Welcome USD 475 Geary County Schools Paraeducators 2012-13
School Year Katina Brenn Director of the Exceptional Student
Services Division
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Presenters ESS Leadership Team Katina Brenn- Director of
Exceptional Student Services Kathy Beougher- Asst. Director of
Exceptional Student Services Karen Truitt- ESS Coordinator- Fort
Riley Middle School Sandy Gray- Transition Coordinator Jennifer
Blair- ECSE Coordinator Ursula Popovich- ESS Coordinator- Junction
City Middle School Patricia Dozier- ESS Coordinator- Junction City
High School
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PARA HANDBOOK Geary County Unified School District #475 123 N
Eisenhower PO Box 370 Junction City, Kansas 66441
#785-717-4093
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Para Handbook Section 1: Para Work Days/Staff Development
Requirements Professional Development Record Form (April 19, 2013)
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
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DUE April 19, 2013 Due no later than April 19th
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PARAPROFESSIONAL WORK DAY To:Building Principals, Special
Education Coordinators, Special Education Teachers, Paras and
Payroll Dept. From:Katina Brenn, Director of the Exceptional
Student Services Division Re:Paraprofessional Work Days Date:August
1, 2012 Paras first full day of work will be August 12. They should
follow the schedule for the day which includes attending the
District Opening Session at the high school in the AM. Principals
should notify the minimum number of paras that are needed based on
enrollment. If Principals have any paras not needed because of
enrollment, please contact me. Paras who have worked for USD 475 as
a para for 3 yrs. or less are required to have 20 hours of
inservice (or 2 hours for every month of employment). Paras who
have worked for USD 475 as a para 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
dependant on their ability to complete the required amount of
professional development hours required. Two of the hours each year
must be Orientation which is: August 12 - 1:30-3:30- Para
Orientation. For paras working on Ft. Riley, orientation will be at
Ft. Riley Middle School. For paras working in Junction City,
Milford and Grandview, orientation will be at the new Junction City
Middle School Commons Area. (Paras who cant attend or are hired
later must watch the video of this orientation or attend a later
district level para orientation. Copies will be given to each
building.)
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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 para handbook
offers paras 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 para handbook for additional options. Once paras attain
their 10 or 20 hours of staff development, they will not be paid to
work any further staff dev. days unless principals request paras to
work for specific reasons. Requests should be made to the Special
Education office. ELEMENTARY PARAS: Can work the K-5 Plan days
PARAS DO NOT WORK: Flexible Professional Development days or
Parent/Teacher Conf. Days
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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
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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, 2012 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
Associates degree (48 hours) OR 2) Obtain an Associates or higher
degree. The alternative to taking college hours is:
Paraprofessionals must pass an assessment in reading, writing and
math. The exam through that website-
www.provenancesolutions.com/provenance/ksjunctioncitywww.provenancesolutions.com/provenance/ksjunctioncity
To get set up to complete study modules and/or schedule the
assessment contact Nicole Nutter at 717-4093 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 19, 2013.
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ProVenance Learning Solutions Compliance Assessments A BOUT THE
W EBSITE ProVenance Learning Solutions is an Internet based
professional development website. The site provides relevant
information to help you learn the various facets of the supportive
role you perform in the classroom and our school. This website also
maintains a personalized transcript to help you and your supervisor
track the courses you have successfully completed. I NSTRUCTIONS :
Please contact Nicole Nutter at (785) 717- 4093 to be able to
access the ProVenance site. This site is only used for
paraprofessionals needed to take the ESEA during their first 90
days of employment.
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Important Assessment Information This test consists of two
assessments: Assessment 1: Reading, Writing & Math -
Instructional Support This assessment evaluates the ability to
support reading, writing, and mathematics instruction. There are
three concept areas with 30 total questions. The recommended
courses are 118, 119, and 120. Assessment 2: Reading, Writing &
Math - Knowledge and Application This assessment evaluates the
knowledge and skills to solve problems in reading, writing, and
math. The recommended courses are 130, 131, 132, 133, 134, 135,
136, 137, 138 and 139.
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You will need to schedule a time to administer the test so your
ESS supervisor or administrative designee can be present in the
room at all times while the para completes the test. Keep in mind
that the Assessment 1 will require up to one hour and Assessment 2
will require up to 3 hours. Most paraeducators will be able to
complete both tests consecutively in 3 hours. Call Nicole Nutter at
717-4093 to assign the test for the individual. As each para
completes the assessment you can call Nicole at 717-4093 and she
can give you the results of the test instantly. They need 65% to
pass the instruction and support assessment and 70% to pass the
knowledge and application assessment. Nicole will then send a copy
of the assessment results for the para and supervisor that observed
the test to sign and date the sheet. Return these to Nicole at DC
and she will get copies to Katina Brenn and Human Resource
department.
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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. Access
to ProVenance Learning Solutions coursework is blocked during the
assessment. Only the internet window with the assessment should be
open. The supervisor should monitor each screen to make certain the
para follows this rule. 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.
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Obtaining Staff Development Hours College Hours One or more
credit hours = 20 hours of in-service Read a book 150 pages = 3
hours (Book must be education based and approved by your
supervisor) Watch a video In-service time = time of video My
http://www.myinfinitec.org -Infinitec Website on line
moduleshttp://www.myinfinitec.org You must have permission from
your administrator to work more than the required Staff Development
hours. Please check with your Administrator if you are unsure your
should work.
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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 ABCs 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
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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 students IEP.
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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 Kansass 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.
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CPI Tidbits The CPI Supportive Stance: Standing outside the
personal space bubble Turned at a 90 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
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Do not place your hands on a student unless they are going to
harm themselves or others.
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2012-13 CPI Classes: To determine availability or register for
classes by contacting Nicole Nutter at (785)717-4093. Class size is
limited. DODont 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
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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.
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Maintaining Safe and Supportive Instructional Environments
Follow and use prescribed district or agency policies and
procedures to ensure the safety, health, and general well being of
learners and school personnel, including school emergency
procedures. Implement strategies and procedures developed by
teachers to maintain safe, supportive, and inclusive learning
environments. Establish and maintain rapport with all learners.
Model and encourage interactions among children, youth, and adults
that respect and value individual differences. Implement strategies
that promote the learner's independence across all relevant
educational settings. Provide opportunities for individuals to make
choices across settings and activities. Based on program and
learner needs, assist teachers and related service professional in
carrying out feeding and other health related procedures required
by learners who have special health care needs, and maintain
appropriate records of these activities.
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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).
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The ABCs of Behavior Reasons for Misbehavior Students dont know
teacher expectations. Students are unaware of when/how often theyre
behaving inappropriately. They dont know what appropriate behavior
is. Student may need attention. Students may feel powerless, so
they create their own power
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The ABCs of Behavior A = AntecedentWhat preceded or triggered
the behavior? (Develop an understanding of why the behavior
occurs.) B = BehaviorWhat happened? C = ConsequencesWhat 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.
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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.
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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. Dont touch
students who are upset, and dont 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.
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Confidentiality is extremely important when working with
students Keep student information private. Dont speak about
students to friends, family, or to or in front of other students.
Dont 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 students disability, refer them to the
supervising teacher. Dont 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.
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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 students 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.
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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.
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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.
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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.
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Appreciating Diversity Todays 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
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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
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Ethical Guidelines for Paraprofessionals Ethics showing a high
regard for the right of others Important Ethical Principles for the
Paraprofessional Role: Maintain a respectful demeanor Behave
professionally by remaining calm, using appropriate language, not
acting sarcastic, etc. Do this even if the other person (parent,
student, teacher) is not! Maintain confidentiality -Keep student
information private! Dont speak about it to other professionals
(except on a need-to-know basis), to your friends or family, or to
(or in front of) students. This principle is easy to violate be
careful! Contribute to positive school-community relations Convey
to community members a positive attitude about your school by
focusing on its strengths and positive characteristics. Show a good
work ethic, that will reflect positively on you and your
school.
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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.
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Supporting Teachers Instruction There are probably many times
when the teacher will need to be the primary person providing the
direct instruction to students. During these times, there is much
that the paraprofessional can do to assist or facilitate the
teachers instruction. Paraprofessionals can support teachers
instruction by: Reviewing the lesson plan Preparing materials
Modeling appropriate behavior. Model the behaviors that will help
make it easier for the student to learn: a) Stand at the side of
the class, facing the teacher b) Show attentiveness to the teacher
and the lesson c) Assist the teacher by modeling appropriate
responses, if asked. Assist with behavior management
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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
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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 less
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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.
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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 students present levels of
educational performance.
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Paras role with modifications and accommodations: Participate
in on-going communication with teacher before making any changes in
students 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 students instruction.
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Para Handbook Section 3: Job Descriptions & Procedures 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
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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
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6.1Work Schedule/Attendance: Employees are considered
probationary for the first 90 days of employment and are required
to be at work all 90 days unless specifically excused by their
immediate supervisor. It is also expected an employee will not miss
more than 14 days during any one year unless there are
extraordinary circumstances. Excessive absenteeism is grounds for
disciplinary action, up to and including termination. 6.2Overtime:
Overtime must be authorized prior to working it and is paid at an
hourly rate of 1 times your normal hourly rate after you have
worked more than 40 hours in a week. No leave (holiday, sick,
general, vacation, family or any other leave) is to be considered
part of the 40 hours for calculating overtime pay. Paid holiday
hours do not count toward the 40-hour requirement for paying
overtime. A week is defined as beginning on Sunday and ending on
Saturday. 6.4Breaks: Allowing time for breaks is not required by
law, it is a privilege extended by USD 475. Break times are under
the authority of your supervisor, as sometimes other business
concerns interrupt daily routines. Your work responsibilities take
precedence over breaks. Breaks should not exceed 15 minutes and
should not be taken in conjunction with lunch or the beginning or
ending of the day. Breaks should be taken at the worksite, leaving
the worksite requires the employee to clock out during the break.
District employees work a variety of schedules and are permitted
varying amounts of time for lunch depending upon their regular
working schedule. 6.4.1Lunch Breaks: All employees working six or
more hours will have a lunch break. A lunch break must be at least
30 minutes long, duty free, and occur within the first 6 hours of
the workday. Staff are expected to clock out for lunch.
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6.5Attendance: Geary County USD 475 views attendance as one of
the most important facets of your job performance. All employees
are here to serve the educational needs of our students. The
employees attendance is required to fulfill this responsibility.
Supervisors expect a 90% attendance rate and expect all employees
to report to work at the appropriate time. Employees are expected
to arrive at work before they are scheduled to start and be at
their work station productively engaged in school district business
by the scheduled start time. All time off must be requested in
advance. All unapproved absences will be noted. Excessive absences,
including those for sick leave, may result in disciplinary action,
up to and including termination. Failure to report to work for
three consecutive days without notification to your immediate
supervisor will be considered job abandonment and result in
termination.
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7.5Relations with Students: Employees shall maintain
relationships with students which are conducive to a safe and
effective educational environment to include social networking
sites. Employees shall not have any interaction of a sexual nature
with any student at any time regardless of the students age or
status. 7.7Staff-Community Relations: Staff members are encouraged
to participate in community activities and organizations, insofar
as these activities do not infringe upon school time. Prior
permission must be obtained from the Superintendent or his/her
designee for participation in any community activity which takes
place during school time.
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7.81Confidentiality: Student Information: Confidential student
information, whether written or oral, shall be handled in a
confidential manner and be discussed only with the
parents/guardians of the particular student and the appropriate
school personnel. Violations of this rule which violate the privacy
rights of students could result in disciplinary actions being taken
against the employee, including termination.
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7.12Dress Code: In general, proper personal wear is important
for employee safety and portrayal of a professional image. Footwear
should provide good traction and comfort when walking. Traction
soled footwear should be worn in winter weather to help prevent
slipping on snow or ice. Clothing should provide protection from
the environment. Clothing considered inappropriate for wear
includes the following: clothing depicting tobacco, alcohol,
illegal substances, gang behavior, or offensive language clothing
that does not cover the stomach, back or chest boxer or spandex
shorts shorts or skirts less than finger-tip length when arms are
held down to the sides tank tops or halter tops any article of
clothing, jewelry or makeup which detracts from the educational
process Any employee not adhering to the above guidelines will
receive a verbal warning and possibly be sent home to correct the
problem.
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8.8Evaluations: All classified employees shall be evaluated
twice during their first year of employment and at least once a
year during subsequent years. Evaluation documents will be on file
at the Mary E. Devin Center for Education Support. Classified
employees shall be evaluated by their immediate supervisor on their
personal qualities, their commitment to duty and work- related
skills related to their job description. A copy of the completed
and signed evaluation will be given to the employee and the
evaluator, with the original being sent to the Human Resource
Services Department.
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8.25Telephone Use: Telephones are for business use only. Please
keep all personal phone conversations brief and infrequent.
Personal long distance calls should not be made except in an
emergency. If an employee must make a personal long distance phone
call, the employee must use a calling card. 8.25.1 Cell Phone Use:
Our primary purpose is the appropriate education of students.
Therefore, cell phone use during times students are in classes
should be restricted to emergency calls.
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8.26 Computer Software and Hardware Guidelines: Computer: Use
of District Computers/Privacy Rights: Computer systems are for
educational and professional use only. All work by students or
staff shall be subject to unannounced monitoring by district
administrators. The district retains the right to discipline any
student, up to and including expulsion, and any employee, up to and
including termination, for violations of this policy. Software: No
software, including freeware or shareware, may be installed on any
district computer until cleared by the district technology
department administrator. Hardware: No equipment shall be attached
to the local area network without approval of the district
technology department administrator. E-Mail: District staff and
students shall have no expectation of privacy when using district
e- mail or other official communications systems. Any e-mail or
computer application or information in district computers or
computer systems is subject to monitoring by the administration.
You may not: Send or forward e-mails containing libelous,
defamatory, offensive, racist, or obscene remarks or terrorist
threats. If you receive an e-mail of this nature, you must promptly
notify your supervisor. Send unsolicited e-mail messages or chain
mail. Forge or attempt to forge e-mail messages, or disguise or
attempt to disguise your identity when sending e-mail.
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11.1Child Abuse: As required by law, any employee of the school
district who has reason to know or suspect that a child has been
injured as a result of physical, mental, emotional abuse or neglect
or sexual abuse shall report the matter promptly to the local
Social Rehabilitation Services Office. When the department is not
open for business, the reports shall be made to the appropriate
local law enforcement agency. School employees will not contact the
childs family or any other persons to determine the cause of the
suspected abuse or neglect. It is not the responsibility of school
employees to prove that the child has been abused or
neglected.
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13.3Reporting of Accidents: Should an on the job injury occur,
the injured employee is required to report the injury verbally to
his/her supervisor immediately and to follow up in writing within
ten (10) days or the claim may be barred. Forms are provided
through the building principal. The report of the injury must be
sent to the Human Resource Services Department at the Mary E. Devin
Center for Education Support. Additional information about your
rights and responsibilities under workers compensation may be
obtained from your supervisor or the district office
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Section 4: Appendix Terminology Qualifying Students for Special
Education Self-Evaluations Internet Resources 101 Ways to Praise a
Child