1. Welcome USD 475 Geary County Schools Paraeducators 2017-18 School Year

2. Special Education Leadership Team
Rebekah Helget- Director of Exceptional Student Services
Dr. Kathy Beougher- Asst. Director of Exceptional Student Services
Traciann Petite- Coaching and Compliance Facilitator
Nate Downs- JCHS Special Education Coordinator
Stephanie Bogenhagan- ECC Administrator

3. Special Education Resources
Dr. Patricia Dozier- Integrated Professional Development Coordinator
Kassandra Dunlap- Behavior Consultant
David Burch- Behavior Consultant
Karen Truitt- Behavior Consultant/Autism Team Leader
Dana Wiegand- Social Worker- Department Head
Laura Thompson- Speech Language Pathologist- Department Head
Wendy Avers- School Psychologist- Department Head
Heidi Ring- EC Special Education Coach
Jennifer Kelly- Elementary Special Education Coach
Lindsay Jones- Elementary Special Education Coach
Michelle Larson- Middle School Special Education Coach
Courtney Eichhorn- High School Special Education Coach

4. Today’s schedule
8:00-9:00 Para responsibilities, confidentiality, inservice plans, e-walk throughs, etc.
9:00-9:50 Breakout session 1
10:00-10:50 Breakout session 2
11:00- 11:50 Breakout session 3
11:50-12:00 Inservice logs
Patricia

5. Rotations 9:00-9:50 Breakout session 1
EC- Behavior strategies (Orchestra room)
Elementary- Video presentations (Auditorium)
Secondary- Autism ( Fitness Room)
10:00-10:50 Breakout session 2
EC- Autism(Orchestra room)
Elementary- Behavior (Auditorium)
Secondary- Video presentations ( Fitness Room)
11:00- 11:50 Breakout session 3
EC- Video presentations (Orchestra room)
Elementary- Autism (Auditorium)
Secondary- Behavior strategies ( Fitness Room)

6. Recipe Cards
Professional Development needs What I need to learn more about I’ve got this!

7. Para Daily 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
8:15-3:30 Seitz
7:45- 3:00 Fort Riley Elementary
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
8:15-3:45 with a 30 min lunch
Patricia

8. Paraprofessional Handbook
The paraprofessional handbook can be found under the paraprofessional resources link on the district’s Special Education Department’s Share Point site. Goal is to update the para handbook this school year.

9. 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.
Patricia

10. Para Test
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/passed by the 90th day of employment. You may not return to work until the assessment has been completed.
Patricia

11. Obtaining Staff Development Hours
College Hours – One or more credit hours = 20 hours of in-service, applied to the school year in which the coursework was obtained.
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 modules
Patricia

12. 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 Special Education department office.
PARAPROFESSIONALS DO NOT WORK: Flexible Professional Development days or Parent/Teacher Conf. Days and K-5 Plan days (unless approved by SPED Director)
Patricia

13. Due by APRIL 20, 2018. Inservice Record Form
***Due to Nicole Nutter By April 20th, ***
GEARY COUNTY SCHOOLS #475
Phone: (785) * Fax: (785)
SCHOOL YEAR INSERVICE RECORD FORM
Name: ________________________________ Date Started with District: ______________ Current KS Teaching License: ____Yes ____ No
School: __________________ Date Left: _______________________ Qualifying college hours: _______ x 20 = ______
Supervising Teacher: ____________________ Years in District as a Para:___________ Total Inservice Hours: _______________
*** IF YOU RESIGN THIS FORM MUST BE TURNED IN WITH ENOUGH HOURS BEFORE YOUR LAST DAY! ***
The total hours listed is correct: ____________________________________ Signature of Paraprofessional
____________________________________ Signature of Supervisor
Name of Inservice
Date
Topic
Presenter
Time
Start/End
Actual
Hours
Supervisor/Trainer
Signature
Orientation
8/15/2017
Policies, Procedures & Practicies
Dr. Kathryn Beougher and Dr. Patricia Dozier
8:00-12:00
2 Hr
Bloodborn Pathogen
30 mins
Confidentiality
504 Training
Total (Page 1)
Patricia

14. Training Opportunities
Crises Prevention Intervention
Building meetings with case managers
Infinitec
District specific videos

15. Other required videos Safe Schools: https://usd475-ks.safeschools.com/
FERPA- 14 minutes
Bloodborne Pathogens- 13 minutes
Harrassment- 15 minutes
Discrimination- 15 minutes
Youth Suicide: Awareness and Prevention- 1 hour
ALICE Emergency Training- 1 hour for new, less time for returning employees.

16. What are your PD needs?

17. Paraeducator Duties
Paraeducators provide instructional or related services under the supervision of licensed or certified special education professionals in an accredited or approved special education program. Paraeducators provide specially designed instruction (change in content, methodology, delivery of instruction) under the supervision of the case manager.

18. 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.
Patricia

19. Teacher/Professional Roles
Role Clarification
Teacher/Professional Roles
Paraeducator Roles
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- scheduling to be sure student needs in classrooms are covered.
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
Kathy

20. Kansas Regulations Regarding Paraprofessionals  The following statements are from the Kansas Special Education Regulations. They say that a paraprofessional……
Paraeducators must not be:
Responsible for selecting or administering formal diagnostic or psychological instruments or for interpreting the results of those instruments;
Responsible for selecting, programming, or prescribing educational activities or materials for the students without the supervision and guidance of the special teacher;
Solely responsible for preparing lesson plans or initiating original concept instruction;
Assigned to implement the IEP for students with exceptionalities without direct supervision and involvement from the professional;
Employed in lieu of certified or licensed special education personnel. Staff claimed as paraeducators but employed as professionals to avoid licensing issues will not be reimbursed;
Used as substitute special teachers, unless paraeducators possess the appropriate Kansas certification or license;
Performing nursing procedures or administering medications without appropriate supervision/training from an approved health care professional.
Kathy-

21. *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.
Kathy

22. Paras may provide assistance with…
Academic activities
Daily Living skills
Behavior difficulties
Emotional needs
Social Problems

23. E-walkthroughs

24. 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.
Kathy

25. Talking with Family members
Paraeducators should only correspond with and meet with family members of their students under the direction of the teacher. While the paraeducator is an important part of the educational team and can provide valuable input regarding student objectives, progress, accommodations, behavior interventions, and so on, the teacher has more specific training in these areas as well as in education law and school district policies and procedures and should be the team member who communicates with parents and family members about these issues. This requirement ensures that:
the school employee with the most knowledge in education law, policies, and procedures communicates with parents;
the school communicates with parents and family members with one voice, to avoid the potential for conflicting information being shared with parents;
the parent does not attempt to pit one staff member against the other;
the parent directs concerns or questions to the staff member who has the power to make changes, the teacher; and
the staff member who is being paid more due to a greater level of responsibility is actually fulfilling that responsibility.
Kathy

26. Rehearsed Responses to Requests for Confidential Information
Possible Request
Possible Responses
“I heard you’re working at the school... Is that 3rd 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.”
Kathy

27. Scenerios
You provide respite services for a family who has a child with a disability. While in the home a parent asks you about IEP services. How do you respond?
You are friends with a parent whose child has special needs. The parent texts you to ask for information. How do you respond?
Patricia

28. 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
Patricia

29. Five attributes of a staff member with a growth mindset
They take responsibility for improving their practice
They see setbacks and feedback as an opportunity to learn and grow their skills
They actively seek learning opportunities and new challenges
They have positive and high expectations of their students
They use growth mindset language when teaching and with themselves.
Patricia

30. 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.
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.
Kathy

31. 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!
Kathy

32. Providing Student Performance Feedback
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.
Kathy

33. Our goal is for our students to be as independent as possible.
Excessive or unnecessary para proximity can have detrimental effects:
Separation from classmates
Unnecessary dependence
Interference with peer interactions
Insular relationships (student and para do everything together)
Feeling stigmatized
Limited access to competent instruction
Interference with teacher engagement
Loss of personal control
Loss of gender identity
May provoke problem behaviors
Patricia

34. General Tip and Skill
Paraeducators can work with any student in the classroom as long as the needs of the identified student(s) are addressed and direction from the classroom teacher is given.
The other students however cannot be in a pull out situation without parent consent.

35. Questions?
Patricia

36. Rotations 9:00-9:50 Breakout session 1
EC- Behavior strategies (Orchestra room)
Elementary- Video presentations (Auditorium)
Secondary- Autism ( Fitness Room)
10:00-10:50 Breakout session 2
EC- Autism(Orchestra room)
Elementary- Behavior (Auditorium)
Secondary- Video presentations ( Fitness Room)
11:00- 11:50 Breakout session 3
EC- Video presentations (Orchestra room)
Elementary- Autism (Auditorium)
Secondary- Behavior strategies ( Fitness Room)

37. Emergency Safety Interventions
Kathy

38. Section 504 and Title II
Kathy