1. education
2. school

ACGC
K-12 PARAPROFESSIONAL MANUAL
2014-15
ACGC
Mission Statement and Beliefs
In the ACGC Public Schools we believe:
 School promotes a supportive educational environment where every person has dignity
and worth.
 School will provide experiences which allow the student to realize his/her fullest
potential.
 Learning is a life-long skill.
 Students, staff, parents and community members working together are our most
important strength in making our school district successful.
 Every student should be prepared to be a productive citizen in a global society because
our children are our future.
1
Cell Phone Use
Because we expect cell phone use to be limited for our students and not to disrupt their learning we hold the same
expectation for all staff. Do not use your cell phone during teaching / supervising times.
ACGC Paraprofessionals
There are several ways paraprofessionals help to improve the quality of educational programs and instructional activities.
Probably the most important contribution they make is to enable teachers to concentrate on meeting instructional
objectives for the students as well as small groups of children.
Paraprofessionals enhance the quality of various program activities in the following ways:
* The educational program becomes more child oriented and flexibility within the classroom or other education setting is
increased.
* Children benefit from extra "eyes and ears" that are alert to individual needs and problems.
* Teachers and other professional practitioners have more time to study and assess the needs of each child, confer with
parents, diagnose problems, prepare and plan for individual instruction, try a broader range of teaching techniques, and
evaluate the progress of each child.
The paraprofessional's primary role is to assist the teacher and promote more effective use of the teacher's abilities and
professional knowledge. It is the teacher's responsibility to assure that students are meeting challenging content and
performance standards. Paraprofessionals assist the teacher in helping to meet this goal for each student. In order for
paraprofessionals to provide direct instruction to students, teachers plan the instruction for the student. Teachers assist the
paraprofessional in the specifics of the instruction, evaluate student progress, and monitor the effectiveness of the
paraprofessional's implementation of the instructional strategies.
PARAPROFESSIONAL ETHICS
In order to protect the rights of students and parents, the paraprofessional must be aware of and practice appropriate
ethical behavior. As members of the ACGC team, paraprofessionals have special relationships with teachers and other
colleagues, with children and their parents, and with other members of the community. The effectiveness of these
relationships depends not only on the quality of the work performance, but also on professional and ethical behavior
demonstrated on the job. The professional behaviors and attitudes expected at ACGC do not end at the close of the school
day. Please remember paraprofessionals, like all school personnel, are representatives of ACGC.
As an ACGC paraprofessional you are expected to:
-maintain confidentiality about all personal information and educational records concerning children and their families.
-respect the legal and human rights of children and their families.
-follow district or agency policies for protecting the health, safety and well-being of children.
-follow directions of teachers and other supervisors.
-maintain a record of regular attendance, arrive and depart at specified contract times and notify appropriate personnel
when you must be absent.
-demonstrate honesty, loyalty, dependability, integrity, and a willingness to learn.
-demonstrate respect for cultural diversity and individuality of all students.
-follow the chain of command for various administrative procedures.
-demonstrate a willingness to participate in opportunities for continuing education provided by ACGC.
-follow the Minnesota School Employees Association and ACGC contract and staff handbook expectations.
*Mandate reporter forms for Meeker & Kandiyohi counties are on the back of this document.
2
ELECTRONIC DEVICES (BELONGING TO STUDENTS)
Electronic devices confiscated from students should be treated with reasonable care:
*Do not use the device
*Place item in an envelope
*List contents/owner
*Either keep the device until the end of the day or bring it to the office to be held for you with
us on when to return.
instructions for
Internet Guidelines for ACGC Schools
The use of the internet at ACGC Schools is a privilege, not a right.
The internet is to be made available to staff under the following conditions:
All staff whether part time, full time, teaching staff or non teaching staff are allowed access to the
internet in accordance with the following provisions.
All internet use shall be for the purpose of :
1. Providing information for students or for the teachers of students such that they may have a better
understanding of subject matter.
2. For the up skilling of staff through research and procurement of information via the internet.
3. The use of e-mail for contact with other teaching staff on school business or to request information to the
benefit of the school.
Use of the internet for personal use is not permitted, other than for exchange of e-mail. Internet
use using the WWW shall be for school purposes only.
Confidential student private data shall not be communicated via email.
No profanity, obscenities, or any other language that could be construed as such, is to be used in
any e-mail messages.
No private information is to be distributed to other parties at any time. This includes reposting of
information sent by another party.
The network is not to be used for personal gain or illegal activity.
Deliberate attempts to gain access to WWW, FTP, Gopher or Telnet sites containing material of
pornographic, racially or religiously offensive, illegal or offensive material will be dealt with as a
serious breach of school rules.
Downloading of material must be scanned for viruses at all times and any deliberate attempt to
spread viruses through the network will be dealt with by the management of the school.
All copyright, privacy and international laws are to be abided by at all times.
ACGC Schools are not, and cannot be held responsible for the loss of material, accidental corruption or any other
action that might affect transmission or loss of data.
ACGC Schools has taken all possible precautions to maintain safety of all users and these guidelines are written and
enforced in the interest of all users’ safety and effective use of the internet.
3
INTERNET ACCESS
I.
II.
III.
Purpose: To outline the procedure of appropriate access and use of ACGC School’s Internet System.
Policy: It is the policy of ACGC Schools to provide Internet access for staff members for services and
opportunities to enhance their professional development and support school needs or opportunities for the facility.
Procedure: The ACGC School Internet System is School property and intended for School business and student
care reasons. Personal accesses must abide with the allowable and restricted activities covered within this Policy.
ACGC has the ability to monitor and report on the websites accessed from the Internet through the ACGC
network. ACGC may block access to material on the Internet which may be considered offensive, disturbing,
illegal, and /or bandwidth intensive.
a. Acceptable uses of the Company Internet includes but is not limited to:
i. Researching issues relevant to the mission of the organization
ii. Participation by staff members in forums, news groups or other information
iii. Exchange for the purpose of improving their professional knowledge or skills, or for sharing or
distributing information in an appropriate manner.
iv. Streaming media for business purposes (ie: use of Webinars, training materials, etc.)
b. Unacceptable uses of the School Internet includes but is not limited to:
i. Transmission of confidential information such as protected educational information and
proprietary organizational data to external locations.
ii. The display or transmission of sexually explicit images, messages, jokes, or cartoons.
iii. Transmission or use of communication that is fraudulent, harassing, illegal, embarrassing,
obscene, intimidating, or defamatory.
iv. Streaming music, videos, or other media without a business purpose. Accessing websites, such as
AccuWeather or Internet radio stations, which continuously consume network and Internet
bandwidth.
v. Any malicious attempt to harm or destroy data of another user’s data or the Internet.
vi. Utilizing the Internet for any illegal activity or uploading material to the Internet related to any
illegal activity. Users must respect copyright laws and licensing agreements.
vii. Participating in chat groups and on-line games.
viii. Downloading screen-savers from the Internet.
c. Use of Social Media:
This statement provides ACGC employees, volunteers, and contract staff the requirements for
participation in social media both ACGC hosted and non-ACGC hosted, in which the participating
individual’s affiliation with ACGC is known, defined or presumed. At this time ACGC does not
participate in social media activities. ACGC respects the personal right to communicate in the public
arena. Social networking sites such as: Facebook, MySpace, Twitter, Blogs, Personal Web-sites,
Linkedin, You Tube are mediums of self-expression so long as the views expressed are not offensive,
illegal, or detrimental to ACGC School. If an employee chooses to identify him or herself as an employee
of ACGC School on social networking venues, readers of such sites or blogs may view the employee as a
representative or spokesperson of ACGC. In the light of this possibility, ACGC requires, as a condition
of using social networking sites that employees observe the guidelines set forth in this policy when
referring to ACGC or any of its employees, facilities, programs or activities on any social networking site.
“Employees” as referred to in this policy include all staff members, volunteers, contract staff, and
members of the ACGC staff.
4
General Guidelines:
I.
II.
III.
IV.
V.
Do not betray the trust of students, families, fellow colleagues or the organization. Do not share a post that
may contain student information or could potentially identify a student. This could include, but is not limited
to name, grade, age, or photographs. Posting protected student educational information is a federal offense in
which significant fines or arrest could occur. In addition, any posting that reflects poorly on your colleagues
or ACGC and could be harmful to their reputation may result in liability for you and ACGC.
Use your own voice. When posting, write in the first person making it clear you are speaking for yourself and
not as a representative of ACGC. Consider using a disclaimer such as, “All views expressed are my own and
do not reflect the views of my employer.” If you are representing ACGC, disclose your role at the school and
strive to be as accurate as possible.
Use your personal e-mail address. Use your own personal address to express your personal views.
Be respectful. Follow the professional code of conduct expected of ACGC employees. Choose a professional
attitude that demonstrates the values of ACGC and represent them both in person and via the internet.
If in doubt, don’t!
Additional Guidelines:
I.
II.
III.
IV.
V.
VI.
Employees must be respectful in all communication utilizing social networking sites where referencing
ACGC, its facilities, services, programs or other ACGC colleagues.
Employees must not use obscenities, profanity, vulgar language, or language that is found to be socially
unacceptable in nature.
Employees must not use social networking sites to harass, bully, or intimidate other colleagues. Behaviors
that constitute harassment and bullying include, but are not limited to, comments that are derogatory with
respect to age, race, national origin, religion, gender, marital status, color, or disability; sexually suggestive,
humiliating, or demeaning comments; and threats to stalk, haze, or physically injure another colleague.
Employees must not use social networking sites to discuss activities including, but not limited to, engaging in
conduct that is prohibited by ACGC policies disclosing confidential student or employee information,
illegally using alcohol or drugs, sexual behavior, sexual harassment, etc.
Employees are discouraged from initiating links or friend requests to students and families.
Employees must not post pictures of ACGC or other employees in the workplace while they are on duty, on a
social networking site without first obtaining written permission from Human Resources. The use of ACGC’s
copyrighted name/logo is not allowed without written permission.
PARAPROFESSIONAL ROLE & RESPONSIBILITIES
The roles of the teacher and the paraprofessional should complement each other. Take some time to initiate discussions of
role expectations. Even if the partnership is a veteran one, the following expectations should be discussed and additional
thoughts could be generated.
5
PARAPROFESSIONAL ROLE CLARITY
1. Use your initiative. Once the routine is established, be ready to move to the next activity, help prepare materials,
support a particular student or anticipate special needs of the teacher. Try to avoid being given directions any more than
absolutely necessary. Beyond planning sessions, teachers don't have much time to direct both students and
paraprofessionals.
2. Be involved and active. Look for ways to actively participate in all learning activities. Sitting on the fringes while
individual students struggle can create uncomfortable teacher/paraprofessional relationships. Clerical duties should take
second priority to direct student support.
3. Be conscientious of the model or example you are demonstrating. Paraprofessionals must say and do the things that
students are expected to say and do. When a skill is modeled, it should be modeled correctly the first time. If one is unsure
of the proper skill demonstration, be sure to get the directions and practice before an activity is presented.
4. Use positive encouragement with students. Avoid letting how you may feel about a particular student or situation
dictate your attitude. Genuine understanding of students and their unique needs will go a long way towards helping
paraprofessionals interact, positively, under difficult circumstances and emotionally charged situations.
5. Support school rules and goals. Be sure to be an extension of the teacher in philosophy, classroom management and
student behavioral expectations at any grade level.
6. Be observant of students in aspects of their school day. Find time to initiate discussions with the teacher if
problematic behavior is observed. Ask for appropriate strategies for dealing with situations before they reoccur.
7. Be aware of curricular content. Know what curriculum areas are anticipated to be covered next. Be resourceful in
helping to locate out of classroom supportive materials.
8. Accept paraprofessional responsibilities. In the absence of a teacher, paraprofessionals need to make decisions about
classroom management, positive reinforcement, good choices and alternative activities. Paraprofessionals are expected to
be good decision makers
9.Express the value place on education and share it often. Show students that the things they learn in school have
relevance to their lives outside of school. Be sure to support education in social situations.
10. Demonstrate loyalty and maintain confidentiality. Loyalty grows out of mutual respect. It cannot be demanded, it
must be earned. Confidentiality is the foundation for building that loyalty. Paraprofessionals need to demonstrate loyalty
to their teacher/partner and maintain confidentiality with information.
6
The following chart delineates the role of the teacher from that of the paraprofessional and illustrates their complementary effect.
THE TEACHER
THE PARAPROFESSIONAL
CLASSROOM ORGANIZATION
Plans weekly schedule.
Implements plans as specified by teacher.
Plans lessons/activities for the class.
Monitors student progress in
instructional programs and relates
findings to supervising teacher.
Plans classroom arrangement and
learning centers.
ASSESSMENT
Assesses individual children and
diagnoses educational needs.
Assists with monitoring.
Administers tests to entire class.
Evaluates student performance.
SETS OBJECTIVES
Determines appropriate objectives for
class and for individual students.
Implements lessons to meet child's
instructional objectives.
TEACHING
Teaches lessons for the entire class,
small groups, and individual students.
Teaches small group lessons and
individual lessons.
Reinforces skills the teacher has already taught.
Be engaged with student(s) at all times.
BEHAVIOR MANAGEMENT
Plans behavior management strategies
for the class and for individual students.
Implements and supports the behavioral
management strategies using the same
emphasis and techniques as the teacher.
WORKING WITH PARENTS
Meets with parents.
Meets with parents under direction of the teacher.
Initiates conferences concerning
student progress.
Attends staffings when so directed.
INDIVIDUALIZED EDUCATIONAL PLANNING
SPECIAL EDUCATION
Develops and implements IEP.
Carries out teacher's plans for the student.
7
DO'S AND DON'TS FOR PARAPROFESSIONALS
Paraprofessionals May:
Be left alone in the classroom, in a
planned way, when the supervising
teacher is called away.
Paraprofessionals May Not:
Be used as a substitute for certified
teachers unless the paraprofessional
is certified.
Work without direct supervision with
individuals or groups of students on
concepts introduced by the supervising
teacher.
Teach completely new concepts and skills.
Have specific instructional and
management responsibilities for students.
Be given primary responsibility for
working with individual students.
Be involved in student staffings.
Be assigned to attend student staffings
in lieu of the supervising teacher.
Carry out clerical responsibilities
usually assigned to other staff
members in the building, such as
secretaries and bookkeepers.
Assist in supervising assemblies and
group field trips.
Take full responsibility for
supervising field trips or assemblies.
Paraprofessional's Non-Instructional Tasks May Include:
Serve bus duty.
Supervise playgrounds, lunchroom periods, study halls
and assist in managing student behavior.
Assist students with personal and hygienic care (e.g.,
helping with coats and hand washing).
Prepare, organize, maintain supplies, materials,
equipment and other features of a learning environment.
Accompany students from one place to another
(e.g., during field trips, library visits).
Observe and chart behaviors of students.
Monitor in-school suspension or time out areas.
Assist certified staff in removing or restraining
students for disruptive behavior.
8
TEAMING
Working together as a team is critical for meeting the needs of students. The goal of the teacher-paraprofessional team is
to provide an instructional program to meet the goals for each student in such a manner that students' success is
maximized. The teacher is responsible for assessing, designing, developing, and evaluating the instructional program. The
paraprofessional provides resources and skills to assist and support the instructional program. Thus, the strength of
education programming lies not in the individual but in the team.
Effective communication is both a formal process of regularly scheduled meetings and informal process of spontaneous
and flexible discussions relative to daily instruction. When teachers and paraprofessionals keep their discussions focused
on their students' instructional program and their students' interests, their communication is more likely to support the
educational environment they are both engaged in creating. Discussions might begin with open-ended statements such as:
* The thing that went best this week was...
* The students were attentive when...
* The tasks which were presented clearly were...
* The instruction went well because...
* A way I'd like to do something differently is...
Working together as a team requires that each member of the team understand and appreciate the strengths each individual
brings to the working relationship. The following tools are intended to begin the teaming process between the teacher and
paraprofessional. The paraprofessional completes the Paraprofessional's Work Style form and the teacher fills in the
Teacher's Work Style form. Together they compare their work styles using the Work Style Score Sheet. The goal is not to
change work styles but to become aware of problematic areas and discuss alternatives and compromises for dealing with
differences.
CONFIDENTIALITY
As part of the job, a paraprofessional will have access to personal information about children and their families. Both the
child and the family have an absolute right to expect that all information will be kept confidential, and made available
only to personnel in the school or another agency who require it to ensure that the rights, health, safety, and physical wellbeing of a child are preserved.
Confidentiality must be maintained according to the federal laws, state regulations, and ACGC policies.
Only people who are responsible for the design, preparation, and delivery of education
and related services will have access to records.
Other teachers, school staff, well-meaning friends, neighbors or acquaintances should not have access to
information about a student's performance level, behavior, program goals, objectives, or progress.
Information that a student and his/her family have the right to expect ACGC to respect the privacy about includes
information such as but not limited to:
*the results of formal and informal assessments
*social and behavioral actions
*performance levels and progress
*program goals and objectives
*financial and other personal or family information
You should share concerns regarding the well-being and safety of a student with administration, the child's teacher or staff
member who is designated to play a role in the protection and welfare of the student--and no one else.
9
Confidentiality is one of the most critical and important aspects of your job as a paraprofessional. It's your legal
responsibility to observe both the rights of individuals with disabilities and of parents in regard to data privacy. Follow
these guidelines where issues of confidentiality are concerned.
* Never refer to other students or clients by name in another staffing or conference or with other parents.
* Don't share specific information about an individual's program or unique needs in the lounge or out in the
community.
* Take questions you have about the organization's policies on confidentiality to the supervisor or administrator.
* Access individual records for the sole purpose of being more effective in your work with the individual.
* Go through the proper channels to access confidential information. Make sure you're authorized to do so.
* If you question policies and procedures used with an individual, discuss this privately with your supervisor.
There is often confidential information that directs specific programming of which you may not be aware.
* Speak and write responsibly when passing on information. Be aware of who might hear you or read what you
have written.
BULLYING PROHIBITION POLICY
I.
Purpose:
A safe and civil environment is needed for students to learn and attain high academic standards and to promote healthy
human relationships. Bullying, like other violent or disruptive behavior, is conduct that interferes with a student’s ability
to learn and/or a teacher’s ability to educate students in a safe environment. The school district cannot monitor the
activities of students at all times and eliminate all incidents of bullying between students, particularly when students are
not under the direct supervision of school personnel. However, to the extent such conduct affects the educational
environment of the school district and the rights and welfare of its students and is within the control of the school district
in its normal operations, the school district intends to prevent bullying and to take action to investigate, respond to, and to
remediate and discipline for those acts of bullying which have not been successfully prevented.
II.
General Statement of Policy
a.
An act of bullying, by either an individual student or a group of students, is expressly prohibited on
school premises, on school district property, at school functions or activities, or on school transportation.
This policy applies not only to students who directly engage in an act of bullying but also to students
who, by their indirect behavior, condone or support another student’s act of bullying. This policy also
applies to any student whose conduct at any time or in any place constitutes bullying or other prohibited
conduct that interferes with or obstructs the mission or operations of the school district or the safety or
welfare of the student or other students, or materially and substantially interferes with a student’s
educational opportunities or performance or ability to participate in school functions or activities or
receive school benefits, services, or privileges. This policy also applies to an act of cyberbullying
regardless of whether such act is committed on or off school district property and/or with or without the
use of school district resources.
b.
No teacher, administrator, volunteer, contractor, or other employee of the school district shall permit,
condone, or tolerate bullying.
c.
Apparent permission or consent by a student being bullied does not lessen or negate the prohibitions
contained in this policy.
d.
Retaliation against a victim, good faith reporter, or a witness of bullying is prohibited.
e.
False accusations or reports of bullying against another student are prohibited.
10
f.
A person who engages bullying, reprisal, retaliation, or false reporting of bullying or permits, condones,
or tolerates bullying shall be subject to discipline or other remedial responses for that act in accordance
with the school district’s policies and procedures, including the school district’s discipline policy (See
MSBA/MASA Model Policy 506). The school district may take into account the following factors:
i. The developmental ages and maturity levels of the parties involved;
ii. The levels of harm, surrounding circumstances, and nature of the behavior;
iii. Past incidences or past or continuing patterns of behavior;
iv. The relationship between the parties involved; and
v. The context in which the alleged incidents occurred.
Consequences for students who commit prohibited acts of bullying may range from remedial
responses or positive behavioral interventions up to and including suspension and/or expulsion.
The school district shall employ research-based developmentally appropriate best practices that
include preventative and remedial measures and effective discipline for deterring violations of
this policy, apply throughout the school district, and foster student, parent, and community
participation.
Consequences for employees who permit, condone, or tolerate bullying or engage in an act of
reprisal or intentional false reporting of bullying may result in disciplinary action up to and
including termination or discharge.
Consequences for other individuals engaging in prohibited acts of bullying may include, but not
be limited to, exclusion from school district property and events.
g.
III.
The school district will act to investigate all complaints of bullying reported to the school district and
will discipline or take appropriate action against any student, teacher, administrator, volunteer, contractor,
or other employee of the school district who is found to have violated this policy.
Definitions
For purposes of this policy, the definitions included in this section apply.
a. “Bullying” means intimidating, threatening, abusive, or harming conduct that is done on purpose.
i. An actual or perceived imbalance of power exists between the student engaging in the prohibited
conduct and the target of the prohibited conduct, and the conduct is repeated or forms a pattern;
or
ii. Significantly interferes with a student’s educational opportunities or performance or ability to
participate in school functions or activities or receive school benefits, services, or privileges.
The term, “bullying” specifically includes cyberbullying as defined in this policy.
“Cyberbullying” means bullying using technology or other electronic communication, including, but not
limited to, a transfer of a sign, signal, writing, image, sound, or data, including a post on a social network
Internet website or forum, transmitted through a computer, cell phone, or other electronic device. The
term applies to prohibited conduct which occurs on school premises, on school district property, at school
functions or activities, on school transportation, or on school computers, networks, forums, and mailing
lists, or off school premises to the extent that significantly disrupts student learning or the school
environment.
c. “Immediately” means as soon as possible but in no event longer than 24 hours.
d. “Intimidating, threatening, abusive, or harming conduct” means, but is not limited to, conduct that does
the following:
i. Causes physical harm to a student or a student’s property or causes a student to be in reasonable
fear of harm to person or property;
b.
11
ii. Under Minnesota common law, violates a student’s reasonable expectation of privacy, defames a
student, or intentionally causes emotional distress against a student; or
iii. Is directed at any student or students, including those based on a person’s actual or perceived
race, ethnicity, color, creed, religion, national origin, immigration status, sex, marital status,
familial status, socioeconomic status, physical appearance, sexual orientation including gender
identity and expression, academic status related to student performance, disability, or status with
regard to public assistance, age, or any additional characteristic defined in the Minnesota Human
Rights Act (MHRA). However, prohibited conduct need not be based on any particular
characteristic defined in this paragraph or the MHRA.
e. “On school premises, on school district property, at school functions or activities, or on school
transportation” means all school district buildings, school grounds, and school property or property
immediately adjacent to school grounds, school bus stops, school buses, school vehicles, school
contracted vehicles, or any other vehicles approved for school district purposes, the area of entrance or
departure from school grounds, premises, or events, and all school-related functions, school-sponsored
activities, events, or trips. School district property also may mean a student’s walking route to or from
school for purposes of attending school or school-related functions, activities, or events. While
prohibiting bullying at these locations and events, the school district does not represent that it will provide
supervision or assume liability at these locations and events.
f. Prohibited conduct” means bullying or cyberbullying or retaliation for asserting, alleging, reporting, or
providing information about such conduct or knowingly making a false report about bullying.
g. “Remedial response” means a measure to stop and correct prohibited conduct, prevent prohibited conduct
from recurring, and protect, support, and intervene on behalf of a student who is the target or victim of
prohibited conduct.
h. “Student” means a student enrolled in a public school or charter school.
IV. REPORTING PROCEDURE
a.
Any person who believes he or she has been the target or victim of bullying or any person with
knowledge or belief of conduct that may be bullying shall report the alleged acts immediately to the dean
of students or the building principal. A person may report bullying anonymously. However, the school
district may not rely solely on an anonymous report to determine discipline.
b. The school district encourages the reporting party or complainant to use the report form available in the
district office, but oral reports shall be considered complaints as well.
c. The dean of students and the building principal are responsible for receiving reports of bullying or other
prohibited conduct. Any person may report bullying or other prohibited conduct directly to a school
district employee. If the complaint involves the dean of students or the building principal, the complaint
shall be made or filed directly with the superintendant.
The dean of students or building principal shall ensure that this policy and its procedures, practices, consequences,
and sanctions are fairly and fully implemented and shall serve as the primary contact on policy and procedural
matters. The dean of students or the principal shall be responsible for the investigation. Information about
community resources will be provided as appropriate.
V. Retaliation
The school district will discipline or take appropriate action against any student, teacher, administrator, volunteer,
contractor, or other employee of the school district who commits an act of retaliation against any person involved in
reporting bullying or prohibited conduct, who provides information about bullying or prohibited conduct, who testifies,
assists or participates in an investigation of alleged bullying or prohibited conduct, or who testifies, assists or participates
12
in a proceeding or hearing relating to such bullying or prohibited conduct. Retaliation includes, but is not limited to, any
form of intimidation, payback, harassment, or intentional unrelated treatment. Disciplinary consequences will be
sufficiently severe to deter violations and to appropriately discipline the individual(s) who engaged in the prohibited
conduct. Remedial responses to the prohibited conduct shall be tailored to the particular incident and nature of the
conduct and shall take into account the factors specified in Section II.F. of this policy.
At ACGC we accomplish the following:
a. Engage all students in creating a safe and supportive school environment;
b. Partner with parents and other community members to develop and implement prevention and intervention
programs;
c. Engage all students and adults in integrating education, intervention, and other remedial responses into the school
environment;
d. Train student bystanders to intervene in and report incidents of bullying and other prohibited conduct to the
schools’ primary contact person;
e. Teach students to advocate for themselves and others;
f. Prevent inappropriate referrals to special education of students who may engage in bullying or other prohibited
conduct; and
g. Foster student collaborations that, in turn, foster a safe and supportive school climate.
13
TIPS PARAPROFESSIONALS CAN USE TO BUILD EFFECTIVE
RELATIONSHIPS WITH CHILDREN
As members of the education team paraprofessionals play important roles in the lives of the children with whom they
work. There are many ways they can assist children to acquire effective communication, social, and problem solving
skills, learn to become more independent, build self-esteem, and develop and maintain friendships. To accomplish this,
paraprofessionals are expected to:
* Respect the human rights and individuality of all children.
* Reach out to children. Learn what they like and dislike, how they prefer to spend free time. Look for and share
information about games, music, pets and special events individual children enjoy.
* Use positive communication. Listen carefully, maintain eye contact, ask questions, and respond to the ideas,
concerns and needs children share with you.
* Treat children in the ways you want them to treat others. Be fair, kind and polite. Do not yell or use abusive
language. Use humor but avoid using sarcasm or making fun of others.
* Encourage the development of independence, autonomy, and individuality by providing opportunities for
children to make choices.
* Encourage children to assist each other when help is needed.
* Reinforce the use of appropriate social skills. Model and teach methods children can use to strengthen their
ability to monitor and control their behavior, share emotions/feelings, make and maintain friendships, cope with
peer pressure.
* Promote the legal rights of children. Maintain confidentiality, reports signs of abuse to teachers.
INSTRUCTION
Although the teacher is responsible for the instructional program for a student, the paraprofessional needs to have a basic
understanding of how students learn to choose appropriate instructional techniques and strategies. This understanding is
necessary in order to facilitate the instructional process. The following is one method of describing how students learn.
LEARNING
It is frequently said there are essentially six stages of learning. One is ACQUISITION. Students at this stage make
frequent errors when attempting to use a target concept or skill, but gradually respond more and more accurately. The
second stage is REVISION. At this stage the student is in the process of acquiring the skill, but the responses are erratic.
Correct responses should be reinforced. The third stage is PROFICIENCY. The student responds correctly but not
automatically. The student should be reinforced for faster rates of response. MAINTENANCE is the fourth stage. During
this stage previously acquired skills or concepts are practiced for retention. The ultimate educational outcome is better
functioning of students in the world outside school. This is achieved by GENERALIZATION or the fifth stage.
Generalization means applying what is learned in school to situations outside of school or in different settings. The sixth
and final stage is ADAPTATION. The student is able to recognize when a skill can be applied in new situations. Previous
knowledge is used by the student to problem solve.
14
BELIEF STATEMENTS ABOUT STUDENTS AND LEARNING
* ALL students can learn.
* Instruction is rooted in the belief that there are no true differences in ability based on gender, culture, language,
economic or family status. There are individual differences in student and teacher/staff talents, styles and experiences
which need to be addressed in designing instruction.
* Paraprofessionals are recognized, respected and supported as integral team members responsible for assisting in the
delivery of instruction and other student related activities.
* The entire instructional team participates within clearly-defined roles within a dynamic changing environment to
provide an appropriate educational program for students.
* Knowledge needs to be actively constructed in order to create true understanding and meaning.
* Persistence in seeking and using a repertoire of instructional strategies is necessary to assure growth and achievement in
all students.
* Instruction, content, and assessment are aligned with each other and with student outcomes.
* Student outcomes, curriculum, instruction, and assessment are aligned between grade levels and elementary/secondary
programs.
* Multiple assessments are needed to inform individualized planning, future instruction, and program planning as well as
to provide feedback to students and parent/families.
* Instructional climate encourages questioning discourse, and divergent opinions amongst all individuals.
* Student success is dependent on shared responsibility among student parent/family, school and community.
* Implementation of new strategies requires ongoing support.
* Instructional improvement requires human and often financial resources for the training of instructional team members.
* Researched standards of effective instruction impact student achievement.
ENCOURAGING STUDENTS TO LEARN
Students are more likely to want to learn when they appreciate the value of classroom activities and when they believe
they will succeed if they apply reasonable effort.
Research on strategies for motivating students to learn highlights the following:
A supportive environment.
Appropriate level of challenge and difficulty.
Meaningful learning objectives.
Moderation/optimal use. (Don't overdo any particular strategy because it loses its effectiveness, if is used too often, or too
routinely.)
Program for success. Success in learning for all.
15
Teach goal setting, performance appraisal, and self-reinforcement skills.
Help students to recognize link between effort and outcome.
Provide remedial socialization. With discouraged students, use performance contracts and attribution retraining (focus on
the task at hand and attribute mistakes to the lack of information, ineffective strategies, or insufficient effort but NOT to
lack of ability).
Offer rewards for good or improved performance. Focus attention on developing knowledge and skills rather than on just
the reward itself.
Structure appropriate competition.
Call attention to the instrumental value of academic activities. Let them know how the knowledge will prepare them for
success in an occupation, or enable them to partake of other opportunities in the present and future.
Adapt tasks to student's interests.
Include novelty/variety elements. Do not allow a steady diet of routine lessons followed by routine assignments to become
"the daily grind."
Allow choices or autonomous decisions. Offer alternative ways to meet requirements and opportunities to exercise
autonomous decision making and creativity in determining how to organize time and effort. If children make poor choices
when left completely on their own, provide a menu of good choices or have them get approval on their choices before
going ahead.
Provide opportunities for all students to respond actively. Students like interaction with staff, other students and hands-on
materials. Do more than just have them listen and read.
Delve for answers. Avoid giving the answers too quickly or completing work for the student.
Provide immediate feedback to student responses. This can be done in a variety of ways beyond having the staff doing all
the feedback. Self-correcting, working in interactive groups/pairs, using student helpers, using programmed materials such
as computerized learning programs, and allowing for dialogue about work can be very motivating and helpful for students
in achieving their best.
Allow students to create finished products. Ideally, task completion will yield a finished product that students can use or
display such as an essay, a scale model, or something other than a photo copy or a book page.
Include fantasy or simulation elements. Where direct applications of what is being learned are not feasible, introduce
fantasy or imagination elements that will engage students' emotions, or allow them to experience events vicariously.
Drama, role playing, simulation games, visualization are good methods. Example: Have students visualize themselves
living in the historical or geographical place under study.
Incorporate game-like features into exercises. Involve elements of suspense or hidden information that emerges as the
activity is completed. Involve a degree of randomness or uncertainty about the outcome of performance on any given trial.
Include higher level objectives and divergent questions. Address higher cognitive levels and encourage students to make
sense of what they are learning by actively processing it.
Provide opportunities to interact with peers.
Model interest in learning and motivation to learn.
16
Communicate desirable expectations and attributions about students' motivation to learn. Routinely project positive
attitudes, beliefs, expectations and attributions concerning reasons for learning. Help them see that what they are learning
is meaningful and applicable to their lives.
Minimize students' performance anxiety during learning activities.
Project intensity, especially when introducing new content, demonstrating skills, or giving instructions for assignments.
Project enthusiasm.
Induce task interest or appreciation.
Induce curiosity or suspense.
Induce dissonance or cognitive conflict. Counter students' tendency to think that they already know everything by pointing
out the unexpected, unusual elements, noting exceptions or challenging students to solve the mystery of a paradox that
may exist.
Make abstract content more personal, concrete, or familiar.
Induce students to generate their own motivation to learn. Do this by asking them to list their own interests in particular
topics and activities, to identify questions they would like to have answered, or to note things they find surprising as they
read.
State learning objectives and provide advance organizers. Prepare students to get more out of lectures, films, or
assignments by clarifying what you want them to concentrate on as they process information. Distribute outlines or study
guides and make suggestions about note taking.
Model task-related thinking and problem solving. These will be invisible to students unless staff makes them overt by
showing students what to do and thinking out loud as they demonstrate. Such cognitive modeling is an important
instructional devise. It also helps student motivation, because teachers expose students to beliefs and attitudes about
motivation (examples: patience, persistence in getting to an answer, confidence, processing information and rational
decision-making).
PREPARATION OF MATERIALS
Paraprofessionals may be required to provide modifications or adaptations in instruction and materials to meet the needs
of the learner. To help get started, here are a few ideas for modifying or adapting student instruction and materials.
To increase the student's comprehension of textbook material:
1. Tape material to be read.
2. Summarize material orally read by the student.
3. Hand out an outline on important facts from the material.
4. Use supplemental materials, such as videotapes and films, to reinforce and explain concepts being presented.
5. Implement hands-on experiences.
6. Pre-teach vocabulary before student reads material.
7. Have student retell what was read to an adult or another student.
8. Highlight reading material: red-main idea, blue-important details, yellow- cause/effect.
9. Provide a study guide at beginning of new unit/chapter/reading. It may include an answer key for self-checking.
10. Give advance organizers to prepare the student for the material about to be read, such as outlines, diagrams
study guides, or questions to be answered from the reading.
17
To increase comprehension of oral directions:
1. Get the student's full attention before giving directions.
2. Provide a consistent routine or sequence of events in class.
3. Provide a cue before direction is to be given and use the cue consistently. For example, flick the lights one
time, close the door, or say "directions."
4. Eliminate unnecessary words.
5. Give directions in smaller units.
6. Give time between the steps of directions for the student to think about what was said.
7. Ask the student to repeat what was said.
8. Alert the student for cues on chalkboard for directions with more than one part.
9. Give examples of what is expected of the students.
10. Provide cues on chalkboard for directions with more than one part.
To increase written language output and skills:
1. Have an adult or another student record as a student dictates a story or responds to questions.
2. Have student use a tape recorder to record responses or story.
3. Let student draw a picture of the story.
To improve math skills:
1. Present math concepts in concrete form using manipulatives.
2. To keep columns straight in computation, use graph paper putting one digit in each box or turn lined paper
horizontally.
3. Teach student to use a multiplication chart or calculator.
4. Use graphic and pictorial representations of math problems.
5. Teach math vocabulary.
6. Have one minute timings for math facts.
7. Use a number line for addition and subtraction.
PROBLEM BEHAVIORS OF STUDENTS
Sometimes teachers and paraprofessionals are unable to prevent all problem behaviors. At this point it is important to
become aware of why a student may misbehave and to develop a course of action to take depending on the reason for the
behavior. It is important to discuss with your supervising teacher the following ideas or other sources when dealing with
problem behaviors.
Dr. Rudolph Dreikur, a noted educator is one source who has developed a theory explaining why students misbehave.
According to Dr. Dreikur, all students want recognition, and most misbehavior occurs from their attempts to get
it. When students are unable to get the recognition they desire, their behavior turns toward four "mistaken goals." These
goals are attention getting, power seeking, revenge seeking, and displaying inadequacy. The goals identify the purposes of
student misbehavior. Students usually seek them in sequential order. Most mistaken goals are pursued one at a time, but
some students occasionally switch back and forth from one goal to another. All of the mistaken goals are based on the
belief that the goals provide a way to achieve significance.
Characteristics:
* Attention Getting--Students are seeking proof of acceptance through what they can get others to give them, in
this case attention. They disrupt, ask special favors, continually need help with assignments, refuse to work unless
the teacher hovers over them, or ask irrelevant questions.
* Power Seeking--Students feel that defying adults is the only way they can get what they want. Their need for
power is express by arguing, contradicting, lying, temper tantrums, and exhibiting hostility.
* Revenge Seeking--Students feel hurting others makes up for being hurt. They seek revenge and thereby set
themselves up for punishment. They are vicious, cruel, and violent. These students are deeply discouraged and
feel totally worthless and unlovable.
* Displaying Inadequacy--Students feel no need to try and act as though they are unable. They refuse to respond
to motivation and passively refuse to participate in classroom activities.
18
Identifying Mistaken Goals:
Adult responses often indicate what type of expectation the student has. If the adult feels:
*Annoyed, it indicates attention-seeking behavior.
*Threatened, it indicates power-seeking behavior.
*Hurt, it indicates revenge.
*Powerless, it indicates student displaying inadequacy.
Another way to identify mistaken goals is to observe students' reactions to being corrected:
If students:
Then their goal is:
Stop the behavior and then repeat it
Getting attention
Refuse to stop, or increase the behavior
Power seeking
Become violent or hostile
Getting revenge
Refuse to cooperate, participate, or interact
Displaying inadequacy
Recommendations:
* Attention getting--Teachers should consistently ignore all bids for attention when they recognize that attention
getting is the mistaken goal. They should also give attention to these students any time they are not demanding
attention in order to reinforce the appropriate behavior.
* Power seeking--Teachers should not get involved in the power struggle. Teachers should withdraw as the
authority figure. Students cannot be involved in a power struggle with themselves. One way is to stop the class
and wait for the disruptive behavior to cease. Teachers can involve students in making decisions or give them
positions of responsibility. Teachers may confront the behavior openly by asking the student to think of ways
he/she can continue the behavior while the teacher is still able to teach.
* Revenge seeking--These students are very difficult to deal with because they do not care about consequences.
They feel the need to hurt others because they have been hurt. What they need most is understanding and
acceptance. Teachers can do this by calling on the class to support and encourage these students.
* Displaying inadequacy--Teachers must never give up on these students. They must offer encouragement and
support for even the smallest efforts. Teachers should also be sensitive to their own reactions to these students so
as not to add to the student's feelings of failure.
To change a student's inappropriate behavior a teacher and paraprofessional may decide to intervene. After the behavior
has been pinpointed, (e.g., out of seat, inappropriate language), the teacher or paraprofessional may record the baseline of
the behavior. This is necessary to determine the level or intensity of the behavior before intervention is introduced. Later
the baseline will be used to find the effectiveness of the intervention. Observing and recording behavior can be collected
using several techniques.
BEHAVIOR MANAGEMENT
The key to successfully managing the classroom or a small group of students is prevention of problem behaviors.
Problem Behavior Prevention:
1. Room arrangement--The proper classroom arrangement can assist teachers in managing students by preventing
student discomfort, decreasing opportunities for disruptive behavior, increasing levels of task-oriented behavior,
and facilitation the quality and quantity of social interactions among students.
2. Daily schedule--Keeping to a consistent schedule helps to decrease the likelihood of problem behaviors.
3. Classroom rules--Rules and procedures allow teachers to communicate the behavioral standards and
expectations of the classroom. Rules must be concise and unambiguous.
19
4. Respect for students--Successful classroom managers generally like their students and respect them as
individuals. Even when students misbehave, effective classroom managers make it clear that students are valued.
5. Appropriate expectations--Students tend to live up to their teachers' expectations.
6. Credibility, dependability, and assertiveness--Effective classroom managers are models of appropriate
behaviors. They are consistent and reliable in the enforcement of classroom rules.
7. "With-it-ness"--This refers to a teacher's ability to be aware of students' actions and proficiency in
communicating that awareness to students. Teachers possessing "with-it-ness" position themselves in ways that
they can readily monitor the multitude of events occurring in their classrooms. They seem to have a sixth sense
and are able to deal successfully with more than one matter at a time.
8. Preparation--Prepared teachers have well-developed, organized lesson plans and this prevents disruption. They
start lessons promptly. They have materials close at hand. Prepared teachers take care of grading and record
keeping promptly and efficiently.










PRACTICAL WAYS TO REDUCE BULLYING AND LIABILITY
Raise school-wide awareness of the seriousness of bullying through speakers, review of anti-bullying policies and
other initiatives.
Use student surveys to determine the extent of bullying behavior in your school.
School Administrators, teachers, athletic coaches, and other staff must consistently enforce the District policies
and intervene if bullying occurs.
Address the student code of silence. Encourage students to file complaints when they are bullied or witness
bullying.
A school district should investigate every report it receives about bullying. School district officials or a designated
third party may conduct the investigation.
The school district should take steps to protect the complainant or reporter pending completion of the
investigation. Many students fear reporting a bully because “they will be next.”
Upon completion of the investigation, the school district should take immediate action. Discipline may include
warning, suspension, or expulsion depending on the nature and severity of the bullying.
Depending on the situation, some forms of bullying may constitute criminal conduct. Just as school districts
report weapons and drug offenses to the police, they should report bullying activities that are criminal in nature to
the appropriate authorities.
Districts should keep appropriate records documenting any action to stop bullying.
The worst reaction to a complaint is to do nothing, or to be perceived as doing nothing. Although many student
complaints about other students will fall into the teasing/name-calling category of typical student misconduct that
can be handled by the staff involved, some require more serious action.
20
OBSERVING AND RECORDING BEHAVIOR
Format
Purpose
Continuous recording
Narrative description of behavior allows
specification of conditions in which behavior
occurs. Can provide general information that
will assist when seeking a more informal and
objective recording alternative.
Permanent product
A physical product of a behavior can be
translated into numerical terms and provide a
direct measure of an effect of a behavior.
Examples include student work sheets, timeclock records, and videotapes.
Event recording
A simple frequency count of discrete behaviors
(e.g., number of swear words, number of times
talking-out) during a predefined period of time.
Duration recording
A record of how long a behavior occurs within a
given time period. Can be used to record the
total length of time for each occurrence of a
behavior and as a response latency.
Interval recording
A determination of whether or not a behavior
happens within specific time intervals. The
observation is divided into short, but equal in
length, time units.
Momentary time sampling
A determination of whether or not a behavior
occurred immediately following specified time intervals.
SPECIAL EDUCATION PROCESS
The special education process is the procedure for identifying and meeting the needs of students who require
special services. It consists of a number of steps which must be followed in sequence. Each step builds upon the preceding
step.
The following steps are used by ACGC to evaluate and identify students for Special Education.
1. Child Find and Screening
The identification system is a process that is continuous and systematic. It is in place by all Minnesota school districts, to
identify, locate, and screen learners, birth through 21, who may be in need of special education and related services. This
screening includes identification of pupils who have disabilities, and children who may not be attending any school. The
purpose of this screening process is to identify potential problems which may interfere with the student's capability of
achieving academic success.
2. Pre-referral Intervention
Before a student is referred for a special education assessment, we must attempt at least two alternatives, or interventions,
while the pupil is still in the regular classroom. These are called pre-referral interventions. These interventions are
planned modifications made in a student's regular classroom routine. They are attempts to resolve the difficulties
experienced by the student. Moving a student's seat to another location would be one example. Giving the student another
text is another example. A motivational intervention would be to provide immediate reinforcement for correct responses.
The regular education teacher is required to document modifications and the student's response to those modifications.
21
The pre-referral interventions do not alleviate a student's difficulties, a referral is submitted for special education
assessment.
3. Referral
The referral process is a formal and ongoing procedure. It reviews information related to learners suspected of having a
disability which may indicate the need for special education and related services. Information from the screening process
and pre-referral interventions is used to determine the need for a formal special education assessment.
Before making decisions regarding assessment, the assessment team will review a student's performance in nine different
areas. This review process is called the referral review. The areas reviewed include: intellectual functioning, academic
performance, communicative status, motor ability, vocational potential, sensory status, emotional and social development,
and behavior and functional skills. Information is gathered from school records, the general education teacher,
administration, and others. This information is then used to determine the need for further assessment. The areas of
educational assessment will be planned from this review. Team members will decide which tests need to be given in order
to best identify the needs of the student. After areas of assessment are identified and testing instruments selected, the
assessment team decides who will administer the tests and/or the assessment procedures.
4. Assessment
Assessment is the process of performing, documenting, and using formal and informal procedure to determine the
student's specific areas of need to determine eligibility for special education services.
Before assessment can be initiated, parents of the student must be notified in writing of the school's desire to formally
assess their child. The parents must then give written permission to the school to proceed with testing. This is a procedural
safeguard that protects the rights of parents and children.
Once parental permission is received, the school personnel may proceed with assessment. After the assessment is
complete, the results are summarized and interpreted in a report. The report includes: reasons for referral, summary of
testing instruments and procedures used, results and interpretations of the assessments, present levels of educational
performance, and recommendations. It is at this point that a determination is made whether or not a student is eligible for
special education services. If a student is identified as having a disability, an Individualized Education Plan (IEP) is
developed by the IEP team.
5. IEP Planning
An IEP is a document that guides the educational program of a student with a disability. It must contain the student's
present levels of educational performance, learner based needs, goals and objectives, evaluation procedures and criteria
for measuring achievement of objectives, related services needed, substantiation of why proposed placement is most
appropriate to meet student's needs, and details of any behavioral intervention plan needed. It also includes starting dates,
consideration of extended school year, needed accommodations and modifications in regular and special education
settings for provision of services, personnel responsible, and plans for transition.
After the IEP is developed, the parents must receive a written notice of the proposed placement of their child in special
education. Services cannot begin until parental consent is obtained. This is another procedural safeguard.
SPECIAL EDUCATION CASE MANAGER
Every certified special education teacher will have the responsibilities of case manager for those students
identified with a need for services. Their responsibilities include:
* Review I.E.P. initially and on a continuing basis.
* Provide staff with background information toward successful guidance of student.
* Convey expectations for communication with parent(s).
* Prepare student schedule.
* Prepare academic modifications and curriculum.
* Acquaint staff with behavior plan and modifications.
* Help staff to access information and/or training of disabilities and implications for learning.
* Help staff to access training for special equipment used for feeding, toileting, transferring, or emergency
procedures.
* Be available for trouble shooting and ongoing goals.
22
Autism Spectrum Disorders (ASD)
"Autism is a lifelong developmental disability with onset usually in the first three years of life. It is a behaviorally defined
syndrome characterized by an uneven developmental profile and disturbances in interaction, communication, and perceptual
organization. Autism occurs on a continuum from mild to severe. It occurs by itself or in association with other disorders such as
mental retardation or fragile x syndrome. It may include the diagnosis of pervasive developmental disorder (PDD). Because of the low
incidence and complexity of this disability, professionals with experience and expertise in the area of autism need to be on the team
determining the disability and educational program.
Developmentally Adapted Physical Education (DAPE)
"Developmentally adapted physical education: special education" means specially designed physical education instruction
and services for pupils with disabilities who have a substantial delay or disorder in physical development. Developmentally adapted
physical education: special education instruction for pupils age three through 21 may include the development of physical fitness,
motor fitness, fundamental motor skills and patterns, skills in aquatics, dance, individual and group games, and sports.
Early Childhood: Special Education (ECSE) Or Developmental Delay (DD)
Early childhood special education must be available to pupils from birth to seven years of age who have a substantial delay or
disorder in development or have an identifiable sensory, physical, mental, or social/emotional condition or impairment known to
hinder normal development and need special education.
Emotional/Behavior Disorder (EBD)
A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which
adversely affects educational performance:
* An inability to learn which cannot be explained by intellectual, sensory, or health factors.
* An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
* Inappropriate types of behavior or feelings under normal circumstances.
* A general pervasive mood of unhappiness or depression.
* A tendency to develop physical symptoms or fears associated with personal or school Problems. The term includes people
who are schizophrenic or autistic. The term does not include people who are socially maladjusted, unless it is determined that
they are seriously emotionally disturbed.
Hearing Impaired (HI)
A person with a hearing impairment is someone who has an inadequate sense of hearing to be successful in learning
situations. Often having a hearing impairment means that the person also does not have normal speech development, language
development, or communication skills. A hearing impairment does not affect the person's physical, emotional or intellectual
development. Persons classified as hearing impaired fall into two groups: deaf and hard-of-hearing. It is an important feature to know
when the student developed the hearing loss. If the student has been deaf or hard-of-hearing since birth, his/her language and speech
development will be quite different from someone who suffers a hearing loss sometime later in life.
Deaf refers to a hearing impairment so severe that the student cannot process language through hearing with or without
amplification. Students who are deaf must rely on their other senses to attain information.
Hard-of-hearing means a hearing impairment, either permanent or fluctuating, that adversely affects educational
performance, but is not of the same severity as deaf. Students who are hard of hearing cannot hear the spoken word clearly; however,
with hearing aids or other supplementary assistance, they can use their remaining hearing to some extent to take in information. Even
with hearing aids, the problem is not totally corrected. There are distortions with the use of hearing aids and often the person cannot
filter out the background noise to focus in on the desired information.
Learning Disabled (LD) or Specific Learning Disability (SLD)
A specific learning disability is a disorder within the individual affecting learning, relative to potential. A specific learning
disability interferes with one's ability to acquire, organize, and/or express information relevant to school functioning so that the
individual does not learn when given only the normal developmental opportunities and instruction provided in a regular school
environment. It is demonstrated by a significant discrepancy between actual performance and achievement in one or more of the
following areas: oral expression, listening comprehension, mathematical reasoning. A learning disability is most obvious in an
academic setting, but it can also affect one's self-esteem, vocational readiness, life adjustment skills, and ability to self-advocate. A
specific learning disability may occur, but is not primarily the result of other handicapping conditions, environmental, cultural,
economic influences, or a history of an inconsistent education program.
Mentally Impaired (MI)
MMI (Mild to Moderate Mentally Impaired)
MSMI (Moderate to Severe Mentally Impaired)
23
Mentally impaired refers to individuals who are mentally retarded. This means the individual is significantly sub-average in
his/her intellectual functioning and also has deficits in adaptive behavior which affect educational ability and performance. Students
with mental impairments have below-average general intellectual functioning abilities which are evident on achievement and
standardized intelligence tests. Mental retardation falls into four levels, based upon I.Q. scores from standardized intelligence tests.
Other Health Disabilities (OHD)
"Other health disability" means a broad range of medically diagnosed chronic or acute health conditions that may adversely
affect academic functioning and result in the need for special education instruction and related services. The decision that a specific
health condition qualifies as other health impaired will be determined by the impact of the condition on academic functioning rather
than by the diagnostic label given the condition.
Physically Impaired (PI)
A disorder where severe physical impairment adversely affects the student's educational performance. The term includes
impairments caused by congenital anomaly (for example cerebral palsy, amputations, and fractures or burns).
Speech/Language Impaired (SL)
Speech/Language impairments may include a fluency disorder, voice disorder, and an articulation or language disorder;
communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment which adversely
affects and individual's education performance. Students are classified as speech-impaired if their speech patterns are different from
normally accepted speech patterns. These speech disorders are very common among people who are hearing impaired, have cerebral
palsy, are brain damaged, or have a cleft palate.
Traumatic Brain Injury (TBI)
"Traumatic brain injury" means an acquired injury to the brain caused by an external physical force, resulting in total or
partial functional disability or psychosocial impairment, or both, that may adversely affect a child's educational performance and result
in the need for special education and related services. The term applies to open or closed head injuries resulting in impairments in one
or more areas, such as: cognition, speech/language, memory, attention, reasoning, abstract thinking, judgment, problem-solving,
sensory, perceptual and motor abilities, psychosocial behavior, physical functions, and information processing. The term does not
apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.
Visually Impaired (VI)
A person with a visual handicap has an impairment that means, even with correction, the student's educational performance is
affected. People with visual handicaps fall into one of two categories, either partially sighted or blind. People with visual handicaps
have a best corrected visual acuity of 20/70 or less in their better eye. People who are legally blind have a corrected vision in the better
eye of 20/200 or less or a field of vision that is restricted to 5 degrees or less at 20 feet.
Students who are blind: These students have such a severe vision problem that they need to depend on their other senses to a great
extent, primarily hearing and touch, to take in information. There are state guidelines that classify blind from partially sighted persons.
The age that the student became legally blind will determine the special needs he/she may have. Someone who has been blind since
birth does not have the experience of sight from their past to help in understanding that a person has who became blind later in life.
Students who are partially sighted: These students are also classified by defined state guidelines. Generally these students
have very limited vision even with lenses or surgery. Persons with partial sight do have a limited ability to see print. Some of the
specific areas they may have problems with are: Field of vision (seeing only a small part of the total picture), color blindness (not
being able to distinguish colors), and visual acuity (not seeing things sharply or clearly).
PROFESSIONAL RESOURCES
Minnesota Department of Education http://cfl.state.mn.us
Education Minnesota http://www.educationminnesota.org
Minnesota Paraprofessional Consortium http://ici2.umn.edu/para
RESOURCE MATERIALS USED TO CREATE THIS MANUAL
Piecing Together the Paraprofessional Puzzle - A Handbook for the Orientation and Training of First Year
Paraprofessional (Minnesota Version) by Carol A. Long, Winona State University 1996
Paraprofessionals: Supporting Effective Instruction for all Students Training Guide by Minnesota Department of Children,
Families & Learning April 1998.
24
FIRST AID GUIDELINES
First aid is the immediate and temporary care in case of an accident or sudden illness before the services of a physician can be
secured. Soap only is used for first aid injuries.
GENERAL
FIRST
AID
GUIDELINES
1. Keep injured person lying down.
2. DO NOT move the injured person, suspect head neck trauma.
3. Look for serious bleeding.
4. Look for breathing difficulty.
5. Keep person warm, cover with a blanket.
6. Be supportive
7. Instruct someone to CALL 911.
8. Keep crowd away; have others help.
9. DO NOT give liquids to an unconscious person.
Any Adult On School Staff Has The Responsibility To Notify The School Health
Office Of An Injury To Any Student, Staff, Or Visitor On School Grounds.
When Giving First Aid Remember No Treatments Or Medications Can Be Given Without Signed Permission Of A
Physician Or Parent. When The Injured Or Ill Person Is Placed In The Care Of The Family Or Emergency Medical Response
Team, The School's Responsibility Is Fulfilled. The Name of Each Person's Health Care Provider is Recorded On Their
Personal Emergency Procedure Card.
KEEP CALM--SURVEY SCENE FOR SAFETY
EMERGENCY
PROCEDURES
FOR
SERIOUS
ACCIDENTS
1. Do a primary survey of scene and person.
2. Check airway, breathing, and circulation--ABC's.
3. Check for bleeding, start first aid.
4. Send for assistance. DO NOT leave injured person unattended.
5. Determine the need for immediate medical attention.
6. Instruct someone to CALL 911.
7. Notify principal and school nurse at appropriate time.
8. Complete incident/injury report.
9. No injured person is to be sent home without prior approval or supervision of parent/emergency contact.
CARE OF THE
ILL PERSON
1. Listen to, note complaints and record symptoms.
2. Take temperature.
3. Rest on cot.
4. If temperature is 100 F or greater, contact parent.
5. No ill person is to be sent home without prior approval or supervision. Parent/emergency contact must be
notified.
USE UNIVERSAL PRECAUTIONS
25