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Welcome USD 475 Geary County Schools Paraeducators 2014-15 School Year

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

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Welcome USD 475 Geary County Schools Paraeducators 2014-15 School Year

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  1. Welcome USD 475 Geary County Schools Paraeducators2014-15 School Year Katina Brenn Executive Director of the Exceptional Student Services Division

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

  3. Share Point Resources

  4. PARAHANDBOOK Geary County Unified School District #475 123 N Eisenhower PO Box 370 Junction City, Kansas 66441 #785-717-4093

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

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

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

  8. August 11 - 1:30-3:30 Para Orientation. For all paraprofessionals orientation will be at Junction City Middle School Auditorium (Paraprofessionals who are hired later must attend a district level paraprofessional orientation. Kansas Department of Education is asking that Paraprofessionals participate in staff development with their supervising teachers. Staff development days should be building days if possible, determined by their building level administrator. The paraprofessional handbook offers paraprofessionals multiple opportunities for obtaining staff development hours to include but are not limited to 1 college credit = 20 hours, Provenances module = 1 hour, Infinitec modules = the amount of time of the module, and a book review evaluation process. Please consult the paraprofessional handbook for additional options. The paraprofessional handbook can be found under the paraprofessional resources link on the district’s Exceptional Student Services (ESS) Department’s share point site. Once paraprofessionals attain their 10 or 20 hours of staff development, 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.

  9. To: Special Education Paraprofessionals and Administrators From: Katina Brenn, Director of Exceptional Student Services Division Re: The Elementary and Secondary Education Act Requirements Date: August 1, 2013 The Elementary and Secondary Education Act - includes requirements for teaching aides which includes special education paraprofessionals who assist with instruction in reading, math and writing. This law applies to Title I buildings. Our district is choosing to apply this law district wide (EC-12). Paraprofessionals must: 1) Obtain college hours equivalent to an Associate’s degree – (48 hours) OR 2) Obtain an Associate’s or higher degree. The alternative to taking college hours is:  Paraprofessionals must pass an assessment in reading, writing and math within 90 days of employment.  To get set up to complete study modules and/or schedule the assessment contact Nicole Nutter at 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.

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

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

  12. 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.

  13. Obtaining Professional Development Hours Note: Taking the ESEA test does not accrue professional Development hours

  14. Inservice Record Form Due by APRIL 17th, 2015. Due no later than April 17th

  15. 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

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

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

  18. 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.

  19. 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.

  20. 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 http://ksdetasn.org/cms/index.php/esi-resources

  21. Definitions • 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.

  22. 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.

  23. 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

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

  25. Do notplace your hands on a student unless they are going to harm themselves or others.

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

  27. To determine availability or register for classes by contacting Nicole Nutter at (785)717-4093. Class size is limited.

  28. 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

  29. 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.

  30. 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).

  31. 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

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

  33. 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.

  34. 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.

  35. 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.

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

  37. Confidentiality Video http://www.myinfinitec.org/online-classroom#videoTop

  38. Rehearsed Responses to Requests for Confidential Information

  39. How are the services you provide determined?

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

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

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

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

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

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

  46. 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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