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Welcome USD 475 Geary County Schools Paraeducators 2013-14 School Year. Katina Brenn Director of the Exceptional Student Services Division. ESS Leadership Team. Katina Brenn- Director of Exceptional Student Services Kathy Beougher - Asst. Director of Exceptional Student Services
Director of the
Exceptional Student Services Division
Katina Brenn- Director of Exceptional Student Services
Kathy Beougher- Asst. Director of Exceptional Student Services
Karen Truitt- District Autism Coordinator
Jennifer Blair- ECSE Coordinator
Stephanie McNemar- Inclusion Facilitator- Seitz Elementary
Alicia Scofield- Inclusion Facilitator- Ware Elementary
Lindsay Jones- Coordinator- Fort Riley Middle School
Ursula Popovich- ESS Coordinator- Junction City Middle School
Patricia Dozier- CAC Coordinator
Jacinda Kinzie- FSA Inclusion Facilitator
Sandy Gray- Transition Coordinator
Geary County Unified
School District #475
123 N Eisenhower
PO Box 370
Junction City, Kansas 66441
April 19, 2013
Due no later than April 17th
August 13 - 1:30-3:30 Para Orientation. For all paraprofessionals orientation will be at Junction City Middle School Auditorium (Paraprofessionals who are hired later must watch the video of this orientation or attend a later district level paraprofessional orientation.
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).
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.
The exam through that website- www.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 17, 2014.
About the Website
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 paracompletes 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.
hours = 20 hours of in-service
Note: Taking the ESEA test does not accrue professional Development hours
Kansas Regulations Regarding ParaprofessionalsThe following statements are from the Kansas Special Education Regulations. They say that at paraprofessional……
*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.
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
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.
Reporting to Parents
Immediate danger to self or others means:
Do notplace your hands on a student unless they are going to harm themselves or others.
Contact Nicole Nutter to sign-up
2013-14 CPI Classes: To determine availability or register for classes by contacting Nicole Nutter at (785)717-4093. Class size is limited.
The CPI Supportive Stance:
Keys to setting limits
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 IMMEDIATEDANGER of hurting themselves or others.
Reasons for Misbehavior
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?
Criteria for ignoring behaviors: Ask yourself
Use nonverbal communication
Use verbal communication
Do notplace your hands on a student unless they are going to harm themselves or others.
Those who may access records without explicit written consent of parents:
General Knowledge and Values
Paraprofessional knowledge & skills + Supportive working environment =satisfied, effective paraprofessional & improved student learning
Important Ethical Principles for the Paraprofessional Role:
“Assessing student performance” means gathering information about a student and making a determination about him or her. The main types of assessment that parasmay be involved in.
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 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.
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.
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 teacher’s instruction.
Paraprofessionals can support teacher’s instruction by:
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.
1) I Do It. 2) We Do It. 3) You Do It.
During small group instruction, the paraprofessionals can:
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.
changes the conditions by which a student with a disability accomplishes the same task as the non-disabled student.
are used to minimize the impact of a disability and circumvent deficiencies in specific academic areas.
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.
alters the task in a way that the student is able to accomplish a different, perhaps related task assigned to the non-disabled peers.
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.
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. Excessive absenteeism is grounds for disciplinary action, up to and including termination.
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.
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.
6.5 Attendance: 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. All employees are expected 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.
The employees’ attendance is required to fulfill this responsibility. A 90% attendance rate is required in order to maintain your position in this district.
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. A doctor’s note may be requested to substantiate a medical need for an absence.
Employees shall maintain relationships with students which are conducive to a safe and effective educational environment. Employees shall not have any interaction of a sexual nature with any student at any time regardless of the student’s age or status.
Staff members are encouraged to participate in community activities and organizations. The employee is responsible for ensuring that the 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.
All ESP 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. ESP 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.
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.
8.25.2 Personal Communication Devices: Staff possession or use of personal communication devices on district property, in district facilities during the work day and while the staff is on duty may be permitted subject to the limitations set forth in this language and consistent with any additional school rules. At no time will a personal communication device be used in a manner that interferes with staff duties and the responsibility for the supervision of students. A personal communication device is a device, not issued by the district, that emits an audible signal, vibrates, displays a message or otherwise summons or delivers a communication to the possessor of the device. These devices include, but are not limited to, walkie talkies, either long-or short-range portable radios, portable scanning devices, cellular telephones, pagers, personal digital assistants (PDA’s), laptopcomputers and similar devices with wireless capability. This also includes other digital audio and video devices such as, but not limited to, iPods, radios and TV’s. All personal communication devices shall be silenced during instructional and/or class time, while on duty, or at any other time where such use of the device would cause a disruption of school activities or interfere with work assignment. The district will not be liable for loss or damage to personal communication devices brought to district property and district-sponsored activities.
8.25.3 Social Media: Staff members will utilize social network sites (e.g., Facebook, My Space, and Twitter) judiciously by not posting confidential information about students, staff, or district business. Staff member will treat fellow employees, students, and the public with respect while posting. Communication with students using personal communication devices will be appropriate, professional, and related to school assignments or activities. If communicating with students electronically, staff should use district e-mail using mailing lists to a group of students rather than individual students. Texting students is prohibited. Exceptions to the prohibitions set forth here may be made for health, safety, or emergency reasons with superintendent or designee approval. Staff are subject to disciplinary action up to and including dismissal for using a personal communication device in any manner that is illegal or violates district expectations as identified in this handbook. The taking, disseminating, transferring, or sharing of obscene, pornographic, or otherwise illegal images or photographs, whether by electronic data transfer or otherwise (commonly called texting, sexting, emailing, etc.) may constitute a crime under state and/or federal law. Any person taking, disseminating, transferring, or sharing obscene, pornographic, or otherwise illegal images or photographs, will be reported to law enforcement and/or other appropriate state or federal agencies.
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 child’s 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.
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 mustbe 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.
of the Rehabilitation Act of 1973--
Spending Clause Legislation
Americans with Disabilities Act of 1990--
Commerce Clause Legislation
Individuals with Disabilities Education Act--
Federally Funded Education Program
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.
The Section 504 regulations require the school & district to:
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
A 504 Plan is a written document detailing the services and accommodations to be provided. The plan should include:
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.
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.
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
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.
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.
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.