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Your footprints will be the stepping stones to their future. INTERLOCAL STRUCTURE The Northwest Kansas Educational Service Center is a "special and general education service provider" for the 19 school districts contained in Cheyenne, Decatur, Gove, Graham, Lane, Logan, Rawlins, Sheridan, Sherman, Thomas, Trego, and Wallace Counties. The inter-local covers more than 12,000 square miles and serves a school population of over 6,600 in grades preschool-12. It provides special education services to approximately 1300 exceptional students with a certified staff of approximately 92 and a paraeducator/clerical staff of 160. Additional services include Headstart programs in 12 counties, Interactive Television coordination, cooperative purchasing of supplies, Parents as Teachers programs, media, and school improvement assistance. In 1973, the member districts drew up an interlocal agreement to band together to provide special education and other services. The interlocal agreement went into effect September 1, 1973. The governing body is the Board of Directors which is composed of a board member from each participating district. An advisory council of member district superintendents serves to provide recommendations to the board and the administration. Administrative responsibilities are assumed by the Executive Director and the Director of Special Education with the assistance of Assistant Directors of Special Education. Statement of Philosophy The society in which an individual functions determines his/her beliefs, attitudes, and actions. The school, as an agency of society, plays a large role in each individual's development. It is a role that must incorporate the advancement of broad skills in one's thinking and reasoning, build one's appreciation for the arts, and strengthen one's ability to interact socially. These critical components which are needed for an individual to be an active contributor to society must be offered to all individuals on an equal basis as provided for in the Constitution and Legislation. Though the needs are unique, the exceptional child must have the guarantee that she/he also will receive the most complete education possible in terms of their individual needs and abilities and that this takes place as much as possible in the least restrictive educational environment. The use of intervention, through special services or classroom programs, should be initiated only after careful weighing of the advantages or disadvantages in light of the child's particular needs. Cooperative interaction between the exceptional child's family and the school is paramount in meeting the child's essential needs. We believe parents/guardians have a right to any and all information, which is needed in order to assist the school in making intelligent educational plans for their children. While we are concerned about the personal impact of the decisions made relative to the operation of NKESC, decisions will be made for the good of the organization in reference to our mission. Mission Statement The mission of NKESC is to allow, foster, and support cooperative efforts based on the ideas, knowledge, and beliefs of member districts and communities. We commit ourselves to the development of all students' emotional, social, physical, and academic progress assuring that education is a life long process. Students can be expected to achieve standards of excellence as they prepare to become citizens of the future. While acting in a leadership capacity, the service center will strive to meet the needs of each member district and community. THE SPECIAL EDUCATION INSTRUCTIONAL PARAEDUCATOR role, responsibility, and supervision I. ROLE OF THE PARAEDUCATOR: A paraeducator is a school employee who works under the supervision of administrative and teaching staff in performing various instructional and non-instructional duties to assist with providing special education students a free and appropriate education. Paraeducators primarily provide instructional or related services under the supervision of licensed or certified special education professionals in an accredited or approved special education program. Examples of allowable activities include instructional support under the supervision of a professional, participation in IEP meetings, parent-teacher conferences, staff development, student data collection and record-keeping such as maintaining observational and anecdotal records. If paraeducators participate in these activities, the time will be counted as student contact hours for the purpose of computing special education reimbursement. Paraeducators also may assist the special teacher with paperwork related to the special education students for whom s/he is responsible. This provides important support to those students and special teachers. By fulfilling their role, paraeducators will help increase the quality of instruction and services provided to students in a special education program. A paraeducator may be assigned to support students with exceptionalities in a general education program when one or more students with exceptionalities are included in that program, as long as the paraeducator is assigned to and supervised by a special teacher who meets the requirements in KSA 72-962(j)(l). The benefits of paraeducators work are many, and the beneficiaries are the entire community not only students. Trained paraeducators can help an entire school district deliver the quality education its community demands. II. RESPONSIBILITIES: The responsibility of the paraeducator is to follow the program planned by a certified professional. The professional assumes the primary responsibility for the instruction of the students. Many times the paraeducator and the professional will have responsibilities that are comparable and overlap. Following is a comparison of such responsibilities. Supervising Teacher Paraeducator 1. Diagnoses educational needs. 1. Scores and compiles data associated with testing and other types of assessment; carries out informal assessment. 2. Plans instructional programs. 2. Assists with the planning process; copies, transcribes, types, files, etc. 3. Grades students performance. 3. Checks and scores student work. 4. Takes responsibility for new concepts, 4. Reinforces and reviews concepts and skills. new classroom activity. Assists students in performing activities initiated by the supervising teacher. 5. Revises instruction programs. 5. Monitors student progress in instructional programs and relates findings to supervising teacher. 6. Designs instructional materials. 6. Helps develop instructional materials designed by the supervising teacher. 7. Designs and implements behavioral 7. Monitors and reinforces student performance concerning behavioral interventions through observation; assumes data collection, compilation, and other record keeping duties. . 8. Communicates with parents. 8. Maintains records associated with the parent conference procedure, confirms conference dates, etc under the guidance of the supervising teacher. 9. Responsible for behavioral management. 9. Manages students during time when the teacher is involved in the regular performance of professional duties or has logical emergency reasons for being out of the classroom; plays supportive management role when supervising teacher is present. 10. Attends inservice workshops. 10. Attends inservice workshop for paraeducators. The delineation of supervising teacher and paraeducator responsibilities offered above may be further clarified by the following list of paraeducator dos and donts. The paraeducator may: The paraeducator may not: 1. Be left alone in the classroom for short 1. Be used as a substitute teacher in the periods of time when the supervising general classroom while serving teacher is away. The supervising teacher in the role of paraeducator. remains responsible for the classroom at all times and must remain accessible. 2. Work without direct supervision with 2. Independently teach new concepts individuals or groups of students. and skills. 3. Have specific instructional and 3. Be given primary responsibility management responsibilities for for working with individual students. students. 4. Be involved in student staffings. 4. Be assigned to attend student staffings in lieu of the supervising teacher. 5. Be used to support the integration of 5. Be given primary responsibility for exceptional students into regular classes mainstreaming one or more students by tutoring these students in regular class or used to teach regular curriculum assignments and giving tests orally, etc. content to non-exceptional students. 6. Be assigned record keeping tasks 6. Be used to carry out clerical relevant to the classroom assignments. responsibilities usually assigned to other staff members in the building. 7. Assist the supervising teacher in 7. Take full responsibility for supervising supervising assemblies and group field field trips, assemblies or other non- trips. Take individual students on job- teaching duties usually assigned to related activities, job interviews, teachers, e.g., hall duty, extra duty, curriculum-based recreation, shopping, etc. school clubs, etc. III. SUPERVISION: Paraeducators Are In The Schools To: work with a variety of students who may have diverse learning needs support the implementation of individual students programs provide support, suggestions, and feedback regarding the strategies and instruction that have been implemented become team members for planning and evaluation of individual student programs provide all students opportunities for positive learning in interpersonal experiences provide a variety of support to both students and teachers (all other assigned duties) Supervision of the special education paraeducator in most districts is a joint responsibility of the supervising teacher, building administrator, and NKESC administrator. The supervising teacher will be responsible for structuring the paraeducators schedule and working with the paraeducator on a regular basis to insure the responsibilities assigned are carried out in an efficient manner. The supervising teacher may assign duties to the paraeducator according to classroom needs and capabilities of each paraeducator. A paraeducator should not be assigned responsibilities specifically prohibited in this outline. It is important that supervision provided by the teacher be well organized and consistent. Proper supervision requires effective planning and communication, which must be initiated and fostered by the supervising teacher. It is suggested that formal communication between the paraeducator and supervising teacher concerning delegation of responsibilities and resultant paraeducator performance be documented. The building administrator and NKESC Administrator should be available for consultation with the teacher if questions or problems related to supervision of paraeducators should arise. IV. CODE OF ETHICS: A. Relationship With The School: Be on time and have good attendance Accept responsibility for improving skills Know school policies and procedures Represent the school district in a positive manner B. Accepting Responsibilities: Recognize the supervisor has the ultimate responsibility for instruction, etc. Do only things for which you are qualified or trained Do not communicate progress or concerns to parents unless directed by staff Refer concerns expressed by others to the teacher C. Relationship With Students And Parents: Discuss a childs progress and/or program only with supervising teacher in the appropriate setting Refrain from discriminatory practices Respect the dignity, privacy, and individuality of all students, parents, and staff Present yourself as a positive adult role model D. Relationship With The Teacher Recognize the teacher as supervisor and team leader Establish a positive relationship with the teacher When problems cannot be resolved, utilize districts grievance procedures Discuss concerns about the teacher or methods directly with the teacher V. CONFIDENTIALITY: As a paraeducator, you will hear, read, and observe information about students that is considered confidential. You will learn a great deal about the students you work with and their families. You must always respect the privacy of the students and their families. There are federal and state laws designed to protect the confidentiality of students served in special education. The law says that only educators, directly involved in delivering services to a student may have access to records and information about the student. Persons not directly involved in delivering services to a student do not have a right to this information. YOU have a right to know information about the student with whom you are involved-count yourself among those directly involved with the student. Please remember you are allowed access to information only for students with whom you are involved. Always remember that you are a professional, and professionals honor confidentiality. Remember a breach of confidentiality is not only unprofessional, but also illegal. Problems of confidentiality are not always intentional. Eagerness to tell about a students accomplishment or progress may appear harmless, but you may give more information about a childs area of disability, needs, or educational plan than intended. The following are a few tips to help keep confidentiality from becoming a problem: Be careful with whom you share information. Is that person directly involved with the students education? Dont print out or label children in public (outside of school) as your students. Avoid using names if you are asked about your job. Suggest that questions about a student be best directed to the regular classroom teacher or special education teacher. Be careful not to distort, exaggerate, or confuse information. Never use information about a student as gossip or as a joke. Focus comments on student strengths and be positive. No matter who asks you a question about a student, if you dont want to answer or are unsure whether you should answer, DONT. You can do this politely. Be direct and honest: Im sorry-I cant say. Develop a workable response to questions, write it down, practice it, and use it! Quick Tip: If you know it because you work here-it is to be treated as confidential. Dr. Lowell Alexander, Director, Wyandotte County Special Ed. Cooperative, Kansas City, KS, was the original author of this paper with editing from the KS State Dept. of Education and NKESC. TEAM WORK 1. Communicate with your teacher daily, this is essential to building a program which is responsive to disabled learners. 2. Offer suggestions or ideas but dont get your feelings hurt if your suggestions or ideas arent taken. 3. Ask your teachers opinion on your performance. 4. Discuss problems NOW. Dont let them grow bigger by ignoring them. 5. Follow Instructions. 6. Remember all final decisions are up to your teacher. 7. Dont talk about school problems to people outside of school. 8. Give the teacher feedback, it helps in communication. 9. Let teachers know your interest, hobbies, background and experiences. You may be able to contribute much to special class projects and special interest centers. 10. Ask questions - the teacher may assume that you know what she (the teacher) is talking about when giving directions. 11. Learn classroom procedures, i.e. to restroom, recess, lunch, drinks, fire drills. 12. Share responsibilities - offer to do something to help equalize the work in the room. Dont wait to be told to do something. Work with the teacher as a team. 13. Be Patient: with yourself (teaching is a learned profession, it takes time) with the teacher (some days are more demanding than others) with the children (the courtesy and respect we show children will be imitated). 14. Become familiar with the types of children served in the classroom. 15. Become familiar with the academic approach of the teacher. 16. Become familiar with the various types of academic equipment and materials used in the classroom. 17. Have a positive self-concept. 18. Enthusiasm and a sensitivity to the feelings of children are very important. 19. Mutual respect and support between the teacher and the paraeducator must be shown at all times. 20. There must be consistency in handling of rules and rewards in the classroom Be prepared to give any practical assistance that the teacher feels necessary for the success of the program (helping make teacher-made material, dittos, etc.) Work with the teachers, not against them. Have a positive attitude and emphasize the progress made. 22. Show some enthusiasm for your job. Be on time and be dependable. 23. Be a professional. If work problems arise, always discuss the issues with your supervising teacher. STAFF DEVELOPMENT Special tenets of Results-Based Staff Development (RBSD), as identified in KSDEs Professional Development Program Guidelines, 2003-2004 Edition should guide the provision of staff development opportunities for paraeducators. An Inservice Log will be kept with the appropriate documentation by the Paraeducator. Each paraeducators staff development activities could include various levels of staff development opportunities: knowledge/learning: inservice, workshop, study group, observation, child-specific presentations application/skill development guided practice, implementing strategies/ ideas, peer coaching, and impact: documented effect of implementation with students Knowledge hours are based on one hour for each contact hour. Application hours should not exceed two times the number of hours of knowledge level training for the topic. The impact hours should not exceed three times the number of hours of knowledge level training. Application and impact activities follow an inservice/workshop/study group, etc. and staff development hours should be awarded for implementation over an extended period of time, not for one-shot uses of what was learned. Impact hours imply there are student data that indicate student(s) have been positively impacted by the implementation of knowledge learned. Application and Impact hours must be verified by a supervising teacher and verification should be available to the auditor, if requested. Documentation for application and impact hours should be clearly aligned with knowledge level staff development opportunities (workshops, skill development training). Further explanation of the results-based staff development model and the awarding of staff development points are available in the Kansas Professional Development Program Guidelines, 2003-2004 Edition. The document is available on the KSDE website. The awarding of paraeducator staff development hours should be comparable to your school districts Professional Development Plan for professionals. Each local education agency must: Provide each special education instructional paraeducator not less than 20 clock hours of staff development per school year during the paraeducators contract time. The 20 clock hours of staff development may be pro-rated according to the length of employment for any special education instructional paraeducator who is not employed for a full school year; or Allow each special education instructional paraeducator to substitute one or more credit hours of college coursework for the staff development specified in paragraph (1). This college credit may not be used to substitute for the required annual orientation session. Paraeducators are required to have 20 clock hours of staff development per school year, regardless of the number of hours/day or days/week worked. When they are hired, paraeducators must be provided a minimum of 2 hours of orientation (e.g., confidentiality of student records, important school policies, etc). The remaining required 18 hours averages about 2 hours of staff development per month, based on a 9-month contract. If the paraeducator works less than the full school year, the staff development hours required are pro-rated according to the time s/he has been employed. For example, if the paraeducator works one month or less, 2 hours of staff development are required. If the paraeducator works less than 10 days in the second month, 2 hours of in-service are required. If the paraeducator works 10 days or more of a second month but less than the full month, an additional hour of staff development (3 hours, total) is required. If the paraeducator works the full second month, 4 hours of staff development are required, and so forth. To illustrate, if a paraeducator works August 20 to January 31 (5 months and 11 days), 11 in-service hours would be needed. If the paraeducator works August 20 to February 10 (one day less than 6 months), the number of in-service hours needed would still be 11. STAFF DEVELOPMENT ACTIVITIES Of these 20 hours of staff development required, at least 10 hours of staff development activities must relate to the specific needs of the paraeducators responsibilities. Up to 10 hours may be in staff development activities that are more generic and may not be specifically related to the specific needs of the students served. College hours may be substituted for staff development. Each college hour will be counted as 20 staff development hours, applied to the school year in which the coursework was obtained. College hours should be reported as college hours, because the conversion to staff development hours is automatically calculated within the program for the Personnel Report. Passing (score at or above the State cut-off) a State-approved paraprofessional assessment will be counted as 20 staff development hours. (Effective July 1, 2003, not retroactive.) Approved paraeducator assessments are (1) ParaPro by ETS; (2) WorkKeys by ACT, 3 assessments and inventory; and (3) ParaEducator by Master Teacher, 2 assessments. Each local education agency must adopt and have on file a plan for staff development for special education instructional paraeducators. (Paraeducators may write Individual Development Plans.) Each local education agency must prepare and maintain documentation of the annual staff development provided for special education instructional paraeducators for a period of at least 3 years. Each staff development program must include the following: A 2-hour orientation session at the time a paraeducator is employed; Orientation annually to ensure compliance with confidentiality and other requirements, maximum of two hours; and Staff development activities specifically related to the area and type of program in which the special education instructional paraeducator is employed. REQUIREMENTS FOR PARAEDUCATORS UNDER NO CHILD LEFT BEHIND LAW Effective January 8, 2002, all paraeducators hired after this date to work in Title I schoolwide programs must have: Completed at least 2 years of study at an institution of higher education. A minimum of 48 hours must be accumulated. The college hours must be hours that can be applied to a baccalaureate degree. Obtain an AA degree (or higher), or Met rigorous standards as demonstrated through a formal State or Local assessment. Approved paraeducator assessments are (1) ParaPro by ETS; (2) WorkKeys by ACT, 3 assessments and inventory; and (3) ParaEducator by Master Teacher, 2 assessments. How to Use The ParaEducator Learning Network Welcome to www.paraeducator.net! The home of The Paraeducator Learning Network! You are about to embark on a fabulous learning opportunity that we believe you will find both meaningful and easy to use! ABOUT THE web site The Paraeducator Learning Network is an Internet based professional development web site. 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 web site also maintains a personalized transcript to help you and your supervisor track the courses you have successfully completed. instructions The purpose of this document is to provide the instructions for how to register and access The Paraeducator Learning Network. If you have any questions about this information, please contact your supervisor. step 1 - sign-on THE internet: To access The Paraeducator Learning Network you must always log-on to the Internet and open the www.paraeducator.net web site. step 2 registration - FOR FIRST TIME USERS: Click on the Register button and follow the instructions. The Register button is on the right side of the screen, three inches below the large "enter." Important: Remember your User Name and Password! NOTE: If you have already registered, skip to step 3 - login. step 3-login: Enter your user name in me "username box. Enter your password in the "password" box. Click the login button. step 4 - welcome ^YOUR NAME" options: Scroll down to one of the following areas: my current courses Shows me courses you are currently registered in and the courses your have completed in the Current school year. Click on a course number to access course material. A red exclamation point denotes a required course assigned by your administrator. additional courses Click the down arrow in the "Select a Course" box to access the list of available courses. Select one of the courses and click the register button. transcript Click the down arrow in the "Select a transcript" box to access your transcripts. Select the school year (Ie. 2004-2005) and click the submit button. logoff Click the log off button when you are finished accessing your Welcome options. Note: The system will automatically close your browser windows to help keep your information secure. Organization Name: NKESC User Name: Authorization Code: pa679ra736 Password: PARAEDUCATOR INSERVICE LOG Northwest Kansas Educational Service Center District # 602 Name: ID Number: Title of Paraeducator Development ActivitiesDate CompletedDate of Knowledge and LearningDate of Application Skill LevelDate of Impact# of hours earnedTotal Number of HoursInservice Hrs *College Hrs Combined Total (Sign and return copy of original by November 30.) Paraeducator Signature: Date: NKESC Supervisor Signature: Date: (Sign and return pink original by April 10) Paraeducator Signature: Date: NKESC Supervisor Signature: Date: *College hours may be counted as 20 hours per credit ONLY if official transcript is received For NKESC USE ONLY: Begin Date: End Date: Hrs. 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