ISD 200 Special Services – Practices Statement
Dev. 11/14
Pupil Support Assistants (PSA)
Defined & Process for IEP Teams
Defined
Paraprofessional means a district employee who is primarily engaged in direct interaction
with one or more pupils for instructional activities, physical or behavior management, or other
purposes under the direction of a regular education or special education teacher or related
service provider.
MN Rule 3525.0200 Subpart 10a
Pupil Support Assistants (PSAs) employed in the Special Services Department are covered
by the District #200 Paraprofessional Contract. In addition, the following guidelines apply:
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PSA staff are hired by the district and assigned based on student need, as
documented by the IEP. Staff assignments are subject to transfer across sites,
contingent upon the needs of students across the district. Student-based need is
defined by the IEP team following the process outlined below.
These positions are funded by categorical state and federal dollars to meet the
needs of students with disabilities.
PSAs are trained and supervised by a special education teacher or related service
provider, as outlined in a Letter of Assignment. The supervising teacher, or
department head, determines the PSA’s schedule.
Responsibilities and start/stop times may be adjusted by the supervising teacher
and/or administrator, as needs of the students or programs change throughout the
year.
PSA staff are assigned to work with specific students in general education or special
education settings, as documented in the IEP under Adaptations. Adaptations
provided may include: Instructional Support, Curriculum Modification (with
direction of a supervising teacher), Physical Assistance, Personal Hygiene, Behavior
Regulation, Data Logging.
When assigned to a general education classroom to support the needs of students
on an IEP, the PSA may assist other students, but top priority is given to the student
who whom the PSA is assigned, or other students receiving IEP services.
A PSA may be assigned to a special education program, as outlined in a letter of
assignment.
Process to Determine PSA or Adult Support
The process below must be followed when determining whether a student needs PSA
support in order to meet the goals and objectives of their IEP. Completion of the
worksheets alone will not automatically result in an additional adult assistant being
assigned to a student. The student’s case manager is responsible for taking the lead with
regard to data collection, coordination of meetings, and other related tasks surrounding this
process. He/she is also responsible for carrying out the tasks below in a timely manner to
ensure the IEP team has the information necessary to make informed decisions. Upon
completion of this process, PSA Worksheets A & B are to be submitted to the CSST for filing
with the special education records.
ISD 200 Special Services – Practices Statement
Dev. 11/14
Steps for Classroom/IEP Teams
A. Classroom team members identify concerns, needs and possible interventions to
support students requiring extensive support.
B. Classroom team members gather data related to areas of concerns and
interventions attempted.
C. PSA Worksheet A - Completed by members of the school team.
D. Data/info from worksheet A is shared in a classroom meeting in preparation for an
IEP meeting. Minimum team members present for this meeting should include
case manager, general ed teacher(s), school psychologist/social worker/department
head.
E. PSA Worksheet A is given to the department head or school psychologist and
he/she will forward to Principal and Asst. Director/Sped Director for review and
discussion.
F. IEP meeting is scheduled to review and discuss concerns, interventions and data
collected.
G. IEP meeting is held, data results and observations discussed, and the team develops
plan to meet student’s needs based on IEP goals and objectives. PSA Worksheet B
(rubric) is used by IEP team for guidance - to accurately describe the services in the
IEP.
H. For students with existing adult/para needs in their IEPs, this same process must be
followed before the student’s next IEP meeting.