidential matter. We’re not allowed to speak about student placements outside of school.”

42 How are the services you provide determined?

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44 Step 1 Determine the specific area of exceptionality based on the evaluation data

45 Step 2 Determine what the student’s areas of strengths and weaknesses as it pertains to the exceptionality area

46 Step 3 Determine the goal(s) in the weakness or strength areas as it pertains to the identified exceptionality that the team will work toward during the annual IEP time frame.

47 Step 4 Determine what specialized instruction is required to make progress on the identified goal(s).

48 Step 5 Determine where the specialized instruction will take place.

49 Step 6 Determine the amount of time it will take to administer the specialized instruction. – When does the instruction or behaviors occur? (math, reading, writing, or behavior goal) – If the specialized instruction occurs in the general education setting the amount of time can not exceed the time that instruction occurs in the schedule.

50 Paraprofessional Competencies: General Knowledge and Values Awareness of the legal rights of children and youth with exceptional learning needs and their parents in educational settings. Understanding of individual learning styles and environmental factors that impact teaching and learning processes. Understanding of the differences among the roles and responsibilities of professionals, paraprofessionals, and other support personnel. Basic knowledge of special education processes, procedures, and regulations. Awareness of and respect for social, cultural, linguistic, religious, economic, and ability differences in students and their families. Understanding of the similarities and differences among the cognitive, communicative, physical, social, emotional, and behavioral needs of children and youth with and without exceptional needs.

51 Communicating and Collaborating with Teachers and Other Professionals Follow teacher instructions and implement team decisions. Interact effectively with and demonstrate respect for the views, rights, and contributions of parents, teachers, and other school personnel. Contribute relevant, objective information to teachers and other school professionals to facilitate planning, problem solving, and decision-making processes across all relevant settings. Participate as a member of an instructional team to plan and organize learning experiences for students. Participate in team meetings to assist in the development of Individual Education (IEPs) for students.

52 The Characteristics of Effective Para Lifelong learner Good interpersonal skills A positive attitude A desire for self-improvement Self-confidence Patience Empathy Concern for children

53 Demonstrate Professional & Ethical Work Behaviors Recognize that the supervisor has the ultimate responsibility for instruction and management of the learning environment. Engage only in activities that are delegated to them by the supervisor Follow directions of the supervisor Refer concerns about the children, parents, other team members to the supervisor. Communicate child’s progress or concerns with parents or others only as directed to do so by the supervisor. Maintain a high level of competence and integrity. Respect the dignity, privacy, human and legal rights of all children, their families, and staff members Refrain from engaging in discriminatory practices based on children/families disability, race, sex, language, cultural background, and religion.

54 Develop Healthy Professional Relationship with Parents Personal vs Professional Relationship Be aware of the thin line between the two Know that friendship with parents: -needs to be maintained outside the school -may be personally fulfilling for both parties but not always effective for the child’s program Exercise professionalism and separate your personal feelings from your work. Be an advocate for families but don’t step on other peoples’ toes. Keep teacher in the loop!!

55 Foster independence among students & families When students become dependent on you –their families too! With students: Use “wait time” to allow the student to follow teacher directions independently before stepping into assist Give students opportunities to practice on their own Support only when needed Do things with instead of for the individual. Let students choose between acceptable options “Moves on” to assist other students needing help once the support is given. Help students learn self-confidence, self-reliance and achieve as much autonomy as possible

56 Participating in Professional and Ethical Practices Maintain confidentiality of individual students and their families. Perform assigned responsibilities under the supervision of teachers in a manner consistent with professional and ethical guidelines established by the district, agency, state, or professional organization. Assist teachers and other professionals in protecting the civil, legal, and human rights of children, youth, and their parents. Perform tasks that are within an appropriate range of responsibilities for paraprofessionals. Do Not communicate with parents about programming or issues that may occur. Be sure to direct them your supervisor or administrator. Participate in on-going staff development and self-evaluation activities, and apply constructive feedback to practices within the educational setting. Participate with administrators, consultants, and/or other professionals in designing and implementing comprehensive professional development activities for paraprofessionals.

57 Appreciating Diversity Today’s public schools are made up of a diverse group of people. Students and staff are different from each other in many ways: age, gender, ethnicity, economic background, religion, lifestyle, values, etc. School personnel are expected to have an attitude of acceptance and appreciation of diversity. Staff who take an active interest in understanding the ways their students are different will be better able to understand those students’ behavior and, thus, interact with them in ways that will help them learn. Having a positive attitude toward diversity means not ignoring differences and not holding negative attitudes about differences. Negative attitudes can be expressed in many ways, two of which are stereotyping and labeling. Stereotyping is assuming that all people within a group are the same in some way. Another way prejudices are perpetuated is through labeling, which means referring to an individual by some characteristic, instead of referring to the person first, then to the disability (i.e., “Person First Language” – for example, “person with a disability

58 Importance of Teamwork Paraprofessional knowledge & skills + Supportive working environment = satisfied, effective paraprofessional & improved student learning Paraprofessionals’ teamwork responsibilities Take an active role in your success Show a positive, cooperative attitude about assigned tasks Seek out training and supervision in conducting new tasks Participate in frequent meetings with the supervising teacher Seek information about students and instruction Provide the teacher with information about students

59 Assessing Student Performance “Assessing student performance” means gathering information about a student and making a determination about him or her. The main types of assessment that paras may be involved in. Standardized Tests Standardized tests are always given in the same way, using the same instructions, and materials, and the same scoring methods. Formal standardized tests, are done by someone who is highly trained and experienced with the test. For less formal testing situations, for example teacher-developed standardized tests they give repeatedly, paraprofessionals can be primarily responsible for the activity. Behavioral Checklists Behavioral checklists categorize and list specific behaviors. The person completing the checklist simply checks off whether or not the student is able to perform that specific behavior. Direct Observation Another way to gather information about students is to observe them and record information about your observations in a systematic fashion. The written information that reflects what you observed is called “data,” and it can be used to assist with instructional decisions about the student.

60 Supporting Instruction in Content-Area Classes Paraprofessionals can help carry out and support interventions the teacher designs. Examples include: highlighting textbooks being or training a class note taker maintaining a class notebook with assignments, handouts, materials, etc. preparing adapted materials for students prompting students to make correct responses training a peer partner to assist the student providing follow-up instruction

61 During follow-up instruction, the paraprofessionals can: Provide additional instruction Follow the basic format of effective instruction: 1) I Do It. 2) We Do It. 3) You Do It. During small group instruction, the paraprofessionals can: Use effective instruction. Gain students’ attention Review necessary pre-skills State goal of the lesson “I Do It. We Do It. You Do It.” Review the critical lesson content State the content of the next lesson

62 Accommodations and Modifications Accommodations do not alter the curriculum. They are supports or services provided to help a student access the curriculum and validly demonstrate learning. What are accommodations? An accommodation is an adaptation that results in the student with a disability accomplishing the same goals and objectives as the non-disabled students, and does not fundamentally alter the general education program. An accommodation… changes the conditions by which a student with a disability accomplishes the same task as the non-disabled student. Accommodations… are used to minimize the impact of a disability and circumvent deficiencies in specific academic areas.

63 Modifications alter the curriculum. Modifications change the content and performance expectations for what a student should learn. What are modifications? A modification is an adaptation that results in the student with a disability accomplishing different goals and objectives as non-disabled students and fundamentally alters the general education program. A modification… alters the task in a way that the student is able to accomplish a different, perhaps related task assigned to the non-disabled peers. Modifications… are used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a student’s present levels of educational performance.

64 Para’s role with modifications and accommodations: Participate in on-going communication with teacher before making any changes in student’s instruction Clarify modifications with teacher before class, not in front of students or peers Communicate modifications or accommodations to the student in private Establish on-going modifications or accommodations with the teacher. Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in student’s instruction.

65 The Paraeducator’s Role in Adapting Curriculum & Instruction To follow written plans and oral directions! Note: It is NOT the paraeducator’s ethical responsibility to plan or design modifications or adaptations – only to carry them out!

66 Educational Support Staff Handbook Take a second look Job Descriptions Geary County USD 475 Classified Employee Handbook – 5.3 Leaves & Absences – 6.1 Work Schedule/Attendance – 6.2 Overtime – 6.4 Breaks – 6.5 Attendance – 7,5 Relationships with Students – 7.7 Staff-Community Relations – 7.8 Confidentiality – 7.12 Dress Code – 8.8 Evaluations – 8.25 Telephone & Cell Phone Use – 8.26 Computer Guidelines – 11.1 Child Abuse Reporting – 13.3 Reporting Accidents

67 Katina Brenn Executive Director of Exceptional Student Services Educational Support Staff HR Handbook, 504 Training & Universal Precautions

68 Section 504 and Title II

69 Americans with Disabilities Act of Commerce Clause Legislation Section 504 of the Rehabilitation Act of Spending Clause Legislation Individuals with Disabilities Education Act-- Federally Funded Education Program Federal Laws--Disability

70 It is the policy of the Geary County USD #475 to provide a free and appropriate public education (FAPE) to each qualified student with a disability within its jurisdiction, regardless of the nature or severity of the disability. Consequently, it is the intent of the District to identify and evaluate qualified students with disabilities within the meaning of Section 504 of the Rehabilitation Act and Title II of the Americans with Disabilities Act who are in need of accommodations or services, including related services, to participate in District programs on an equal basis with the students without disabilities.

71 What are the School District's Responsibilities? The Section 504 regulations require the school & district to: Annually attempt to identify and locate all children with disabilities (Child Find) Provide a "free and appropriate public education" Ensure that students with disabilities are educated with non- disabled students to the maximum extent appropriate Establish nondiscriminatory evaluation and placement procedures Establish procedural safeguards Ensure students with disabilities the equal opportunity to participate in nonacademic and extracurricular services and activities.

72 Procedures for handling requests for Section 504 Requests initiated by district staff: Students who are in need or are believed to be in need of services under Section 504 and Title II shall be referred for evaluation. Staff can initiate a request by contacting the Building based Section 504 and Title II Coordinator Requests initiated by Parents/guardians Requests for Section 504 and Title II accommodations or services may be requested verbally or submitted in writing to Building based Section 504 and Title II Coordinator

73 Are Section 504 and Special Education the same? No. Section 504 is a civil rights law that protects a broad range of students with disabilities from discrimination on the basis on their handicapping conditions. No federal funding is provided to districts to implement Section 504. It is the responsibility of the general education program to ensure compliance and funding. The protections of Section 504 apply to special education students.

74 What is a 504 Plan? A 504 Plan is a written document detailing the services and accommodations to be provided. The plan should include: A description of the disability The major life activity limited The basis for determining the disability and its educational impact Necessary accommodations Placement in the least restrictive environment A review or re-evaluation date 504 Team members' names

75 What are accommodations? Accommodations are program adjustments made to remove disability-related barriers to a student's full participation in school, including nonacademic and extracurricular activities, such as field trips, athletics, and assemblies. Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows. Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities.

76 Universal Precautions Training If you would like to watch the video on Universal Precautions go to your My Infinitec website and under the on-line classroom tab there is a resource labeled Commonly Required Presentations. You will find the full presentation.

77 Most employees working in school or rehabilitation settings do not have regular contact with body fluids as part of their jobs. However, some employees may have risk for exposure to bloodborne illnesses based on their job tasks. For example, performing tasks such CPR or first aid, assisting individuals with toileting or other personal care, and handling physically aggressive individuals may increase the risk of exposure. Employees can reduce their risk by practicing Universal Precautions.

78 Universal Precautions are the practice of treating everyone as if they are infected with a bloodborne illness and taking necessary precautions at all times. The Universal Precautions system is based on using Personal Protective Equipment (for example, gloves) and following procedures for handling, cleaning, and disposing of contaminated materials and hand washing.

79 You can reduce your workplace risk for exposure to bloodborne illnesses by: Anticipating and preventing exposure to blood and other body fluids whenever possible Covering your own non-intact skin at all times Using appropriate Personal Protective Equipment

80 In school and rehabilitation settings, the most commonly used Personal Protective Equipment is gloves. You must use gloves any time you expect hand contact with blood or other body fluids. Latex gloves are best, but employees with latex allergies should use a non-latex alternative.

81 In spite of following Universal Precautions, you may have an “exposure incident” at work. An exposure incident is any contact of non-intact skin (for example, cuts or rashes) or mucous membranes (for example, the eyes, nose, or mouth) with blood or other potentially infectious body fluids. An example of an exposure incident is another person’s blood splashing into an open sore on your hand.

82 When an exposure incident occurs: Wash the exposed area immediately with soap and hot water (or eye wash if the eye is affected) Complete appropriate paperwork (see your Building Exposure Control Plan) Follow procedures for medical evaluation and follow- up.

83 Don’t Forget the Sharepoint Resources Para Resources Sign In

84 Questions?


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