PARA-EDUCATOR EMPLOYMENT INFORMATION€¦ · provide you with CPI workshop information. CCSD62,November2015 . Continuum of Special Education Services • Consult o Student does not

PARA-EDUCATOR EMPLOYMENT INFORMATION

Para-Educator Employment Information Table of Contents

1. Welcome Letter

2. Code of Ethics for Para-Educators

3. General Guidelines for Para-Educators

4. Continuum of Special Education Services

5. Models of Instruction for ELL's

6. Job Description (4)

7. Para-Educator Performance Evaluation Guidelines

8. Para-Educator Performance Evaluation

CCSD62,November2015

November 2015

Dear Colleague:

On behalf of Community Consolidated School District 62, I'd like to take this opportunity to welcome you to our wonderful team!

District 62 is a child-centered district that is devoted to children. We are committed to their growth both academically and socially. As a new Para-Educator, you will be providing an important role in meeting the needs of our students. You will be working directly with children and the teaching staff to help provide an excellent educational environment for all kids.

Being a Para-Educator requires patience, empathy, kindness and a collaborative spirit. Each Para-Educator must always remember that they are here for the children and these children depend on them each and every day. We expect that each Para-Educator take their role seriously and conduct themselves as educational professionals.

Again, welcome to CCSD 62. We look forward to working with you on behalf of our students.

Ellen Swanson, Ph.D. Assistant Superintendent of Student Services

CCSD62, November 2015

Code of Ethics for Para-Educators

The Para-Educator should discuss the needs of individual children only with the supervising teacher and those directly involved with the child's educational program.

The Para-Educator should refrain from airing school issues and other confidential matters outside of school circles. Para-Educators should not engage in discussing work-related matters or issues while in the presence of students. Further, if they have a concern or opinion, they should share that with their supervising teacher in a private and professional manner.


General Guidelines for Para-Educators

• The classroom teacher and related service team are responsible for preparing lesson plans. Case manager and related services are responsible for performing professional and diagnostic services. Case managers are responsible for the students of the classroom.

• The classroom teacher is responsible for assigning grades to all students and for grading subjective/essay tests.

• In order to be a substitute teacher you must have the appropriate forms filled out with the District office.

• When supervising assemblies or field trips, you are not to assume full responsibility.

• You are responsible for regulating student's behavior plan initiated and developed by the classroom teacher and/ or student's service team.

• The school health assistant/nurse and other designated personnel are responsible for treating any major injuries and dispensing of student's medications.

• All classrooms with multiple paraprofessionals are expected to share all of the classroom's student related responsibilities.

• In order to restrain a student, you must be CPI (Crisis Prevention Intervention) certified. CPI training is available through the school district. Principals or special education coordinators will provide you with CPI workshop information.

CCSD62,November2015

Continuum of Special Education Services

• Consult

o Student does not receive direct services from special ed. staff; rather special education staff works with general education staff to adapt curriculum, develop interventions, make modifications, etc.

• Itinerant Services

o Student participates in general education (or if preschool age, may not be in school)

o Receives support in area( s) of need (i.e. speech/language, occupational therapy, physical therapy, social work, vision, orientation/mobility, hearing)

o The case manager is generally the therapist/teacher providing the service (i.e. speech therapist, itinerant hearing teacher, vision specialist)

• Resource (less than 50% of the school day)

o Student participates in general education instruction o Support is received from a special education teacher (who is also the

case manager) o May receive push in or pull out supports and services, depending on

needs of student o May receive related services such as speech-language, social work,

occupational therapy, physical therapy, hearing services, etc.

• Blended Classroom (pre-k/k)

o The classroom is a mix of general education and special education students

o Taught by a teacher who is dually certified in special education and early childhood education and related services provided as determined by the IEP

o The special education students have IEPs and their cases are managed by the special education teacher

• Instructional (more than 50% of the school day)

o A majority of the student's academic subjects are taught by a special education teacher

o Small class size o Classroom teaching assistant support may be included o All students within the instructional program have IEPs


o Students have opportunities for inclusion in general education programming based on strengths

o Inclusive settings may include specials, content area of strength, lunch, extra curricular activities, etc.

o Current instructional programming in the district includes • Cross-categorical instructional with modified academic

curriculum and specialized instruction as needed (pre-k-8) • Behavioral & Emotional Support Team (BEST) instructional

classroom offers an academic program with support for emotional and behavioral needs

• Educational Life Skills (ELS) offers academic and life skills programming for students with a need for significantly modified curriculum Structured Teaching Educational Program (STEP) offers academic programming for students within a structured setting, focusing on supports for successful inclusion in general education classrooms Structured Opportunities Achieve Results (SOAR) offers academic and life skills curriculum in a highly structured setting Multiple Needs Program offers academic and life skills programming with significantly modified curriculum to students with significant medical and/or physical challenges

• Day School Programming

o Housed in a location outside of D62 schools o Offers intensive interventions within a special education school. All

students qualify for special education services. o For students with emotional/behavioral needs, this setting may

include a therapeutic component to the educational process, with licensed counselors and/or therapists on site for sessions and/or processing

o Smaller class sizes o Alternate/Modified curriculum as necessary

• Residential

• Homebound


Models of Instruction for ELL's

Listed are the suggested models to deliver second language development services. These models are designed for students identified as English Language Learners (ELL's) per district criteria. Self -Contained (Bilingual) • Twenty or more ELL's that speak the same language in a grade level are placed in a

classroom where instruction is offered in English and in student's native language. • Literacy instruction is in Spanish in Grades K-2 for students who demonstrate language

dominance in Spanish. • In 3 rd grade, students are transitioning to literacy instruction in English. Native

language should be used to support background knowledge, clarification and to bridge communication for student.

• In the middle school, students that are new to the country are grouped together to address their language needs in English. Native language should be used to support background knowledge, clarification and to bridge communication for student.

• English as a Second language is addressed daily.

Sheltered Instruction • ELL's from different language backgrounds are placed in classes where English is the

medium for providing content area instruction, and language is adapted to the language proficiency of the students.

• In-class support by ELL teacher to reinforce concepts.

E+ A cluster of ELL students is included in this class with their proficient English-speaking peers. Typically, ELL students who are at the intermediate ESL proficiency level or higher are placed in this class.

Resource • ESL pull-out: Model mostly used in elementary schools. Students spend part of the school day in the mainstream, but are pulled for a portion of each day to receive English Language Development (ELD) instruction.

• ESL push-in: Student is placed in the general education classroom and ELL staff goes in to the classroom to deliver English Language Development within small groups.

• ESL class period: Model mostly used in middle schools. Students receive English Language Development Instruction through content during a class period.

• Co-teaching: Students are taught by an ELL certified teacher and general education teacher. Instruction, most frequently, takes place in the general education classroom. Collaboration is key for this model.

Resources: ESL and Bilingual Program Models, ERIC Digest http://www.theteiches.us/ mindsite /models.html


www.isbe.net www.nclea.gwu.edu

Community Consolidated School District 62 777 Algonquin Road

Des Plaines, IL 60016

Job Description

JOB TITLE: Teacher Asst., Elementary Classroom

LOCATION: School Buildings

HOURS: 6.5 Hours Per Day

SUMMARY: Assists the teacher in general daily classroom activities.

REPORTS TO: Appropriate Administrator, Principal, Classroom Teacher

TERM: 180 Days

ESSENTIAL DUTIES AND RESPONSIBILITIES. Other duties may be assigned. • Communicates, collaborates, and cooperates with colleagues, supervisors, and students. • Assists teacher with student behavior management. • Assists with set up of classroom and prepares materials for specialized instructional units. • Handles attendance reports and related clerical functions with the teacher. • Assists in assembling/hanging materials on bulletin boards and keeping displays current. • May escort children to and from various rooms. • Assists instructional personnel with the presentation of learning materials and instructional exercises. • Tutor students individually or in small groups to reinforce and follow up learning activity. • Operates standard school equipment; such as laminator, copier, and A.V. equipment, etc. • Assists in monitoring student progress. • Participate in Staff Development opportunities.

SUPERVISORY DUTIES: Supervises students.

In order to perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, ability, physical demands and work environment required. Reasonable accommodations may be made to enable individuals with disabilities to perfonn the essential functions.

QUALIFICATION REQUJREMENTS: • Completion of requirements for a high school diploma. • Must hold NCLB paraprofessional approval (TASN) from the Illinois State Board of Education. • Must have completed a minimum of 60 semester hours of college coursework or an Associates degree, or

passed ETS or WorkKeys tests. • Experience in a school environment working with children is preferred. • Knowledge and ability in the areas of public relations, writing, and communications. • Experience with electronic office software; e.g., MS Word and MS Excel. • Ability to speak, write and read in a language other than English is preferred.

1

SKILLS REQUIRED: • Ability to read, interpret and write written and verbal information. Ability to write routine reports. Ability

to speak effectively with students and staff. • Ability to calculate figures and amounts using basic mathematics concepts related to school district

information. • Ability to apply common sense understanding to carry out instructions furnished in written, oral, or

diagram form. Ability to deal with problems involving several concrete variables in non-standardized situation.

• Ability to operate a computer and related software in an Apple computer environment. • Ability to establish and maintain effective working relationships with students, staff and the school community.

Ability to speak clearly and concisely both in oral and written communication. • Ability to perform duties with awareness of all district requirements and Board of Education policies.

PHYSICAL DEMANDS: • While performing the duties of this job, the employee is regularly required to talk or hear. • The employee frequently is required to stand, walk, operate office equipment, sit, and occasionally to reach with

hands and arms. • The employee must occasionally lift and/or move up to 30 pounds; such as files and paper supplies.

WORK ENVIRONMENT: • The noise level in the work environment is usually quiet. On occasion the noise level will be moderate to high. • Work is usually conducted inside the school. This work is normally conducted at a single school site.

EVALUATION: Job performance is evaluated in accordance to district guidelines by the adm inistrator with input from the classroom teacher.

The infonnation contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive listing of the duties performed in this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.

Community Consolidated School District 62 is an Equal Opportunity Employer. It is the policy and practice of District 62 to decide all matters relating to employment solely on the basis of the applicant's ability to perform the essential functions of the position. District 62 ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, or handicap. The District has a policy of active recruitment of qualified minority teachers and non-certificated employees. Any individual needing assistance in making application for this opening should contact Human Resources.

Revised 10111

2



JOB TITLE: Teacher Assistant, Pre-School



SUMMARY:

Job Description


TERM: 180 Days

Assists the teacher in general daily classroom activities, with the primary focus being working with students.

ESSENTIAL DUTIES AND RESPONSIBILITJES. Other duties may be assigned • Communicates, collaborates, and cooperates with colleagues, supervisors, and students. • Assists in small group pupil instruction; tutors pupils at teacher's request; • Assists teacher in maintaining discipline and other (non) instructional functions. • Assists with set up of classroom and prepares materials for specialized instructional units. • Handles attendance reports and related clerical functions with the teacher. • Assists in assembling/hanging materials on bulletin boards and keeping displays current. • Operates standard school equipment such as laminator, copier, A.V. equipment, etc. • May escort and assist children in various settings. • Some positions may require assisting students with personal hygiene and feeding. • Participate in Staff Development opportunities.


In order to perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, ability, physical demands and work environment required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

QUALIFICATION REQUIREMENTS: • Completion of requirements for a high school diploma. • Must hold NCLB paraprofessional approval (TASN) from the 111inois State Board of Education. • Must have completed a minimum of 60 semester hours of college coursework or an Associates degree, or


SKILLS REQUIRED:

1

• Ability to read, interpret and write written and verbal information. Ability to write routine reports. Ability to speak effectively with students and staff.

• Ability to calculate figures and amounts using basic mathematics concepts related to school district info1mation.

• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram fo1m. Ability to deal with problems involving several concrete variables in non-standardized situation.




hands and arms. • The employee may occasionally lift and/or move up to 30 pounds.

WORK ENVIRONMENT: • The noise level in the work environment is usually quiet. On occasion the noise level will be moderate to high. • Work is usually conducted indoors. This work is normally conducted at a single school site.

EVALUATION: Job performance is evaluated in accordance to district guidelines by the administrator with input from the classroom teacher.

The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive listing of the duties performed in this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.

Community Consolidated School District 62 is an Equal Opportunity Employer. It is the policy and practice of District 62 to decide all matters relating to employment solely on the basis of the applicant's ability to perfonn the essential functions of the position. District 62 ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, or handicap. The District has a policy of active recruitment of qualified minority teachers and non-certificated employees. Any individual needing assistance in making application for this opening should contact Human Resources.

Revised 1Oil1

2



Job Description

JOB TITLE: Teacher Asst., Special Education



SUMMARY:


TERM: 180 days

Assists the teacher in general daily classroom activities, with the primary focus being working with students.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. • Communicates, collaborates, and cooperates with colleagues, supervisors, and students. • Assists in small group student instruction; tutors pupils at teacher's request. • Assists teacher with student behavior management. • Assists with set up of classroom and prepares materials for specialized instructional units. • Handles attendance repo1ts and related clerical functions with the teacher. • Assists in assembling/hanging materials on bulletin boards and keeping displays current. • Operates standard school equipment such as laminator, copier, A.V. equipment, assistive technology

devices etc. • May escort and assist children in various settings • Some positions may require assisting students with personal hygiene and feeding. • Assists in monitoring student progress. • Assists in administrating state and local testing. • Participate in Staff Development opportunities.


In order to perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, ability, physical demands and work environment required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions .

QUALIFICATION REQUIREMENTS: • Completion of requirements for a high school diploma. • Must hold NCLB paraprofessional approval (TASN) from the Illinois State Board of Education. • Must have completed a minimum of 60 semester hours of college coursework or an Associates degree, or

passed ETS or WorkK.eys tests. • Experience in a school environment working with children is preferred. • Knowledge and ability in the areas of public relations, writing, and communications. • Experience with electronic office software; e.g., MS Word and MS Excel. • Ability to speak, write and read in a language other than English is preferred. SKILLS REQUIRED:

1

• Ability to read, interpret and write written and verbal information. Ability to write routine reports. Ability to speak effectively with students and staff.

• Ability to calculate figures and amounts using basic mathematics concepts related to school district information.

• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram fonn. Ability to deal with problems involving several concrete variables in non-standardized situation.





WORK ENVIRONMENT: • The noise level in the work environment is usually quiet. On occasion the noise level will be moderate to high. • Work is usually conducted indoors. This work is normally conducted at a single school site.


The information contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive listing of the duties performed in this position. The individuals currently holding this position perform additional duties and additional duties may be assigned.

Community Consolidated School District 62 is an Equal Opportunity Employer. It is the policy and practice of District 62 to decide all matters relating to employment solely on the basis of the applicant's ability to perform the essential functions of the position. District 62 ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, or handicap. The District has a policy of active recruitment of qualified minority teachers and non-certificated employees. Any individual needing assistance in making application for this opening shou ld contact the office Human Resources.

Revised 10111

2



Job Description

JOB TITLE: ELL Tutor/Teacher Assistant REPORTS TO: Appropriate Administrator, Principal, Classroom Teacher

LOCATION: School Buildings TERM: 180 Days


SUMMARY: Assist the classroom teachers and support instruction to meet program objectives.

ESSENTIAL DUTIES AND RESPONSIBILITIES: Other duties may be assigned. • Communicates, collaborates, and cooperates with colleagues, supervisors, and students. • Interact as part of the instructional team. • Assist in the assessment of students, i.e. translation of tests. • Collaborate in parent involvement activities. • Create a supportive, empathetic environment for students and parents. • Communicate with parents but not initiating conferences/appointments. • Translate appropriate academic materials from classroom teachers (written and/or oral), following

order of priority: 1"-ELL issues, 2"d-CJassroom issues. • Participate in Staff Development opportunities.


In order to perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, ability, physical demands and work environment required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.

QUALIFICATION REQUIREMENTS: • Completion of requirements for a high school diploma. • Must hold NCLB paraprofessional approval (TASN) from the Illinois State Board of Education. • Must have completed a minimum of 60 semester hours of college coursework or an Associates degree, or


SKILLS REQUIRED:

I

• Ability to read, interpret and write written and verbal info1mation. Ability to write routine reports. Ability to speak effectively with students and staff.

• Ability to calculate figures and amounts using basic mathematics concepts related to school district information.

• Ability to apply common sense understanding to carry out instructions furnished in written, oral, or diagram form. Ability to deal with problems involving several concrete variables in non-standardized situation.


Ability to speak clearly and concisely both in oral and written communication. • Ability to perfonn duties with awareness of all district requirements and Board of Education policies.



WORK ENVffi.ONMENT: • The noise level in the work environment is usually quiet. On occasion the noise level will be moderate to high. • Work is usually conducted indoors. This work is normally conducted at a single school site.


The infonnation contained in this job description is for compliance with the Americans with Disabilities Act (ADA) and is not an exhaustive listing of the duties performed in this position. The individuals currently holding this position perfonn additional duties and additional duties may be assigned.

Community Consolidated School District 62 is an Equal Opportunity Employer. It is the policy and practice of District 62 to decide all matters relating to employment solely on the basis of the applicant's ability to perfonn the essential functions of the position. District 62 ensures equal employment opportunities regardless of race, creed, sex, color, national origin, religion, age, or handicap. The District has a policy of active recruitment of qualified minority teachers and non-certificated employees. Any individual needing assistance in making application for this opening should contact Human Resources.

Revised I 011 I

2

2013-2017 Para-Educator Performance Evaluation Guidelines (per the current Collective Bargaining Agreement)

Frequency of Evaluations

• May be evaluated each academic year • Shall be evaluated at least every other year

Evaluation Timelines

• By October 1st, employees will receive notification about whether or not they will be evaluated in the current year.

• By May 1st, every reasonable effort will be made to complete the formal employee evaluation. Although not required by contract, best practices should include providing written feedback and a brief (approximately 15 minute) in person meeting between the employee and evaluator.

Evaluator

.!. Principal • Other Administrator • Any Para-Educator who has multiple building assignments shall be assigned

a primary evaluator

Post-Evaluation Procedures

• Each employee shall have the opportunity to respond in writing to the evaluation (no timelines are provided)

• Each evaluation will become part of the employee's personnel file

Association Input

• District will provide the Association with a copy of any evaluation instrument related to Para-Educators prior to adoption of such instrument and consider comments of the Association concerns such instrument.


Classified Support Person~el Evaluation

Performance Review

EVALUATEE' S NAME: POSITION: EVALUATION YEAR:

. -SCHOOL: EVALUATOR: DATE:

m'm.!ddlyyyy

FACTOR I Teacher ine,ut received: OYes D No

1 Job Knowledge: D Exceeds Standard D Meets Standard D Needs Improvement D Does Not.Meet Fulfills essential Consistently Frequently Inconsistently Does not

·duties and performs duties that demonstrates abilities demonstrates abilities demonstrate responsibilities as contribute to the within cr\tical within critical elements abilities within detailed in job students and school's elements of the job of the job critical elements of description. success job

Comments:

2 Qualitv of Work: D Exceeds Standard D Meets Standard D Needs Improvement D Does Not Meet Completion of all Work performance Work perfqrme~ is Work is often Work consistently work related to this exceeds expectations consistently accurate, inconsistent and requires checking position in a thorough for this position in thorough and requires checking for for accuracy and and accurate manner. quality, timeliness completed within accuracy thoroughness after

and accuracy project deadline completion

Comments:

3 T imeliness of Work: D Exceeds Standard D Meets Standard 0 Needs Improvement D Does Not Meet Completion of all Assigned and routine Work perfonned is Work performed is Work is frequently work related to this job tasks are consistently inconsistent/incomplete completed after position in a tim~ly completed without completed within within reasonable defined timelines manner within prompting in timely project deadlines timelines requiring prompts guidelines. manner

· Comments:

4 Inteq~ersonal Skills: D Exceeds Standard D Meets Standard D Needs Improvement 0 Does Not Meet Demonstrated Always demonstrates Courteous to others, At times Often disrespectful respect, courtesy and agenuine concern for complaints rarely unprofessional, lacks . to others with compassion in the all without complaint received, excellent self-control and with excessive school community. self-control complaints . complaints

demons,trated

Comments:

Classified Support Personnel Des :f laines Community Consolidated _School District 62

Classified Support Personnel Evaluation

Performance Review

EVALUATEE'S NAME: POSITION: . ] E-YALUATION YEAR:

SCHOOL: EVALUATOR: DATE:

mm/dd/yyyy

9 Commitment: D Exceeds Standard 0 Meets Standard D Needs Improvement D Does Not Meet Ability to Demonstrates Completes job tasks Has difficulty Fails to_ complete demonstrate . commitment, as assigned whi~e completing assigned job duties oftbe job and commitment to the responsibility and accepting tasks and accepting does not job and acceptance of ownership in all job responsibility for responsibility for demonstrate responsibility. tasks personal actions personal actions responsibility for

personal actions

Comments:

10 Attendance: D Exceeds Standard D Meets Standard D Needs Improvement D Does Not Meet Documented Employee is rarely Sometimes absent or Employee has bad Excessive employee attendance absent or late to work late to work conversations with absenteeism or at work. providing supervisor supervisor regarding tardiness to work

with advance notice attendance issues above the aUo~ed as required number of

sick/personal days allowed

Comments:

11 Observance of Safe D Exceeds Standard 0 Meets Standard D Needs Improvement 0 Does Not Meet Practices and Follows work Routinely adheres to Is inconsistent in Frequently-neglects Procedures: Follows practices and safety practices and following safety common safety consistent procedures and workplace practices and workplace practices without observation of work improves safety compliance matters compliance matters regard for the safety safe practices and practices of others procedure~ .

Comments:

Classified Support Personnel Des Plaines Community Consolidated School District 62

Documents

PARA-EDUCATOR EMPLOYMENT INFORMATION€¦ · provide you with CPI workshop information. CCSD62,November2015 . Continuum of Special Education Services • Consult o Student does not