Welcome USD 475 Geary County Schools

Paraeducators2013-14 School Year

Katina BrennDirector of the

Exceptional Student Services Division

ESS Leadership Team

Katina Brenn- Director of Exceptional Student ServicesKathy Beougher- Asst Director of Exceptional Student ServicesKaren Truitt- District Autism CoordinatorJennifer Blair- ECSE CoordinatorStephanie McNemar- Inclusion Facilitator- Seitz Elementary Alicia Scofield- Inclusion Facilitator- Ware ElementaryLindsay Jones- Coordinator- Fort Riley Middle SchoolUrsula Popovich- ESS Coordinator- Junction City Middle SchoolPatricia Dozier- CAC CoordinatorJacinda Kinzie- FSA Inclusion FacilitatorSandy Gray- Transition Coordinator

PARAHANDBOOK

Geary County UnifiedSchool District 475123 N Eisenhower

PO Box 370Junction City Kansas 66441

785-717-4093

Para Handbook Section 1Para Work DaysStaff Development

Requirements

bull Professional Development Record Form (April 17 2014)bull Paraprofessional Work Days Memobull Professional Development Hours Pyramid bull ESEA Assessment Requirementsbull Provenance Learning Solutions Compliance Assessmentsbull Important Assessment Informationbull Obtaining Professional Development Hoursbull Infinitec-httpwwwmyinfinitecorg bull CPI Tidbits CPI Dates

DUE April 19 2013

Due no later than April 17th

PARAPROFESSIONAL WORK DAY bull To Building Principals Coordinators Teachers Paraprofessionals and Payroll Deptbull From Katina Brenn Director of Exceptional Student Services Departmentbull Re Paraprofessional Work Daysbull Date June 24 2013bull bull 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

bull bull 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

bull August 13 - 130-330 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

bull 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 districtrsquos Exceptional Student Services (ESS) Departmentrsquos share point site

bull Once paraprofessionals attain their 10 or 20 hours of staff development they will not be paid to work any further staff dev days unless principals request paraprofessionals to work for specific reasons Requests should be made to the Exceptional Student Services (ESS) department office

bull PARAPROFESSIONALS DO NOT WORK Flexible Professional Development days or ParentTeacher Conf Days

bull ELEMENTARY PARAPROFESSIONALS Can work the K-5 Plan days as determined by their Principal

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

ESS Leadership Team

Katina Brenn- Director of Exceptional Student ServicesKathy Beougher- Asst Director of Exceptional Student ServicesKaren Truitt- District Autism CoordinatorJennifer Blair- ECSE CoordinatorStephanie McNemar- Inclusion Facilitator- Seitz Elementary Alicia Scofield- Inclusion Facilitator- Ware ElementaryLindsay Jones- Coordinator- Fort Riley Middle SchoolUrsula Popovich- ESS Coordinator- Junction City Middle SchoolPatricia Dozier- CAC CoordinatorJacinda Kinzie- FSA Inclusion FacilitatorSandy Gray- Transition Coordinator

PARAHANDBOOK

Geary County UnifiedSchool District 475123 N Eisenhower

PO Box 370Junction City Kansas 66441

785-717-4093

Para Handbook Section 1Para Work DaysStaff Development

Requirements

bull Professional Development Record Form (April 17 2014)bull Paraprofessional Work Days Memobull Professional Development Hours Pyramid bull ESEA Assessment Requirementsbull Provenance Learning Solutions Compliance Assessmentsbull Important Assessment Informationbull Obtaining Professional Development Hoursbull Infinitec-httpwwwmyinfinitecorg bull CPI Tidbits CPI Dates

DUE April 19 2013

Due no later than April 17th

PARAPROFESSIONAL WORK DAY bull To Building Principals Coordinators Teachers Paraprofessionals and Payroll Deptbull From Katina Brenn Director of Exceptional Student Services Departmentbull Re Paraprofessional Work Daysbull Date June 24 2013bull bull 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

bull bull 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

bull August 13 - 130-330 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

bull 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 districtrsquos Exceptional Student Services (ESS) Departmentrsquos share point site

bull Once paraprofessionals attain their 10 or 20 hours of staff development they will not be paid to work any further staff dev days unless principals request paraprofessionals to work for specific reasons Requests should be made to the Exceptional Student Services (ESS) department office

bull PARAPROFESSIONALS DO NOT WORK Flexible Professional Development days or ParentTeacher Conf Days

bull ELEMENTARY PARAPROFESSIONALS Can work the K-5 Plan days as determined by their Principal

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

PARAHANDBOOK

Geary County UnifiedSchool District 475123 N Eisenhower

PO Box 370Junction City Kansas 66441

785-717-4093

Para Handbook Section 1Para Work DaysStaff Development

Requirements

bull Professional Development Record Form (April 17 2014)bull Paraprofessional Work Days Memobull Professional Development Hours Pyramid bull ESEA Assessment Requirementsbull Provenance Learning Solutions Compliance Assessmentsbull Important Assessment Informationbull Obtaining Professional Development Hoursbull Infinitec-httpwwwmyinfinitecorg bull CPI Tidbits CPI Dates

DUE April 19 2013

Due no later than April 17th

PARAPROFESSIONAL WORK DAY bull To Building Principals Coordinators Teachers Paraprofessionals and Payroll Deptbull From Katina Brenn Director of Exceptional Student Services Departmentbull Re Paraprofessional Work Daysbull Date June 24 2013bull bull 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

bull bull 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

bull August 13 - 130-330 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

bull 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 districtrsquos Exceptional Student Services (ESS) Departmentrsquos share point site

bull Once paraprofessionals attain their 10 or 20 hours of staff development they will not be paid to work any further staff dev days unless principals request paraprofessionals to work for specific reasons Requests should be made to the Exceptional Student Services (ESS) department office

bull PARAPROFESSIONALS DO NOT WORK Flexible Professional Development days or ParentTeacher Conf Days

bull ELEMENTARY PARAPROFESSIONALS Can work the K-5 Plan days as determined by their Principal

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

Para Handbook Section 1Para Work DaysStaff Development

Requirements

bull Professional Development Record Form (April 17 2014)bull Paraprofessional Work Days Memobull Professional Development Hours Pyramid bull ESEA Assessment Requirementsbull Provenance Learning Solutions Compliance Assessmentsbull Important Assessment Informationbull Obtaining Professional Development Hoursbull Infinitec-httpwwwmyinfinitecorg bull CPI Tidbits CPI Dates

DUE April 19 2013

Due no later than April 17th

PARAPROFESSIONAL WORK DAY bull To Building Principals Coordinators Teachers Paraprofessionals and Payroll Deptbull From Katina Brenn Director of Exceptional Student Services Departmentbull Re Paraprofessional Work Daysbull Date June 24 2013bull bull 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

bull bull 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

bull August 13 - 130-330 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

bull 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 districtrsquos Exceptional Student Services (ESS) Departmentrsquos share point site

bull Once paraprofessionals attain their 10 or 20 hours of staff development they will not be paid to work any further staff dev days unless principals request paraprofessionals to work for specific reasons Requests should be made to the Exceptional Student Services (ESS) department office

bull PARAPROFESSIONALS DO NOT WORK Flexible Professional Development days or ParentTeacher Conf Days

bull ELEMENTARY PARAPROFESSIONALS Can work the K-5 Plan days as determined by their Principal

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

DUE April 19 2013

Due no later than April 17th

PARAPROFESSIONAL WORK DAY bull To Building Principals Coordinators Teachers Paraprofessionals and Payroll Deptbull From Katina Brenn Director of Exceptional Student Services Departmentbull Re Paraprofessional Work Daysbull Date June 24 2013bull bull 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

bull bull 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

bull August 13 - 130-330 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

bull 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 districtrsquos Exceptional Student Services (ESS) Departmentrsquos share point site

bull Once paraprofessionals attain their 10 or 20 hours of staff development they will not be paid to work any further staff dev days unless principals request paraprofessionals to work for specific reasons Requests should be made to the Exceptional Student Services (ESS) department office

bull PARAPROFESSIONALS DO NOT WORK Flexible Professional Development days or ParentTeacher Conf Days

bull ELEMENTARY PARAPROFESSIONALS Can work the K-5 Plan days as determined by their Principal

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

PARAPROFESSIONAL WORK DAY bull To Building Principals Coordinators Teachers Paraprofessionals and Payroll Deptbull From Katina Brenn Director of Exceptional Student Services Departmentbull Re Paraprofessional Work Daysbull Date June 24 2013bull bull 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

bull bull 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

bull August 13 - 130-330 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

bull 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 districtrsquos Exceptional Student Services (ESS) Departmentrsquos share point site

bull Once paraprofessionals attain their 10 or 20 hours of staff development they will not be paid to work any further staff dev days unless principals request paraprofessionals to work for specific reasons Requests should be made to the Exceptional Student Services (ESS) department office

bull PARAPROFESSIONALS DO NOT WORK Flexible Professional Development days or ParentTeacher Conf Days

bull ELEMENTARY PARAPROFESSIONALS Can work the K-5 Plan days as determined by their Principal

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

bull August 13 - 130-330 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

bull 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 districtrsquos Exceptional Student Services (ESS) Departmentrsquos share point site

bull Once paraprofessionals attain their 10 or 20 hours of staff development they will not be paid to work any further staff dev days unless principals request paraprofessionals to work for specific reasons Requests should be made to the Exceptional Student Services (ESS) department office

bull PARAPROFESSIONALS DO NOT WORK Flexible Professional Development days or ParentTeacher Conf Days

bull ELEMENTARY PARAPROFESSIONALS Can work the K-5 Plan days as determined by their Principal

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

To Special Education Paraprofessionals and AdministratorsFrom Katina Brenn Director of Exceptional Student Services DivisionRe The Elementary and Secondary Education Act RequirementsDate 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 Associatersquos degree ndash (48 hours) OR 2) Obtain an Associatersquos 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- wwwprovenancesolutionscomprovenanceksjunctioncity To get set up to complete study modules andor 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 ldquotranscriptrdquo 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 ldquotranscriptrdquo of the modules you have completed by April 17 2014

ProVenance Learning Solutions Compliance Assessments

ABOUT THE WEBSITEbull 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

bull 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 Informationbull This test consists of two assessments

bull Assessment 1 Reading Writing amp Math - Instructional Support

bull 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

bull Assessment 2 Reading Writing amp Math - Knowledge and Application

bull 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

>

bull You will need to schedule a time to administer the test so your ESS supervisor or administrative designee can be present in the room at all times while the para completes the test Keep in mind that the Assessment 1 will require up to one hour and Assessment 2 will require up to 3 hours Most paraeducators will be able to complete both tests consecutively in 3 hours

bull Call Nicole Nutter at 717-4093 to ldquoassignrdquo the test for the individual

bull 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

bull 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

bull 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

bull 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

bull Access to ProVenance Learning Solutions coursework is blocked during the assessment

bull Only the internet window with the assessment should be open The supervisor should monitor each screen to make certain the para follows this rule

bull The supervisor will answer only questions about assessing and using the assessment program

bull There should be no talking among the paras during the assessment

bull Calculatorscell phonesnotes are not permitted Scratch paper should be provided

Obtaining Staff Development Hoursbull College Hours ndash One or more credit

hours = 20 hours of in-service bull Read a book (education relevant) ndash 150 pages = 3

hoursbull Watch a video (education relevant) ndash In-service

time = time of videobull My httpwwwmyinfinitecorg -Infinitec Website

on line modulesbull You must have permission from your administrator

to work more than the required Staff Development hours

Important Assessment Informationbull This test consists of two assessments

bull Assessment 1 Reading Writing amp Math - Instructional Support

bull 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

bull Assessment 2 Reading Writing amp Math - Knowledge and Application

bull 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

>

bull You will need to schedule a time to administer the test so your ESS supervisor or administrative designee can be present in the room at all times while the para completes the test Keep in mind that the Assessment 1 will require up to one hour and Assessment 2 will require up to 3 hours Most paraeducators will be able to complete both tests consecutively in 3 hours

bull Call Nicole Nutter at 717-4093 to ldquoassignrdquo the test for the individual

bull 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

bull 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

bull 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

bull 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

bull Access to ProVenance Learning Solutions coursework is blocked during the assessment

bull Only the internet window with the assessment should be open The supervisor should monitor each screen to make certain the para follows this rule

bull The supervisor will answer only questions about assessing and using the assessment program

bull There should be no talking among the paras during the assessment

bull Calculatorscell phonesnotes are not permitted Scratch paper should be provided

Obtaining Staff Development Hoursbull College Hours ndash One or more credit

hours = 20 hours of in-service bull Read a book (education relevant) ndash 150 pages = 3

hoursbull Watch a video (education relevant) ndash In-service

time = time of videobull My httpwwwmyinfinitecorg -Infinitec Website

on line modulesbull You must have permission from your administrator

to work more than the required Staff Development hours

bull You will need to schedule a time to administer the test so your ESS supervisor or administrative designee can be present in the room at all times while the para completes the test Keep in mind that the Assessment 1 will require up to one hour and Assessment 2 will require up to 3 hours Most paraeducators will be able to complete both tests consecutively in 3 hours

bull Call Nicole Nutter at 717-4093 to ldquoassignrdquo the test for the individual

bull 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

bull 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

bull 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

bull 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

bull Access to ProVenance Learning Solutions coursework is blocked during the assessment

bull Only the internet window with the assessment should be open The supervisor should monitor each screen to make certain the para follows this rule

bull The supervisor will answer only questions about assessing and using the assessment program

bull There should be no talking among the paras during the assessment

bull Calculatorscell phonesnotes are not permitted Scratch paper should be provided

Obtaining Staff Development Hoursbull College Hours ndash One or more credit

hours = 20 hours of in-service bull Read a book (education relevant) ndash 150 pages = 3

hoursbull Watch a video (education relevant) ndash In-service

time = time of videobull My httpwwwmyinfinitecorg -Infinitec Website

on line modulesbull You must have permission from your administrator

to work more than the required Staff Development hours

SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION

bull 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

bull 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

bull Access to ProVenance Learning Solutions coursework is blocked during the assessment

bull Only the internet window with the assessment should be open The supervisor should monitor each screen to make certain the para follows this rule

bull The supervisor will answer only questions about assessing and using the assessment program

bull There should be no talking among the paras during the assessment

bull Calculatorscell phonesnotes are not permitted Scratch paper should be provided

Obtaining Staff Development Hoursbull College Hours ndash One or more credit

hours = 20 hours of in-service bull Read a book (education relevant) ndash 150 pages = 3

hoursbull Watch a video (education relevant) ndash In-service

time = time of videobull My httpwwwmyinfinitecorg -Infinitec Website

on line modulesbull You must have permission from your administrator

to work more than the required Staff Development hours

Obtaining Staff Development Hoursbull College Hours ndash One or more credit

hours = 20 hours of in-service bull Read a book (education relevant) ndash 150 pages = 3

hoursbull Watch a video (education relevant) ndash In-service

time = time of videobull My httpwwwmyinfinitecorg -Infinitec Website

on line modulesbull You must have permission from your administrator

to work more than the required Staff Development hours

Obtaining Professional Development Hours

LEA Determined ndash In-service RequirementHold a current Kansas teaching license

Related Service license ndash eligible for Categorical AidOTA PTA and LPN

10 Hours ndash In-service RequirementSpecial education para for USD 475 for more than 3

years ndash years must be consecutive and recent (as archived in the Personnel Database)

20 Hours- In-service Required3 consecutive years or less amp recent years experience as

a special education para in Kansas

Note Taking the ESEA test does not accrue professional Development hours

Para Handbook Section 2 Roles and Responsibilities

bull Information from KSDE Concerning Paraprofessionals Kansas Regulationsbull Paraprofessional Competenciesbull Appreciating Diversitybull Confidentialitybull Importance of teamworkbull A Law to Protect the Privacy of Student recordsbull Ethical Guidelines for Paraprofessionalsbull Teacher and Para Roles in Managing Behaviorbull The ABCrsquos of Behaviorbull Principals of MotivationReinforcementsbull How to manage behavior when it occursbull Ethical Considerations in Behavior Managementbull Supporting Teachersrsquo Instructionbull Assessing Student Performancebull Supporting Instruction in Content Area Classesbull Accommodations and Modificationsbull Characteristics of Effective Paraprofessionals

Kansas Regulations Regarding Paraprofessionals The following statements are from the Kansas Special

Education Regulations They say that at paraprofessionalhelliphellip

bull Cannot be solely responsible for special education instruction or related services

bull Cannot select or give formal standardized tests or interpret any results

bull 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

bull Cannot be solely responsible for preparing lesson plans or initiating original instruction

bull Must have direct supervision amp involvement from a professional to implement a studentrsquos IEP

bull Cannot be employed in place of a certified special education professional

bull Cannot be a substitute teacher unless the paraprofessional has the appropriate certification

bull Cannot be enrolled as an elementary or secondary student

bull 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 Kansasrsquos 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 studentsrsquo needs

Emergency Safety Interventions (ESI)

Emergency Safety Interventions = Seclusion and Restraint

ESI= All Staff amp All Students

Guidelines for seclusion and restraint are now Kansas Regulations

Resources regulations and more information can be found at this website

httpksdetasnorgcmsindexphpesi-resources

Para Handbook Section 2 Roles and Responsibilities

bull Information from KSDE Concerning Paraprofessionals Kansas Regulationsbull Paraprofessional Competenciesbull Appreciating Diversitybull Confidentialitybull Importance of teamworkbull A Law to Protect the Privacy of Student recordsbull Ethical Guidelines for Paraprofessionalsbull Teacher and Para Roles in Managing Behaviorbull The ABCrsquos of Behaviorbull Principals of MotivationReinforcementsbull How to manage behavior when it occursbull Ethical Considerations in Behavior Managementbull Supporting Teachersrsquo Instructionbull Assessing Student Performancebull Supporting Instruction in Content Area Classesbull Accommodations and Modificationsbull Characteristics of Effective Paraprofessionals

Kansas Regulations Regarding Paraprofessionals The following statements are from the Kansas Special

Education Regulations They say that at paraprofessionalhelliphellip

bull Cannot be solely responsible for special education instruction or related services

bull Cannot select or give formal standardized tests or interpret any results

bull 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

bull Cannot be solely responsible for preparing lesson plans or initiating original instruction

bull Must have direct supervision amp involvement from a professional to implement a studentrsquos IEP

bull Cannot be employed in place of a certified special education professional

bull Cannot be a substitute teacher unless the paraprofessional has the appropriate certification

bull Cannot be enrolled as an elementary or secondary student

bull 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 Kansasrsquos 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 studentsrsquo needs

Emergency Safety Interventions (ESI)

Emergency Safety Interventions = Seclusion and Restraint

ESI= All Staff amp All Students

Guidelines for seclusion and restraint are now Kansas Regulations

Resources regulations and more information can be found at this website

httpksdetasnorgcmsindexphpesi-resources

Kansas Regulations Regarding Paraprofessionals The following statements are from the Kansas Special

Education Regulations They say that at paraprofessionalhelliphellip

bull Cannot be solely responsible for special education instruction or related services

bull Cannot select or give formal standardized tests or interpret any results

bull 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

bull Cannot be solely responsible for preparing lesson plans or initiating original instruction

bull Must have direct supervision amp involvement from a professional to implement a studentrsquos IEP

bull Cannot be employed in place of a certified special education professional

bull Cannot be a substitute teacher unless the paraprofessional has the appropriate certification

bull Cannot be enrolled as an elementary or secondary student

bull 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 Kansasrsquos 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 studentsrsquo needs

Emergency Safety Interventions (ESI)

Emergency Safety Interventions = Seclusion and Restraint

ESI= All Staff amp All Students

Guidelines for seclusion and restraint are now Kansas Regulations

Resources regulations and more information can be found at this website

httpksdetasnorgcmsindexphpesi-resources

bull Cannot be employed in place of a certified special education professional

bull Cannot be a substitute teacher unless the paraprofessional has the appropriate certification

bull Cannot be enrolled as an elementary or secondary student

bull 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 Kansasrsquos 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 studentsrsquo needs

Emergency Safety Interventions (ESI)

Emergency Safety Interventions = Seclusion and Restraint

ESI= All Staff amp All Students

Guidelines for seclusion and restraint are now Kansas Regulations

Resources regulations and more information can be found at this website

httpksdetasnorgcmsindexphpesi-resources

Emergency Safety Interventions (ESI)

Emergency Safety Interventions = Seclusion and Restraint

ESI= All Staff amp All Students

Guidelines for seclusion and restraint are now Kansas Regulations

Resources regulations and more information can be found at this website

httpksdetasnorgcmsindexphpesi-resources

Definitions

bull KAR 91-42-1(c) defines an emergency safety intervention (ESI) as ldquothe use of seclusion or physical restraint when a student presents an immediate danger to self or othersrdquo

bull Physical Restraint-Bodily force used to substantially limit a studentrsquos movement The term does not include physical escort

bull 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 (ESI) A school employee should use physical restraint on a child with a disability only if the childs 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 childs size and age and the severity of the childs behavior

Physical restraint means bodily force used to substantially limit a persons 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 Kansasbull Administrators report to the state on a quarterly

basis the details of any seclusion andor restraintbull 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 Parentsbull 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)

bull After the verbal contact parents must be contacted in writing within 48 hours

What Does this mean in practice

Immediate danger to self or others means

bull You would need to be able to prove that you werendash in fear of physical danger ndash in fear that others where in physical danger orndash in fear that the student physically

endangering themselves

Do not place your hands on a student unless they are going to harm themselves

or others

Trainingbull 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-up717-4093

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Emergency Safety Interventions (ESI) A school employee should use physical restraint on a child with a disability only if the childs 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 childs size and age and the severity of the childs behavior

Physical restraint means bodily force used to substantially limit a persons 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 Kansasbull Administrators report to the state on a quarterly

basis the details of any seclusion andor restraintbull 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 Parentsbull 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)

bull After the verbal contact parents must be contacted in writing within 48 hours

What Does this mean in practice

Immediate danger to self or others means

bull You would need to be able to prove that you werendash in fear of physical danger ndash in fear that others where in physical danger orndash in fear that the student physically

endangering themselves

Do not place your hands on a student unless they are going to harm themselves

or others

Trainingbull 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-up717-4093

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Reporting to Kansasbull Administrators report to the state on a quarterly

basis the details of any seclusion andor restraintbull 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 Parentsbull 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)

bull After the verbal contact parents must be contacted in writing within 48 hours

What Does this mean in practice

Immediate danger to self or others means

bull You would need to be able to prove that you werendash in fear of physical danger ndash in fear that others where in physical danger orndash in fear that the student physically

endangering themselves

Do not place your hands on a student unless they are going to harm themselves

or others

Trainingbull 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-up717-4093

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

What Does this mean in practice

Immediate danger to self or others means

bull You would need to be able to prove that you werendash in fear of physical danger ndash in fear that others where in physical danger orndash in fear that the student physically

endangering themselves

Do not place your hands on a student unless they are going to harm themselves

or others

Trainingbull 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-up717-4093

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Do not place your hands on a student unless they are going to harm themselves

or others

Trainingbull 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-up717-4093

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Trainingbull 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-up717-4093

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

CPI training sessions are available to all staff

Contact Nicole Nutter to sign-up717-4093

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

2013-14 CPI Classes To determine availability or register for classes by

contacting Nicole Nutter at (785)717-4093 Class size is limited

DO Donrsquot

Remain Calm Over react

Be aware of the environment Issue Ultimatums

Isolate the situation Freeze

Enforce Limits Be threatening

Respect personal Space Enter into a power struggle

Listen Involve an audience

Be supportive Take it personally

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

CPI TidbitsThe CPI Supportive Stance

ndash Standing outside the personal space bubblendash Turned at a 90ordm anglendash Stay a leg length away from the person you are working with

Keys to setting limitsndash Be clear and Concise

bull Give 2 choices and 2 consequences

ndash Be reasonable and fairndash Make sure your consequences are enforceable

Rational Detachmentbull The ability to stay in control of ones own behavior and not take

the acting out behavior personally

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

bull Behavior is learned and serves a purpose Physical acting-out situations can be prevented with verbal de-escalation and physical restraint andor seclusion is to be used as a LAST RESORT and only when the student is in IMMEDIATE DANGER of hurting themselves or others

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Maintaining Safe and Supportive Instructional Environmentsbull 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

bull Implement strategies and procedures developed by teachers to maintain safe supportive

and inclusive learning environments

bull Establish and maintain rapport with all learners bull Model and encourage interactions among children youth and adults that respect and

value individual differences bull Implement strategies that promote the learners independence across all relevant

educational settingsbull Provide opportunities for individuals to make choices across settings and activities

bull 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

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Managing Behaviors and Enhancing Social Interactions of Student

bull Use age-appropriate language tone of voice and reinforcement procedures

bull Implement teacher-developed behavior plans and techniques that adhere to the laws regulations and procedural safeguards concerning the management of student behaviors

bull Demonstrate effective strategies for the management of student behaviors bull Implement teacher-developed strategies and techniques that enhance social skill

development in children and youth bull Assist teachers and other professionals in modifying the learning environment to manage

behavior bull Facilitate the development of peer interactions and friendships for students with

disabilities in classroom school and community settings bull Monitor and assist children and youth in non-academic learning environments (ie

lunchrooms study halls playgrounds and buses)

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

The ABCrsquos of Behavior

Reasons for Misbehaviorbull Students donrsquot know teacher expectations

bull Students are unaware of whenhow often theyrsquore behaving inappropriately

bull They donrsquot know what appropriate behavior is

bull Student may need attention

bull Students may feel powerless so they create their own power

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

The ABCrsquos of Behavior

A = AntecedentmdashWhat preceded or triggered the behavior(Develop an understanding of why the behavior occurs) B = BehaviormdashWhat happened C = ConsequencesmdashWhat does the student get out of the behavior Examples bull A = Student leans back in chair bull B = Student falls over backwardbull C = Peers laugh and student gains attention or student is injured

bull A = Student is having difficulty reading fluently bull B = Student refuses to read and gets angry and throws book bull 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 OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

How To Manage Behavior When It OccursIgnore behaviorsCriteria for ignoring behaviors Ask yourselfbull Can you teachbull Can the student learnbull Can hisher classmates learnbull Is the behavior not likely to escalate Use nonverbal communicationbull Proximity (standing near a student)bull Eye contactbull Gestures (ie fingers to lips nodsbull Move your attention away from student Use verbal communicationbull Tell the entire classgroup what you expectbull Give private quiet redirective to studentbull talk to the student privately or create an ldquoillusion of privacyrdquobull quietly tell student what you expectbull say ldquothank yourdquobull 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

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Ethical Considerations in Behavior Management

bull Behavior management should be viewed as an opportunity for teaching and not an opportunity for punishment

bull Avoid embarrassing students and offer suggestions in private in the form of constructive criticism

bull Never engage in a power struggle Strive for winwin

bull Donrsquot touch students who are upset and donrsquot hesitate to get help from another teacher if you need it

Do not place your hands on a student unless they are going to harm themselves or others

bull Keep your supervising teacher informed

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Confidentiality is extremely important when working with students

bull Keep student information privatebull Donrsquot speak about students to friends family or to or in front of

other studentsbull Donrsquot speak about students to other teachers except on a need-

to-know basisbull If anyone in the school or community asks you for specific

information about a studentrsquos disability refer them to the supervising teacher

bull Donrsquot point our or label children in publicbull Be careful not to distort exaggerate or confuse informationbull Never use student information as gossip or a jokebull Focus comments on student strengths and be positive

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

Confidentiality Video

httpwwwmyinfinitecorgonline-classroomvideoTop

A Law To Protect the Privacy of Student Records The Family Educational Rights amp Privacy Act (FERPA)

(FERPA)

bull Protects the privacy of parents amp studentsbull Requires that every school district have a written policy explaining standards for

keeping educational records confidentialbull A school district receiving federal funds may lose those funds if it discloses

personally identifiable information in a studentrsquos education records without the proper consent

Those who may access records without explicit written consent of parents

bull Teachers or other personnel responsible for the design preparation and delivery of education and related services

bull Personnel who are responsible for the health safety and welfare of a student bull Paraprofessionals may access educational records through the classroom teacher

and administration as the local school district permit

Paraprofessional CompetenciesGeneral Knowledge and Values

bull Awareness of the legal rights of children and youth with exceptional learning needs and their parents in educational settings

bull Understanding of individual learning styles and environmental factors that impact teaching and learning processes

bull Understanding of the differences among the roles and responsibilities of professionals paraprofessionals and other support personnel

bull Basic knowledge of special education processes procedures and regulations bull Awareness of and respect for social cultural linguistic religious economic and ability

differences in students and their families

bull 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

bull Follow teacher instructions and implement team decisions bull Interact effectively with and demonstrate respect for the views rights

and contributions of parents teachers and other school personnel bull Contribute relevant objective information to teachers and other school

professionals to facilitate planning problem solving and decision-making processes across all relevant settings

bull Participate as a member of an instructional team to plan and organize

learning experiences for students

bull Participate in team meetings to assist in the development of Individual Education (IEPs) for students

Participating in Professional and Ethical Practicesbull Maintain confidentiality of individual students and their familiesbull 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

bull Assist teachers and other professionals in protecting the civil legal and human rights of children youth and their parents

bull Perform tasks that are within an appropriate range of responsibilities for paraprofessionals

bull Do Not communicate with parents about programming or issues that may occur Be sure to direct them your supervisor or administrator

bull Participate in on-going staff development and self-evaluation activities and apply constructive feedback to practices within the educational setting

bull Participate with administrators consultants andor other professionals in designing and implementing comprehensive professional development activities for paraprofessionals

Appreciating Diversitybull Todayrsquos 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

bull School personnel are expected to have an attitude of acceptance and appreciation of diversity

bull Staff who take an active interest in understanding the ways their students are different will be better able to understand those studentsrsquo behavior and thus interact with them in ways that will help them learn

bull Having a positive attitude toward diversity means not ignoring differences and not holding negative attitudes about differences

bull 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

bull 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 (ie ldquoPerson First Languagerdquo ndash for example ldquoperson with a disability

Importance of Teamwork

Paraprofessional knowledge amp skills + Supportive working environment = satisfied effective paraprofessional amp improved student learning

bull Paraprofessionalsrsquo teamwork responsibilitiesbull Take an active role in your successbull Show a positive cooperative attitude about assigned tasksbull Seek out training and supervision in conducting new tasksbull Participate in frequent meetings with the supervising teacherbull Seek information about students and instructionbull Provide the teacher with information about students

Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a high regard for the right of others

Important Ethical Principles for the Paraprofessional Role bull Maintain a respectful demeanor bull Behave professionally by remaining calm using appropriate language not

acting sarcastic etc bull Do this even if the other person (parent student teacher) is notbull Maintain confidentiality -Keep student information private Donrsquot 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 ndash be careful

bull Contribute to positive school-community relations ndashConvey to community members a positive attitude about your school by focusing on its strengths and positive characteristics

bull Show a good work ethic that will reflect positively on you and your school

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Paraprofessional CompetenciesGeneral Knowledge and Values

bull Awareness of the legal rights of children and youth with exceptional learning needs and their parents in educational settings

bull Understanding of individual learning styles and environmental factors that impact teaching and learning processes

bull Understanding of the differences among the roles and responsibilities of professionals paraprofessionals and other support personnel

bull Basic knowledge of special education processes procedures and regulations bull Awareness of and respect for social cultural linguistic religious economic and ability

differences in students and their families

bull 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

bull Follow teacher instructions and implement team decisions bull Interact effectively with and demonstrate respect for the views rights

and contributions of parents teachers and other school personnel bull Contribute relevant objective information to teachers and other school

professionals to facilitate planning problem solving and decision-making processes across all relevant settings

bull Participate as a member of an instructional team to plan and organize

learning experiences for students

bull Participate in team meetings to assist in the development of Individual Education (IEPs) for students

Participating in Professional and Ethical Practicesbull Maintain confidentiality of individual students and their familiesbull 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

bull Assist teachers and other professionals in protecting the civil legal and human rights of children youth and their parents

bull Perform tasks that are within an appropriate range of responsibilities for paraprofessionals

bull Do Not communicate with parents about programming or issues that may occur Be sure to direct them your supervisor or administrator

bull Participate in on-going staff development and self-evaluation activities and apply constructive feedback to practices within the educational setting

bull Participate with administrators consultants andor other professionals in designing and implementing comprehensive professional development activities for paraprofessionals

Appreciating Diversitybull Todayrsquos 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

bull School personnel are expected to have an attitude of acceptance and appreciation of diversity

bull Staff who take an active interest in understanding the ways their students are different will be better able to understand those studentsrsquo behavior and thus interact with them in ways that will help them learn

bull Having a positive attitude toward diversity means not ignoring differences and not holding negative attitudes about differences

bull 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

bull 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 (ie ldquoPerson First Languagerdquo ndash for example ldquoperson with a disability

Importance of Teamwork

Paraprofessional knowledge amp skills + Supportive working environment = satisfied effective paraprofessional amp improved student learning

bull Paraprofessionalsrsquo teamwork responsibilitiesbull Take an active role in your successbull Show a positive cooperative attitude about assigned tasksbull Seek out training and supervision in conducting new tasksbull Participate in frequent meetings with the supervising teacherbull Seek information about students and instructionbull Provide the teacher with information about students

Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a high regard for the right of others

Important Ethical Principles for the Paraprofessional Role bull Maintain a respectful demeanor bull Behave professionally by remaining calm using appropriate language not

acting sarcastic etc bull Do this even if the other person (parent student teacher) is notbull Maintain confidentiality -Keep student information private Donrsquot 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 ndash be careful

bull Contribute to positive school-community relations ndashConvey to community members a positive attitude about your school by focusing on its strengths and positive characteristics

bull Show a good work ethic that will reflect positively on you and your school

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Communicating and Collaborating with Teachers and Other Professionals

bull Follow teacher instructions and implement team decisions bull Interact effectively with and demonstrate respect for the views rights

and contributions of parents teachers and other school personnel bull Contribute relevant objective information to teachers and other school

professionals to facilitate planning problem solving and decision-making processes across all relevant settings

bull Participate as a member of an instructional team to plan and organize

learning experiences for students

bull Participate in team meetings to assist in the development of Individual Education (IEPs) for students

Participating in Professional and Ethical Practicesbull Maintain confidentiality of individual students and their familiesbull 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

bull Assist teachers and other professionals in protecting the civil legal and human rights of children youth and their parents

bull Perform tasks that are within an appropriate range of responsibilities for paraprofessionals

bull Do Not communicate with parents about programming or issues that may occur Be sure to direct them your supervisor or administrator

bull Participate in on-going staff development and self-evaluation activities and apply constructive feedback to practices within the educational setting

bull Participate with administrators consultants andor other professionals in designing and implementing comprehensive professional development activities for paraprofessionals

Appreciating Diversitybull Todayrsquos 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

bull School personnel are expected to have an attitude of acceptance and appreciation of diversity

bull Staff who take an active interest in understanding the ways their students are different will be better able to understand those studentsrsquo behavior and thus interact with them in ways that will help them learn

bull Having a positive attitude toward diversity means not ignoring differences and not holding negative attitudes about differences

bull 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

bull 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 (ie ldquoPerson First Languagerdquo ndash for example ldquoperson with a disability

Importance of Teamwork

Paraprofessional knowledge amp skills + Supportive working environment = satisfied effective paraprofessional amp improved student learning

bull Paraprofessionalsrsquo teamwork responsibilitiesbull Take an active role in your successbull Show a positive cooperative attitude about assigned tasksbull Seek out training and supervision in conducting new tasksbull Participate in frequent meetings with the supervising teacherbull Seek information about students and instructionbull Provide the teacher with information about students

Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a high regard for the right of others

Important Ethical Principles for the Paraprofessional Role bull Maintain a respectful demeanor bull Behave professionally by remaining calm using appropriate language not

acting sarcastic etc bull Do this even if the other person (parent student teacher) is notbull Maintain confidentiality -Keep student information private Donrsquot 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 ndash be careful

bull Contribute to positive school-community relations ndashConvey to community members a positive attitude about your school by focusing on its strengths and positive characteristics

bull Show a good work ethic that will reflect positively on you and your school

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Participating in Professional and Ethical Practicesbull Maintain confidentiality of individual students and their familiesbull 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

bull Assist teachers and other professionals in protecting the civil legal and human rights of children youth and their parents

bull Perform tasks that are within an appropriate range of responsibilities for paraprofessionals

bull Do Not communicate with parents about programming or issues that may occur Be sure to direct them your supervisor or administrator

bull Participate in on-going staff development and self-evaluation activities and apply constructive feedback to practices within the educational setting

bull Participate with administrators consultants andor other professionals in designing and implementing comprehensive professional development activities for paraprofessionals

Appreciating Diversitybull Todayrsquos 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

bull School personnel are expected to have an attitude of acceptance and appreciation of diversity

bull Staff who take an active interest in understanding the ways their students are different will be better able to understand those studentsrsquo behavior and thus interact with them in ways that will help them learn

bull Having a positive attitude toward diversity means not ignoring differences and not holding negative attitudes about differences

bull 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

bull 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 (ie ldquoPerson First Languagerdquo ndash for example ldquoperson with a disability

Importance of Teamwork

Paraprofessional knowledge amp skills + Supportive working environment = satisfied effective paraprofessional amp improved student learning

bull Paraprofessionalsrsquo teamwork responsibilitiesbull Take an active role in your successbull Show a positive cooperative attitude about assigned tasksbull Seek out training and supervision in conducting new tasksbull Participate in frequent meetings with the supervising teacherbull Seek information about students and instructionbull Provide the teacher with information about students

Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a high regard for the right of others

Important Ethical Principles for the Paraprofessional Role bull Maintain a respectful demeanor bull Behave professionally by remaining calm using appropriate language not

acting sarcastic etc bull Do this even if the other person (parent student teacher) is notbull Maintain confidentiality -Keep student information private Donrsquot 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 ndash be careful

bull Contribute to positive school-community relations ndashConvey to community members a positive attitude about your school by focusing on its strengths and positive characteristics

bull Show a good work ethic that will reflect positively on you and your school

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Appreciating Diversitybull Todayrsquos 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

bull School personnel are expected to have an attitude of acceptance and appreciation of diversity

bull Staff who take an active interest in understanding the ways their students are different will be better able to understand those studentsrsquo behavior and thus interact with them in ways that will help them learn

bull Having a positive attitude toward diversity means not ignoring differences and not holding negative attitudes about differences

bull 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

bull 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 (ie ldquoPerson First Languagerdquo ndash for example ldquoperson with a disability

Importance of Teamwork

Paraprofessional knowledge amp skills + Supportive working environment = satisfied effective paraprofessional amp improved student learning

bull Paraprofessionalsrsquo teamwork responsibilitiesbull Take an active role in your successbull Show a positive cooperative attitude about assigned tasksbull Seek out training and supervision in conducting new tasksbull Participate in frequent meetings with the supervising teacherbull Seek information about students and instructionbull Provide the teacher with information about students

Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a high regard for the right of others

Important Ethical Principles for the Paraprofessional Role bull Maintain a respectful demeanor bull Behave professionally by remaining calm using appropriate language not

acting sarcastic etc bull Do this even if the other person (parent student teacher) is notbull Maintain confidentiality -Keep student information private Donrsquot 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 ndash be careful

bull Contribute to positive school-community relations ndashConvey to community members a positive attitude about your school by focusing on its strengths and positive characteristics

bull Show a good work ethic that will reflect positively on you and your school

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Importance of Teamwork

Paraprofessional knowledge amp skills + Supportive working environment = satisfied effective paraprofessional amp improved student learning

bull Paraprofessionalsrsquo teamwork responsibilitiesbull Take an active role in your successbull Show a positive cooperative attitude about assigned tasksbull Seek out training and supervision in conducting new tasksbull Participate in frequent meetings with the supervising teacherbull Seek information about students and instructionbull Provide the teacher with information about students

Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a high regard for the right of others

Important Ethical Principles for the Paraprofessional Role bull Maintain a respectful demeanor bull Behave professionally by remaining calm using appropriate language not

acting sarcastic etc bull Do this even if the other person (parent student teacher) is notbull Maintain confidentiality -Keep student information private Donrsquot 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 ndash be careful

bull Contribute to positive school-community relations ndashConvey to community members a positive attitude about your school by focusing on its strengths and positive characteristics

bull Show a good work ethic that will reflect positively on you and your school

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a high regard for the right of others

Important Ethical Principles for the Paraprofessional Role bull Maintain a respectful demeanor bull Behave professionally by remaining calm using appropriate language not

acting sarcastic etc bull Do this even if the other person (parent student teacher) is notbull Maintain confidentiality -Keep student information private Donrsquot 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 ndash be careful

bull Contribute to positive school-community relations ndashConvey to community members a positive attitude about your school by focusing on its strengths and positive characteristics

bull Show a good work ethic that will reflect positively on you and your school

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Assessing Student PerformanceldquoAssessing student performancerdquo means gathering information about a student and making a determination about him or her The main types of assessment that paras may be involved in

Standardized TestsStandardized 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 ChecklistsBehavioral 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 ObservationAnother 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 ldquodatardquo and it can be used to assist with instructional decisions about the student

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Supporting Teachersrsquo InstructionThere 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 teacherrsquos instruction Paraprofessionals can support teacherrsquos instruction bybull Reviewing the lesson planbull Preparing materialsbull Modeling appropriate behavior Model the behaviors that will help make it

easier for the student to learna) Stand at the side of the class facing the teacherb) Show attentiveness to the teacher and the lessonc) Assist the teacher by modeling appropriate responses if asked

bull Assist with behavior management

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Supporting Instruction in Content-Area Classesbull Paraprofessionals can help carry out and support

interventions the teacher designs Examples includebull highlighting textbooksbull being or training a class note takerbull maintaining a class notebook with assignments handouts

materials etcbull preparing adapted materials for studentsbull prompting students to make correct responsesbull training a peer partner to assist the studentbull providing follow-up instruction

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

During follow-up instruction the paraprofessionals canbull Provide additional instructionbull 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 canbull Use effective instructionbull Gain studentsrsquo attentionbull Review necessary pre-skillsbull State goal of the lessonbull ldquoI Do It We Do It You Do Itrdquobull Review the critical lesson contentbull State the content of the next lesson

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Accommodations and ModificationsAccommodations do not alter the curriculumThey are supports or services provided to help a student access the curriculum and validly demonstrate learningWhat are accommodationsAn 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 programAn accommodationhellipchanges the conditions by which a student with a disability accomplishes the same task as the non-disabled studentAccommodationshellipare used to minimize the impact of a disability and circumvent deficiencies in specific academic areas

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Modifications alter the curriculumModifications change the content and performance expectations for what a student should learn What are modificationsA 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 programA modificationhellipalters the task in a way that the student is able to accomplish a different perhaps related task assigned to the non-disabled peers Modificationshellipare used to remediate deficiencies in specific academic areas by bringing the goals and objectives of the curriculum in closer alignment with a studentrsquos present levels of educational performance

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Pararsquos role with modifications and accommodations

bull Participate in on-going communication with teacher before making any changes in studentrsquos instruction

bull Clarify modifications with teacher before class not in front of students or peers

bull Communicate modifications or accommodations to the student in private

bull Establish on-going modifications or accommodations with the teacher

bull Paraprofessionals should check with the supervising teacher to discuss ideas before making any changes in studentrsquos instruction

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Para Handbook Section 3 Job Descriptions amp Procedures

bull Job Descriptionsbull Geary County USD 475 Classified Employee Handbook

ndash 53 Leaves amp Absencesndash 61 Work ScheduleAttendancendash 62 Overtimendash 64 Breaksndash 65 Attendancendash 75 Relationships with Studentsndash 77 Staff-Community Relationsndash 78 Confidentiality ndash 712 Dress Codendash 88 Evaluationsndash 825 Telephone amp Cell Phone Usendash 826 Computer Guidelinesndash 111 Child Abuse Reportingndash 133 Reporting Accidents

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

The Characteristics of Effective Para

bull Lifelong learnerbull Good interpersonal skillsbull A positive attitudebull A desire for self-improvementbull Self-confidencebull Patiencebull Empathybull Concern for children

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Katina BrennDirector of Exceptional Student Services

Educational Support Staff HR Handbook 504 Training amp Universal Precautions

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

61 Work ScheduleAttendance

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

64 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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

641 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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

65 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 employeesrsquo 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 doctorrsquos note may be requested to substantiate a medical need for an absence

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

75 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 studentrsquos age or status

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

77 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 hisher designee for participation in any community activity which takes place during school time

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

88 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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

825 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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

8252 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 (PDArsquos) laptop computers and similar devices with wireless capability This also includes other digital audio and video devices such as but not limited to iPods radios and TVrsquos All personal communication devices shall be silenced during instructional andor 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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

8253 Social Media Staff members will utilize social network sites (eg 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 andor federal law Any person taking disseminating transferring or sharing obscene pornographic or otherwise illegal images or photographs will be reported to law enforcement andor other appropriate state or federal agencies

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

E-Mail

bull 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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

111 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 childrsquos 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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

133 Reporting of Accidents

Should an on the job injury occur the injured employee is required to report the injury verbally to hisher supervisor immediately and to follow up in writing within ten (10) days or the claim may be barred Forms are provided through the building principal The report of the injury must be sent to the Human Resource Services Department at the Mary E Devin Center for Education Support Additional information about your rights and responsibilities under workersrsquo compensation may be obtained from your supervisor or the district office

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Section 504 and Title II

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Americans with Disabilities Act

of 1990--Commerce

Clause Legislation

Section 504 of the

Rehabilitation Act of 1973--

Spending Clause

Legislation

Individuals with Disabilities Education

Act--Federally Funded

Education Program

Federal Laws--Disability

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

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 Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

What are the School Districts Responsibilities

The Section 504 regulations require the school amp district to

bull Annually attempt to identify and locate all children with disabilities (Child Find)

bull Provide a free and appropriate public educationbull Ensure that students with disabilities are educated with non-

disabled students to the maximum extent appropriatebull Establish nondiscriminatory evaluation and placement proceduresbull Establish procedural safeguardsbull Ensure students with disabilities the equal opportunity to

participate in nonacademic and extracurricular services and activities

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

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 CoordinatorRequests initiated by Parentsguardians

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

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

Are Section 504 and Special Education the same

Nobull Section 504 is a civil rights law that protects a broad

range of students with disabilities from discrimination on the basis on their handicapping conditions

bull No federal funding is provided to districts to implement Section 504

bull It is the responsibility of the general education program to ensure compliance and funding

bull The protections of Section 504 apply to special education students

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

What is a 504 Plan

A 504 Plan is a written document detailing the services and accommodations to be provided The plan should includebull A description of the disabilitybull The major life activity limitedbull The basis for determining the disability and its

educational impactbull Necessary accommodationsbull Placement in the least restrictive environmentbull A review or re-evaluation datebull 504 Team members names

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

What are accommodations

bull Accommodations are program adjustments made to remove disability-related barriers to a students full participation in school including nonacademic and extracurricular activities such as field trips athletics and assemblies

bull Accommodations are made in order to provide a student equal access to learning and equal opportunity to demonstrate what he or she knows

bull Accommodations should not alter or lower the standards of the coursework or standards required for participation in extracurricular activities

WWWMYINFINITECORG

Universal Precautions Training

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

WWWMYINFINITECORG

Universal Precautions Training

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

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 ldquoexposure incidentrdquo 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 personrsquos 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

Sharepoint resources

Para Resources

Sign In

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions

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 ldquoexposure incidentrdquo 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 personrsquos 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

Sharepoint resources

Para Resources

Sign In

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions

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 ldquoexposure incidentrdquo 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 personrsquos 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

Sharepoint resources

Para Resources

Sign In

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions

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 ldquoexposure incidentrdquo 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 personrsquos 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

Sharepoint resources

Para Resources

Sign In

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions

In spite of following Universal Precautions you may

have an ldquoexposure incidentrdquo 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 personrsquos 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

Sharepoint resources

Para Resources

Sign In

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions

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

Sharepoint resources

Para Resources

Sign In

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions

Sharepoint resources

Para Resources

Sign In

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions

Questions

• Welcome USD 475 Geary County Schools Paraeducators 2013-14 Sch
• ESS Leadership Team
• PARA HANDBOOK
• Para Handbook Section 1 Para Work DaysStaff Development Requi
• Slide 5
• PARAPROFESSIONAL WORK DAY
• Slide 7
• Slide 8
• ProVenance Learning Solutions Compliance Assessments
• Important Assessment Information
• Slide 11
• SUGGESTED RULES AND RELEVANT ASSESSMENT INFORMATION
• Obtaining Staff Development Hours
• Obtaining Professional Development Hours
• Para Handbook Section 2 Roles and Responsibilities
• Kansas Regulations Regarding Paraprofessionals The following s
• Slide 17
• Emergency Safety Interventions (ESI)
• Definitions
• Emergency Safety Interventions (ESI)
• Slide 21
• What Does this mean in practice
• Slide 23
• Training
• Slide 25
• 2013-14 CPI Classes To determine availability or register for
• CPI Tidbits
• Slide 28
• Maintaining Safe and Supportive Instructional Environments
• Managing Behaviors and Enhancing Social Interactions of Student
• The ABCrsquos of Behavior
• Slide 32
• How To Manage Behavior When It Occurs
• Ethical Considerations in Behavior Management
• Confidentiality is extremely important when working with studen
• Confidentiality Video
• A Law To Protect the Privacy of Student Records The Family Ed
• Paraprofessional Competencies
• Communicating and Collaborating with Teachers and Other Profess
• Participating in Professional and Ethical Practices
• Appreciating Diversity
• Importance of Teamwork
• Ethical Guidelines for Paraprofessionals ldquoEthicsrdquo ndash showing a
• Assessing Student Performance
• Supporting Teachersrsquo Instruction
• Supporting Instruction in Content-Area Classes
• Slide 47
• Accommodations and Modifications
• Slide 49
• Pararsquos role with modifications and accommodations
• Para Handbook Section 3 Job Descriptions amp Procedures
• The Characteristics of Effective Para
• Katina Brenn Director of Exceptional Student Services Educatio
• 61 Work ScheduleAttendance
• 64 Breaks
• 641 Lunch Breaks
• Slide 57
• 75 Relations with Students
• 77 Staff-Community Relations
• 88 Evaluations
• 825 Telephone Use
• Slide 62
• Slide 63
• E-Mail
• Slide 65
• Slide 66
• Section 504 and Title II
• Federal Laws--Disability
• Slide 69
• What are the School Districts Responsibilities
• Procedures for handling requests for Section 504
• Are Section 504 and Special Education the same
• What is a 504 Plan
• What are accommodations
• wwwmyinfinitecorg
• Slide 76
• Slide 77
• Slide 78
• Slide 79
• Slide 80
• Slide 81
• Sharepoint resources
• Questions