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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

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Welcome USD 475 Geary County Schools Paraeducators 2013-14 School Year

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welcome usd 475 geary county schools paraeducators 2013 14 school year

Welcome USD 475 Geary County Schools Paraeducators2013-14 School Year

Katina Brenn

Director of the

Exceptional Student Services Division

ess leadership team

ESS Leadership Team

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

para handbook

Geary County Unified

School District #475

123 N Eisenhower

PO Box 370

Junction City, Kansas 66441


para handbook section 1 para work days staff development requirements
Para Handbook Section 1:Para Work Days/Staff Development Requirements
  • Professional Development Record Form (April 17, 2014)
  • 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


April 19, 2013

Due no later than April 17th

paraprofessional work day
  • To: Building Principals, Coordinators, Teachers, Paraprofessionals and Payroll Dept.
  • From: Katina Brenn, Director of Exceptional Student Services Department
  • Re: Paraprofessional Work Days
  • Date: June 24, 2013
  • Instructional Paraprofessionals first full day of work will be August 13. The schedule for the day includes working in their assigned school with their supervising Exceptional Student Services teacher in the AM and attending the required beginning of the year orientation in the PM. The first full day for HI Interpreters and paraprofessionals assigned to the ARC, FLS, and TLC classrooms will be August 12. 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 inservice (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 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 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.

  • 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, theywill not be paid to work any further staff dev. days unlessprincipals 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.

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.

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.

provenance learning solutions compliance assessments
ProVenance Learning Solutions Compliance Assessments

About the Website

  • 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.
  • Instructions: 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.
important assessment information
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.

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.

  • 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.
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.
obtaining staff development hours
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 http://www.myinfinitec.org-InfinitecWebsite on line modules
  • You must have permission from your administrator to work more than the required Staff Development hours.
obtaining professional development hours
Obtaining Professional Development Hours

Note: Taking the ESEA test does not accrue professional Development hours

para handbook section 2 roles and responsibilities
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

Kansas Regulations Regarding ParaprofessionalsThe 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.

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.

emergency safety interventions esi
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


  • K.A.R. 91-42-1(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.
emergency safety interventions esi1
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.


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
what does this mean in practice
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


    • in fear that the student physically endangering themselves
  • 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.

CPI training sessions are available to all staff

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.

cpi tidbits
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

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.

maintaining safe and supportive instructional environments
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.
managing behaviors and enhancing social interactions of student
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).
the abc s of behavior
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

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?


  • 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.
how to manage behavior when it occurs
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.
ethical considerations in behavior management
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 notplace your hands on a student unless they are going to harm themselves or others.

  • Keep your supervising teacher informed.
confidentiality is extremely important when working with students
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.
confidentiality video
Confidentiality Video


a law to protect the privacy of student records the family educational rights privacy act ferpa
A Law To Protect the Privacy of Student RecordsThe Family Educational Rights & Privacy Act (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.
paraprofessional competencies
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.
communicating and collaborating with teachers and other professionals
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.
participating in professional and ethical practices
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.
appreciating diversity
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
importance of teamwork
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
ethical guidelines for paraprofessionals ethics showing a high regard for the right of others
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! Don’t 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.
assessing student performance
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 parasmay 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.

supporting teachers instruction
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 teacher’s instruction.

Paraprofessionals can support teacher’s 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
supporting instruction in content area classes
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

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
accommodations and modifications
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.


are used to minimize the impact of a disability and circumvent deficiencies in specific academic areas.


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.


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.

para s role with modifications and accommodations
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.
para handbook section 3 job descriptions procedures
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
the characteristics of effective para
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

Katina BrennDirector of Exceptional Student ServicesEducational Support Staff HR Handbook, 504 Training & Universal Precautions

6 1 work schedule attendance
6.1 Work 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. Excessive absenteeism is grounds for disciplinary action, up to and including termination.

6 4 breaks
6.4 Breaks

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 1 lunch breaks
6.4.1 Lunch 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.


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.

7 5 relations with students
7.5 Relations with Students

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.

7 7 staff community relations
7.7 Staff-Community Relations

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.

8 8 evaluations
8.8 Evaluations

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.

8 25 telephone use
8.25 Telephone 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.


8.25.2 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.

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.

11.1 Child 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 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.


13.3 Reporting 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 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.

federal laws disability
Federal Laws--Disability

Section 504

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.

what are the school district s responsibilities
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.
procedures for handling requests for section 504
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

are section 504 and special education the same
Are Section 504 and Special Education the same?


  • Section 504 is a civil rights law that protects a broad range of students with disabilities fromdiscrimination 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.
what is a 504 plan
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
what are accommodations
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 alteror lower the standards of the coursework or standards required for participation in extracurricular activities.
www myinfinitec org

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.

Universal Precautions Training


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.


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.

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