Support Staff
Handbook
Shelburne Community School
2015-2016
Welcome to the Shelburne Community School! We hope you will find your job as a
paraeducator exciting and rewarding. We are a friendly and helpful community so, if
you have questions, please don’t hesitate to ask one of us.
This handbook has been created to provide you with information essential to your job
responsibilities as a paraeducator. The SCS administration and the ESP union
welcome your input about the contents and usefulness of this handbook.
It is my hope that your employment here at SCS is enjoyable and rewarding. If you
have any questions, please don’t hesitate to contact me. If I can't answer your
questions, I will be happy to put you in touch with the person who will be able to help
you.
Sincerely,
Fran Brennan
Library Assistant/ Union Representative
Ext. 117
Section 1
The First Six Weeks of School
We see the first six weeks of school as a distinct period, a time of many
introductions. We introduce students to the people of the classroom and school
community, to the classroom and school environment, and to the expectations we
hold about learning. We also introduce and establish expectations for behavior, the
limits we will set, and the ways we will enforce those limits. We introduce the
routines that help students learn while taking care of each other and the
environment.
We carefully structure the first six weeks so that students will participate actively in
all of these introductions. They practice the expected skills and behaviors—at first
with very close teacher guidance and structure, and then, as their familiarity and
competence grow, with increasing amounts of independence.
Adapted from excerpts from the book, The First Six Weeks of School, by Paula
Denton and Roxann Kriete.
Check Lists to Prepare for the First Two Weeks of School
(Return to Rachael Oberst’s mailbox by Friday, September 11th)
New Paraeducators:
O Tour the school if you are new
O Meet teachers and other staff:
Pati Beaumont, Pre-K-5 Principal
Allan Miller, 6-8 Principal
Dawn Gruss, Director of Special Education
Rachel Petraska, 5-8 School Counselor
Katie Tyler, K-4 School Counselor
Rachael Oberst & Yasamin Gordon, Planning Room Co-Directors
Sue Schaefer, Behavior Interventionist
Jocelyn Bouyea, School Nurse, R.N., Alison Hopkins, Health Office Assistant
Esther Aicher, School Receptionist
Jen Marx, Attendance
Toni Dunn, Services Secretary
Patty Spagnolo, Guidance Secretary
Hilda Tallman, Administrative Bookkeeper
Kari Ahern, Fran Brennan, Librarians
Jeff Badillo, Technology Trainer
Becky Mashak, School Lunch Program
David Kelly, Maintenance
Bob Miller, Head Custodian
All Paraeducators:
Read the SCS Paraeducator Handbook, the SCS Quick Reference Guide and Support
Staff Contract
Review Confidentiality Policy, Blood-Borne Pathogens Protocol, and Mandated
Reporting Policy
Review Guidelines for School
Review Guidelines for School Behavior in Parent Handbook
Set up email
Review cafeteria and playground matrix and best practices
Develop a weekly schedule and assigned responsibilities and give Guest Teacher plans
to Patty Spagnolo by Friday, September 11th
Observe assigned students in various educational environments
Arrange for copier training
Complete all required Online Trainings
Read over your climate folder
On Google Sites, read through the SCS Everyday Expectations
I have read the documents referred to in the Paraeducator checklists and completed all the
necessary steps.
_____________________ _______________
Signature
Print Name
_____________
Date
Who Works Here?
Teams and Grades
Shelburne Community School places children from Triple E through 8th
grade. Generally speaking, you will become most familiar with the students at your
grade level. The teams and their teachers are as follows:
Shelburne Community School Community
Team
Name
Co-Principal (PreK-5)
Pati Beaumont
Co-Principal (6-8)
Allan Miller
Director of Special Education
Dawn Gruss
School Counselors
Rachel Petraska, Grades 5-8
Katie Tyler, Grades PreK-4
Planning Room Co-Directors
Rachael Oberst
Yasamin Gordon
Behavior Interventionist
Sue Schaefer
Health Office
Jocelyn Bouyea, R.N.
Alison Hopkins
Registrar, Admin. Assistant (Principals &
Counselors)
Patty Spagnolo
Special Ed. Administrative Assistant
Toni Dunn
Administrative Bookkeeper
Hilda Tallman
Front Office Receptionist
Esther Aicher
Attendance Secretary
Jen Marx
EEE
Shelley Henson
Speech Pathologist (EEE)
Liz Rider
Journey (K)
Amy Hazen
Rue Kendrick
Treehouse (K)
Joplin James
Emily Vigneault
Kimberly Elia
Team Dreams (1)
Kristin Mendl
Shannon Baird
Gretchen Garvey
Haley Blair
FireFly (2)
Nancy Nakhleh
Megan Maynard
Christine Hertz
Kaleidoscope (2)
Lynda Maitland
Diane Hanson
Sally Stevens
Esprit (3)
Jennifer Niles
Debora Killkelley
Imagine (3)
Joey Adams
Jessica West
Infinity (4)
Laura Davenport
Pamela Cyr
Wonder (4)
Adam Giles
Natalie Watson
Endeavor (5)
Cara Crowther
Vasanthi Meyette
Enterprise (5)
Bob Gurwicz
Monique Tetreault
Alpha (6-7-8)
Wendy Hallock
Devon Morrill
Meg O’Donnell
Leigh Petrucelli
Holden
(6-7-8)
Eric Brunvand
Robin Halnon
Maggie O’Toole,
Diana Rich
Winton (6-7-8)
Carly Bennett
Sam Nelson
Lisa Phelps
Katie Stansfield
French (6-7-8)
Claire Deslauriers
Spanish (6-7-8)
Meghan Kelley
Physical Education
Alan Mihan, Athletic Director
Jason Lewis
Jude Olson
Music
Diana Burritt (K-5)
Amy Southworth (K-5)
Tim Buckingham, Instrumental
Music (5-8)
Christina Kelsh (6-8)
Unified Arts
Art K-5
Kathy Caraher Grant
Peter Boardman
Library
Kari Ahern
Fran Brennan
Transportation
Pamela Weber
Food Service
Becky Mashak
Custodial Staff Supervisor
Bob Miller
Maintenance Supervisor
David Kelly
Technology
Mike Kanfer
Nancy Colbourn
Annette Hebert
Jeannie Sopchak
Technology Educator
Jeff Badillo
Special Educators
Meghan Bustamantes (K)
Erica Webster (1)
Annie Dunn (2,3)
Corey Colangeli (5)
Lucy Allen (4,6)
Jaime Fries (6-8)
Lauren Goracy (6-8)
Laurie Taylor (6-8)
Jennifer Randall (Intensive
Needs)
Speech-Language Pathologists
Amy Coach-Dietz
Peter Nevin
School Social Worker
Laurel Robbins
Student Assistance Program
Amy Sayre
Math Coordinator
John Madden
Literacy Coordinator
Jensa Bushey
Everyday Expectations for Faculty and Staff
1. Building a community means that these are all our children. Contribute to the
positivity of our environment by being a presence in the hallway during transitions
and acknowledge behavior (both praise and correct) that you see.
2.
EVERY class (including UA) in our building will have a morning meeting/greeting
following announcements with a quick greeting and a check-in/announcements.
At a minimum:
1. circle up
2. welcome students
3. ask a student to start the greeting (ie: pass a hello around the
circle)
4. emphasize voice, eye contact and body language
5. teachers may choose to extend morning meeting with a game or
class ritual
3.
All students K-8 will be walked to and from UA, band, chorus, lunch, and recess
by an adult. This includes 6-8 graders who will walk with adults until students have
demonstrated that they know how to Be Safe, Be Responsible, Be Respectful in the
hallways. Teachers are expected to model hallway expectations during transitions for
their students and support staff especially during the first six weeks.
4.
All school spaces will have the 3 school expectations posted (Be Safe, Be
Responsible and Be Respectful) for ALL to follow. Adults will use these as prompts to
remind students about what behavior is expected throughout our entire building.
5.
Teach students that in large group settings (i.e., cafeteria, recess, school-wide
assemblies) the universal quiet sign will be the peace signal (2 fingers raised).
6.
We are striving to build a school-wide community. All adults and students are
expected to participate and attend school-wide celebrations.
7.
Be the best you can. Believe your students are doing the best they can. Believe
your co-workers are doing the best they can. Believe your families are doing the best
they can.
Shelburne Community School Everyday Expectations
Be Safe
Be Responsible
Be Respectful
Be mindful of
everyone’s space
Be engaged
Be kind
Do your best
Be empathetic
Clean up after yourself
Work cooperatively
Be a problem solver
Listen for understanding
Follow adult directions
Classroom
Use materials or
equipment
appropriately
Include everyone
Ask permission to
leave class
Bathroom
Enter and use one stall
Flush the toilet
Voice level 0-1
Wash and dry your
hands
Keep bathroom clean
Throw away your trash
Walk on the right
Stay in your line
Hallway
Backpack zipped and
on your back
Enjoy the artwork, look
with your eyes
Go directly to where
you are expected
Stay to the right
Yield to younger
students
Eat your own food
Cafeteria
Have a calm body while
waiting in line and
eating
Library
Use breezeway unless
otherwise directed
Walk around library
Voice level 0 or 1
Include everyone
at the table
Use good manners
Be a problem solver
Raise your hand if you
need an adult’s help
Clean up your space
Wait patiently in line
Seat to seat until
dismissed
Enter and exit quietly
Return to class when
finished
Voice level 0 or 1
Use books and materials
for their intended use
Wait your turn
Return materials on time
Voice level 0-1
Be Safe
Be Responsible
Be Respectful
Be mindful of
everyone’s space
Be engaged
Be kind
Do your best
Be empathetic
Follow safety rules
Dress appropriately for
the weather
Take turns
Stay within boundaries
Be a problem solver
Be a good sport
Tell an adult if you see
an unsafe choice
Respect nature
Follow adult
directions
Recess
&
Playground
Follow game rules
Line up when the whistle
blows promptly
Follow safety rules
Bus
Get on and off bus
carefully
Voice level 0-1
Back to back - Seat to
seat - Feet on floor
Be a problem solver
Assembly
Stay with your class
Listen, watch, learn
Use appropriate
applause
Field Trip
Stay with your group
Listen, watch, learn
Respect your
surroundings
Do your own work
Use assigned device
School computers are for
school work
Technology
Keep personal
information and
passwords private
Walk and carry device
with two hands
Use device as intended
and directed
Personal devices are for
home unless otherwise
directed
Store and charge
device as directed
Print with permission
Follow the law
Educational Team Checklist
(K-5 Teams return to Pati Beaumont / 6-8 Teams to Allan Miller / Special Ed to Dawn Gruss)
Due 9/11/14
Paraprofessional:








Team:
Team has clearly defined paraeducator’s roles and responsibilities.
Educational Team has clarified scheduling of breaks, lunch, arrival and departure
times with paraeducator.
Educational Team has developed daily schedule with paraeducator.
Educational Team has reviewed when and how to communicate feedback and
suggestions among all team members (Team teachers, Special Educators,
Paraeducators)
When applicable, any work with a student on an I.E.P: Goals & Objectives and
comprehensive evaluation reviewed and student’s learning priorities discussed
with all members of educational team.
When applicable, student’s I.E.P. goals and objectives reviewed and
responsibilities specific to paraeducator(s) defined.
Paraeducator training needs identified and implementation scheduled.
Instructional materials provided (ongoing).
I have read the documents referred to in the Educational Team checklist and completed all the
necessary steps.
___________________________________________________
Signature, Paraeducator
Date
I have read the documents referred to in the Educational Team checklist and completed all the
necessary steps.
___________________________________________________
Signature, Teacher
Date
I have read the documents referred to in the Educational Team checklist and completed all the
necessary steps.
___________________________________________________
Signature, Teacher
Date
I have read the documents referred to in the Educational Team checklist and completed all the
necessary steps.
___________________________________________________
Signature, Teacher
Date
I have read the documents referred to in the Educational Team checklist and completed all the
necessary steps.
___________________________________________________
Signature, Special Educator
Date
School Day and Year at a Glance
The SCS website address is: www.scsvt.org
In Service/Staff Development days: There are two in-service days prior to the first day of
school. They are on August 25th and 26th, and one following the final day of
school. There are no other in service days, however, if you have a need for special
training, please discuss this with your supervising teacher(s).
August 24
In Service
August 25
In Service
June 15
One day after last day of school (tentative – depending on possible snow days)
Trimester Dates: These dates (see school calendar) are important because they are
associated with preparing, collecting and filing trimester reports for all the students on
your team.
Para Meetings: Trainings and meetings are scheduled throughout the year and will
take place each month for one hour.
Daily Schedule
Breakfast for students: A convenient, nutritious breakfast is offered daily from 7:30am
– 8:00am in the cafeteria.
The first bell rings at 7:55am when students are dismissed from busses and students
may enter the classroom wings. No students should be in classrooms or on the wings
before 7:55am. A second bell rings at 8:05am to signal the start of the school day. The
tardy time is at 8:05am. At that time, Daily Announcements are read over the
loudspeaker. These include student, staff and faculty birthdays, school sport scores
and other noteworthy items and reminders.
You will find the Daily Notice on your email each day. Be sure to check it daily as it
contains the lunch menu, notice of absent staff members and other valuable information
that may affect you and your students.
Paras should discuss their daily schedule with his/her team to determine exact start and
end times totalling 6.5 hours and a half hour unpaid lunch break.
Emergency School Closings:
You will be notified of emergency school closings with a phone call via Connect 5,
SCS’s new emergency messaging system. Make sure you provide your phone number
to Patty Spagnolo, Guidance Secretary to enroll in this messaging system.
Lunch in the cafeteria and recess occurs on the following schedule:
Red= Kindergarten Playground
Blue= Snelling Playground
Time
Lunch
Recess
10:45 - 11:05
Infinity/Wonder (4)
Endeavor/Enterprise (5)
Treehouse (K)
Team Dreams (1)
11:10-11:30
Treehouse (K)
Team Dreams (1)
Infinity/Wonder (4)
Endeavor/Enterprise (5)
11:10-11:35
Journey (K)
11:05-11:30
11:35-11:55
Journey (K)
Firefly/Kaleidoscope (2)
11:55-12:15
Firefly/Kaleidoscope (2)
12:05-12:35
Middle School (6-8)
12:45-1:05
Imagine/Believe (3)
1:10-1:30
Middle School (6-8)
Imagine/Believe (3)
Dismissal Schedule:
All students will be dismissed at 2:55pm
Busses leave school at 3:05pm
Communication
Mike Kanfer, Technology Coordinator
Jeff Badillo, Technology Trainer will help you learn to use e-mail and other necessary
computer software. Jeff is available to answer your questions by phone at extension
143 and by e-mail.
Phone/Voice Mail Email
You should check your personal email box at least once each day.
A list of phone numbers for all faculty and staff can be found on the Shelburne
Community School Web page. You can access your voicemail from any phone in the
building. Any questions about the phone system should be directed to Mike Kanfer
(118).
Snail Mail
You will be provided with an internal mailbox in the staff lounge. Be sure to check it in
the morning and before you leave each day. There is also a district wide internal mail
system. If you have to send a document to another school in the district, ask Hilda Tallman,
Administrative Bookkeeper for assistance.
Section 2
Confidentiality
Why It’s Important
As a member of the educational team you will learn a great deal about the students you
work with and their families. This information is personal and private: you have a legal
responsibility to keep this information confidential. Discussing this information with
anyone other than the student’s educational team is not only disrespectful, it may have
legal ramifications for you. This information is to be discussed only when it is directly
relevant to the student’s education and in a private place (for example, in a classroom
when students are not present) rather than in a public place (such as the halls or staff
lounge).
Guidelines
1. Only discuss information about a student in a private place.
2. Only discuss information about a student with the student’s own parents or
educational team.
3. Only discuss information about a student with appropriate adults. In some cases,
students may need to know specific information about a classmate. In such situations,
the educational team will decide what information is appropriate and how and when it
will be shared.
4. Only discuss information about a student with school personnel who are considered
members of that student’s service providing team.
5. Always go through proper channels to obtain a student’s records or other personal
information.
6. Only school mandated files and records on a student or family are to be kept and
they are to be maintained in designated locations.
7. If you have questions regarding confidentiality, speak to the Director of Special Ed,
Dawn Gruss.
What Should You Do If You Think Confidentiality Is Being
Breached?
Suppose that you work with a specific student and are asked a question about that
student or his or her family by a person that is not part of that student’s educational
team. How should you respond?
You should explain that it would be a breach of confidentiality to respond to their
inquiry. For example, you could say, “I’m not comfortable discussing Johnnie’s family
life.” Or “It’s my understanding that it would be a breach of confidentiality to discuss this
type of information in this setting.”
Electronic Communication
Use initials of students, not full names when referring to students in e-mails. You may
use the first two letters of a first name and the first two letters of a student’s last
name. (Example, John Smith: JoSm). If you print out from a computer any material
containing confidential information, be sure to retrieve the material from the printer. If
the material does not come out of the printer, get help immediately.
Section 3
Your Rights
You Have a Contract
You are working under a contract negotiated by the support staff representatives of the
National Educational Association. You should receive a copy of this contract when you
are hired. If you have questions about your rights under this contract, please contact
the support staff Union President, Fran Brennan. Every para must either belong to the
union or complete a fair share form and pay the associated fees. Please see your union
representative, Fran Brennan, for more information and the appropriate forms.
Breaks / Lunch
According to your contract, you are entitled to two paid fifteen-minute, duty free breaks
and an unpaid 30-minute lunch break per day. You should discuss with your classroom
teacher or other supervisor when to schedule your breaks. Normally paraeducator
working in the grades 1-5 will take a 30-minute lunch break when students are either at
lunch or at recess. Paraeducators working at the middle school level have their break
before or after the student’s lunch/recess.
Occasionally, you will have both lunch and recess duty, in which case you are entitled to
take your lunch break either before or after your duty. In no case should you eat your
lunch while performing cafeteria or recess duty.
Should you decide to leave the building during your lunch break, you must personally
sign out using the staff sign-out sheet located in the main office and let the
school receptionist know. Please do not ask someone else to sign out for you.
Cell Phones
The use of cell phones during work hours, (text or voice), is prohibited except during
breaks or your lunch period. Phone calls and texting should occur in more private
locations, (not in hallways or classrooms.)
Paid Holidays
According to your contract, you receive 7 paid holidays. They are: Labor Day,
Thanksgiving, and Day after Thanksgiving, Christmas, New Years Day, Martin Luther
King Day, and Memorial Day.
Sick Leave: Support Staff (excluding CSSU Special-Ed Paras)
When you know you will be absent or late for any reason, you must speak to a
person. Leaving a voicemail is not adequate. You need to notify Esther Aicher,
School Receptionist (318-1738) anytime before 8:00PM the evening before the day
you will be absent or late; or call her from 6:00AM – 7:00AM the morning of the day you
will be absent. If it is later than 7:00AM, you must call Patty Spagnolo, Guidance
Secretary at 985-2070 between 7:00AM and 7:30AM in the morning. Also notify Patty
Spagnolo if you must leave during the school day in order to arrange substitute
coverage. A Request for Leave form found in the form box, in the staff lounge, must
be completed for any absence and placed in Hilda Tallman’s mailbox when you
return. It is mandatory to fill out leave forms for all absences. You may fill this form
out ahead of time for Dr.’s appointments that you are aware of in advance.
If you need to leave school because of illness or emergencies after the workday has
started, please also notify Rachael Oberst, extension 142, so coverage can be
arranged. Before leaving the building, you must personally sign out in the main office.
Personal Days: Support Staff (excluding CSSU Special Ed Paras)
You are entitled to three days of personal leave. Unless it is an emergency, personal
days must have prior approval. Fill out the Request for Leave form at least 48 hours in
advance and put it in Hilda Tallman’s mailbox in the staff lounge. Personal days are
not cumulative from one contract year to the next. Please read Article 26 on page 30 of
your contract for more specific information.
(Also, please see Paraeducator Handbook section on Substitute Coverage, Section 4)
Unpaid Leave: Support Staff and CSSU Special- Ed Paras
Unpaid leave will not be granted except in very rare circumstances. Written requests for
unpaid leave must be submitted to Cindy Koenemann-Warren, our District’s Human
Resources Director, for approval. Requests for personal vacations during the school
year will not be approved.
Regular Hours, Extra Hours and Over Time: Support Staff (excluding
CSSU Special Ed Paras)
Regular hours for paraeducators are determined by the Team teachers. If you are
asked to work beyond the 6.5 hours per day specified in your contract, your supervising
teacher must get approval for these hours in advance. The administration is not
required to grant approval. Fill out the Request for Extra Hours form found in the form
box in the staff lounge and place it in Hilda Tallman’s mailbox. Hilda Tallman will obtain
administrative approval/denial and place a copy of the completed form in your mailbox.
As specified in your contract, overtime hours are those hours beyond 40 hours actually
worked per week. Any request for overtime must be requested in advance and
approved by the administration.
CSSU Special-Ed Paras – You will be using a new automated system called
AESOP. You will need to create an account in order to request sick or personal leave. If
you have any questions please see your immediate supervisor. Below is the link so set
up your account:
Overnight Field Trips
Occasionally academic teams will take students on overnight field trips. If you are
asked to accompany your team on an overnight field trip, you will be paid for all
“waking” hours; in other words, you will not be paid for the time that you are sleeping.
Prior written approval must be obtained from your team and an administrator. You have
the right to decline accompanying your team on an overnight field trip. If you decline to
accompany your team, you must report to school for an alternate assignment.
Cars and Car Insurance
There are two parking lots available for staff members: one is outside the gym doors
and the other is along School Street. The circle in front of the school is for student dropoff and no unattended vehicles are allowed there.
Occasionally you may be asked to transport a student in your personal vehicle. You are
not required to do so and you may decline. Any staff member that transports
students must have on file with Esther Aicher, School Receptionist, a copy of his
or her current auto insurance coverage. The minimum coverage qualifying to
transport a student is $100,000 liability and $300,000 uninsured motorist.
Buying Lunch in the Cafeteria
You may open an account in the cafeteria through www.MyLunchMoney.com
and enjoy soup, salad and/or lunches especially prepared for adult staff. You will need
to fill out a form and obtain an ID number.
Library
You may check materials out of the school library for your students or for personal
use. Please see the librarians to set up an account.
Section 4
Your Responsibilities
Your responsibilities can be divided into two categories: non-instructional and
instructional. Non-instructional responsibilities involve a limited amount of clerical and
organizational duties, supervising students in the cafeteria, playground and the halls,
and, in some cases, providing personal care for students. Generally speaking, clerical
duties should be limited to 45 minutes per day. Please contact Dawn Gruss, Allan Miller
or Pati Beaumont if clerical duties frequently exceed this amount of time.
Instructional responsibilities involve assisting the classroom teacher with class
instruction, tutoring individuals or small groups, implementing and reinforcing teacher
developed instruction, contributing ideas and suggestions to the educational team,
attending educational team meetings and paraeducator trainings.
Badges
Everyone will be issued a FOB (through Esther) during our in-service in August. New
photos for ID badges will be taken on our school photo day in September. Do not allow
students to use your fob.
Mandatory Reporting Act 60
If you reasonably suspect abuse or neglect you must make a report directly to DCF. A
report must be made within 24 hours of the time information about suspected abuse or
neglect was first received or observed. Calling law enforcement is not the same as
reporting suspected abuse or neglect. You must call DCF directly.
"Reasonably suspects abuse or neglect of a child” means that you need only
suspect that abuse or neglect might have taken place to make a report. When in
doubt, report.
A mandated reporter is:
Individual who is a) employed by a school district or an approved or recognized
independent school or b) contracted and paid by a school district or an approved or
recognized independent school to provide student services, including any school
superintendent, school principal, headmaster of an approved or recognized independent
school, school teacher, student teacher, school librarian, and school guidance
counselor;
An abused or neglected child: One whose physical health, psychological growth and
development or welfare is harmed or is at substantial risk of harm by the acts or
omissions of his or her parent or other person responsible for the child’s welfare. It also
means a child who is sexually abused or at substantial risk of sexual abuse by any
person and a child who has died as a result of abuse or neglect.
Liability: Each mandated reporter is responsible for making a report on time and is
liable if one is not made. Liability: A person who files a report in good faith has immunity
from any criminal or civil liability. Failure of a mandated reporter to report can result in
criminal prosecution and a fine of up to $500. If a mandated reporter failed to report with
the intent to conceal the abuse or neglect, the penalty increases to up to six months in
prison and a fine of up to $1,000 (33 VSA §4913).
SCS procedure: See Pati Beaumont, Allan Miller, Rachel Petraska, or Katie Tyler
(designated employees) immediately when you suspect abuse or neglect to notify and
for a State of Vermont Intake Form. You will need to work with a principal or school
counselor to access biographical information that will be needed to make your report.
Due to the confidential nature of making a report, biographical information may
only be obtained from a principal or school counselor.
Principals and school counselors are available to assist you with making a report.
Assistance can mean:
 Sitting with you as you make the report over the phone
 Offering emotional support and guidance
In the event that you are unable to find the person you wish to confer with, find one of
the other three designated employees.
Communication Expectations

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
All staff should check their email at least twice daily, suggestion is in the morning
and in the afternoon
All staff should check their faculty lounge mailboxes in the AM / PM and it is
requested that it be emptied regularly
All employees should read through the email distributed Faculty Notes each
Monday as it is the primary means for whole school communication
#SCSAllStaff and similar all school emails should be used only for school
communications, not for personal notes or requests
Guest Para Coverage*
CSSU Special-Ed Paras: Please have the following information available to upload into
AESOP when you will be out of the building. The information should be the following:
Basic information:
 Your student’s name and schedule
 Your student’s case manager
 Your daily schedule of responsibilities and duties
 A copy of your student’s behavior plan, if applicable.
 The adult to contact for more information.
 Your function in an emergency evacuation.
Teaching plans for the day you will be out
*More information will follow. Please see your direct supervisor with any
questions.
Team Paras should also have Guest Para plans on file with Patty Spagnolo that should
include:
 The team’s schedule
 Your daily schedule of responsibilities and duties
 When and where to pick up students during times off team (ie music, pe, art)
 The adult to contact for more information
 Your function in an emergency evacuation
Team Paras should submit Guest Para sub plans electronically to Patty Spagnolo by
mid-September.
Getting Paid
You must complete a timesheet every other Wednesday, by noon and turn it into Hilda
Tallman, Administrative Bookkeeper. You will receive a schedule of dates that
timesheets are due. See Appendix for Pay Period Schedule.
Section Six:
Behavior Support Protocol
The protocol is intended to be a touchstone for practice, which will help to create the
following:
 Consistency, a common belief system, common language, shared practices
 Clear expectations adults may have of each other’s actions and roles
 Greater learning for students about appropriate and caring behavior across
settings
This document includes some elaboration of each Tier, including both proactive and
reactive strategies, along with references for more information. It is hoped that careful
reading and use of these strategies will help the school to move forward in its use of
clear and proactive behavioral support.
The CSSU mission is to develop citizens who learn actively and collaboratively, think
creatively and critically, live responsibly and respectfully, contribute positively to their
community, and pursue excellence in their individual interests.
We believe children learn best in a safe, caring environment that welcomes everyone
and values diversity. We strive to build positive relationships with children, families, and
our community. Our school rules and clear expectations help to foster students’ social,
emotional, and behavioral development which sets the foundation for academic
achievement.
We have three school-wide expectations at Shelburne Community School:
 Be Safe
 Be Responsible
 Be Respectful
Shelburne Community School Behavioral Support Protocol Overview
Universal Interventions (Tier One): Proactive Strategies (In the classroom)
 Developing & maintaining positive relationships
 Teaching & re-teaching expectations
 Creating rules with students
 Teaching the rules (modeling, practice, reflecting, revisiting)
 Positive adult language (reinforcing, reminding)
 Noticing student’s behavior (7 positives for each negative)
Universal Interventions (Tier One): Reactive Strategies – Reminding & Redirecting (In
the classroom)
 Small actions to help students get back on track
 Reminding language
 Redirecting language
Universal Intervention (Tier One): Reactive Strategies – Logical Consequences (In the
classroom)
 Reparation – You break it; you fix it
 Reparation – Apology of action
 Loss of Privilege
 Take a Break (i.e. time out)
Secondary Interventions (Tier Two): Reactive Strategies – Take a Break in Buddy
Classroom or Kiva
 Take a Break in Buddy Classroom
 Follow-up after Buddy Classroom
 Process with the student upon re-entry
Secondary Interventions (Tier Two): Reactive Strategies- Planning Room Outreach
 Adult has used or attempted to use lower level interventions
 Student is in need of self regulation support
 No threat to physical safety to self, others or materials
Tertiary Intervention (Tier Three): Reactive Strategies – Intensive Support in Planning
Room
 Additional staff support required
 Student is unable to remain in the classroom
 Process-out of class problem solving required
 Follow-up (includes parent contact/re-entry/debrief)
Tertiary Intervention (Tier Three): Reactive Strategies –Accessing Outside Community
Support
Behavior Support Protocol Explained
Universal Interventions (Tier One): Proactive Strategies
Used to develop positive classroom climate. These strategies should be used multiple
times before moving to other tiers.
 Breathe
 Develop and maintain positive relationships with staff and students
 Teach the expectations for all settings during the first six weeks of school (see
matrix)
 Help the students create the expectations for their classroom and emphasize the
reason and value of them
 Teach the expectations using explicit instruction through modeling, discussion,
practice, reflection and revisiting
 Reinforcing Language: give positive feedback, “I notice the whole class being
responsible because you are quietly putting your books away.”
 Reminding Language: “We’re about to
. Who can remind us what three
things we need to do to be ready?”
Universal Interventions (Tier One): Reactive Strategies
Used to get students or the class back on track
 Breathe
 Non verbal signals (bell, lights, clapping, hand signal etc)
 Verbal signal: “listeners”, “eyes on speaker”
 Reminding language: “show me what it looks like to be a caring audience”
 Redirecting language: clear, non-negotiable directions using few words as
possible delivered in a calm and matter of fact voice. “Mary, John wants to work,
come sit over here.”
Universal Interventions (Tier One): Logical Consequences
Logical consequences are respectful of the student, relevant to the situation, and
realistic to implement.
 Reparation: You break it, you fix it
 Apology of action: a way to repair the damage (“How can you show John that
you’re sorry?”)
 Loss of privilege: to work with a particular person, equipment, or in a particular
place as it relates to the unexpected behavior.
 Take a break: briefly remove the student from the group or activity to allow time
to remember the expectations and regain self control
Secondary Interventions (Tier Two): Take a Break in the Buddy Classroom or Kiva
Sometimes it is easier for students to regain self control when they’re away from their
class. The foal is to show that the student’s misbehavior will not disrupt learning. The
adult will problem solve with the student about the misbehavior later in the
day. Students will be escorted/supervised in moving to and returning from a Buddy
Classroom or Kiva space. This may be used when:
 Student refuses to take a break in the classroom
 Student continues to disrupt while in classroom Take a Break
 Student continues to disrupt immediately after classroom Take a Break
 This break should be a little bit longer than the classroom take a break
Secondary Interventions (Tier Two): Planning Room Outreach
This may be used when:
 Student refuses to go to Buddy Classroom/Kiva
 Student continues to disrupt while in Buddy Classroom/Kiva
 Student continues to disrupt immediately after Buddy Classroom/Kiva break
 Adult has used all lover level interventions as appropriate
 Student has a peer conflict that does not threaten emotional or physical safety,
but required adult processing
 Student needs direct adult support to help self regulate
 Persistent work refusal
Adult will complete online Planning Room referral form by the end of the day
Tertiary Intervention (Tier Three): Intensive Support In Planning Room
This may be used when:
 Adult has used all lower level interventions as appropriate
 Student presents with physical/emotional safety concerns: causing harm to self,
others or property
 Student threatens emotional safety of self/others (swearing, yelling)
 Suspected harassment
 Suspected bullying
 Persistent verbal assault
 Student presents an extreme disruption or persistent disruption that is repetitive
in nature

Student is unable to re-enter the classroom after a Planning Room Outreach

To engage in Intensive Planning Room Support, dial 101 and ask for
Rachael or Yas
Provide a brief account upon staff arrival
Complete online referral form by the end of the day
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The Severity Clause: Any student behavior that is severe, i.e., dangerous – such as
fighting - should be stopped immediately and the student(s) brought to the Planning
Room. Isolate the student and call for help if necessary or bring the student in yourself.
PLESE NOTE: Only adults with Non-Violent Crisis Intervention (CPI) training should
perform a restraint or seclusion.
CSSU Technology Use for All Students
Students are expected to use technology correctly and responsibly. They must always
act as a safe, responsible and respectful cyber-citizen. If a student uses technology
that violates these expectations, access may be suspended until a plan for successful
use is put in place.
Technology Expectations for all Students
Be Safe
Technology
Be mindful of
everyone’s space
Follow adult directions
Keep personal
information and
passwords private
Walk and carry device
with two hands
Be Responsible
Be Respectful
Be engaged
Be kind
Do your best
Be empathetic
Do your own work
School computers are for
school work
Use assigned device
Use device as intended
and directed
Personal devices are for
home unless otherwise
directed
Print with permission
Follow the law
Store and charge
device as directed
Voice Level Code:
0= Silent
1= Partner Talk
2= Presenter Voice
Section 5
Non-Instructional Duties
School Emergencies
Shelburne Community School has Emergency Preparedness Guidelines covering
events requiring evacuation or shelter within the building. In the event of an emergency,
our immediate goal will be to get students to a safe area and wait for further
instructions. The Paraeducator’s responsibility will be to support the faculty and staff of
their respective teams throughout an evacuation or need for shelter. As a paraeducator
you may be designated a “sweeper” for an entire wing.
Fire Drills
Evacuation drills are held early in the school year and then monthly to insure that all
students and school employees are sufficiently familiar with procedures. If the alarm
sounds, lead any students in your care out of the building in a quiet and orderly
fashion via the nearest exit. In the event you are in a less familiar part of the building,
check the Evacuation Guideline Map posted in every room. Take your students to the
designated assembly area, take attendance and report the names of the students you
have to the zone leader. Remain with the students. If you are aware of a student who
should be with you, but is not, report that name to the zone leader. When the all clear
signal is given, return with your students to your classroom and check in with your team
teacher.
If the alarm sounds while you are supervising lunch, assist the children to exit in an
orderly manner according to the exit route posted in the cafeteria. Assemble the
students by team in the designated area (Site #2: Basketball court) and assist the
classroom teacher when he or she joins you.
If the alarm sounds while you are supervising recess, group the student together by
class on the basketball courts.
Emergencies Requiring Shelter
In the event of an emergency requiring inside shelter, an announcement will be
made. There is a map in each room showing evacuation routes. The paraeducator
should assist students in their care to the designated site and then support the
classroom teacher. Help students to wait in silence for additional directions.
**In the event of unanticipated severe weather (ie: earthquake) there will be no
time to make an announcement. Take cover under tables, get down low, cover
head. If outside, move away from the building and stay away from power lines
and trees
Emergencies Requiring Evacuation
In the event of an emergency requiring complete evacuation and relocation from the
school building, an announcement will made, “Teachers prepare for evacuation. Please
take a minute to prepare then go to your evacuation site and wait for further
instructions.”
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Take RED folder (with current class list and phone #s of parents)
Quickly grab any easily accessible jackets (only what is near you)
Adults, if possible and easily accessible, take your cell phone, jacket and keys
Escort students to designated area (same location as for Fire Drills)
Take attendance once outside; stay calm and quiet
Report attendance to zone leader, note any and all missing students ONLY
Once attendance is complete, wait for instructions about relocation
Your zone leader will inform you once the decision has been made to relocate the
students. Stay with your group as you walk along Harbor Road to the Field House at
Shelburne Health and Fitness. Once there, help your group stay calm and quiet while
waiting for further instructions. Kindergarteners and students with special health or
behavioral needs may ride a school bus whenever possible to the FieldHouse. Once at
the FieldHouse, classes will be organized by teams and attendance will be taken again.
First Aid
You will be notified and receive specific instructions for any students for whom you are
responsible who have potentially serious medical conditions. During each playground
session one person will be responsible for bringing a walkie-talkie to the playground and
a cell phone when away from school. Emergency first aid bags are available from the
health office for field trips. Following Universal Precautions for all injuries involving
bodily fluids is expected. Every classroom space and recess kit should be stocked
with supplies you may need. If you notice that supplies are low, please see the Health
Office Staff for more.
In the case of serious injury or illness of any person in the school community, notify the
school nurse immediately. If the situation is serious and you need immediate help, use
the red emergency call button located in each classroom to notify the main office giving
your name, location and nature of the emergency. The Main Office will call 911, send
a nurse and notify an administrator. If you are on the playground or other place
where no phone is available, have a second adult immediately contact the School
Nurse, Jocelyn Bouyea or an administrator. Do not move an injured person unless the
person is in a dangerous area. Be specific: give your location and the nature of the
problem so the nurse can bring necessary equipment (epipen, defibrillator, wheelchair,
etc.).
Clerical Duties
Paraeducators should not spend more than approximately 1 period per day on
clerical duties as a rule of thumb. You may need to spend more time copying and
filing when Interim or Trimester reports are due, but these periods are the
exception. The bulk of the paraeducator’s time should be spent with students. As stated
earlier, if you are consistently asked to exceed the amount of time, contact Dawn Gruss,
Allan Miller or Pati Beaumont.
Preparing Permanent Records for Filing
Team Paraeducators are responsible for preparing all student records for filing. You
may be asked to prepare the following:
 Progress Reports
 Interim Reports
 Reading and Math inventories
 Other Academic information
All original documents will be left on the team and will be filed at one time ONLY at the
end of the school year.
If you have questions about filing procedures, ask Patty Spagnolo, Guidance
Secretary. All files must be submitted to Patty Spagnolo, Guidance Secretary by the
last Faculty Day of the school year. Please observe the following Guidelines for
preparation student records:
 All records pertaining to a student must be stapled together
 Make sure all three trimesters are included.
 Alphabetize student records by classroom teacher.
The following information is housed in the Support Services Office. If you need to file or
review this information, see Toni Dunn, Support Services Secretary:
 504 Plans
 Special Education Reports (IEP’s, comprehensive Evaluation Reports,
Psychological Evaluation Reports)
Copiers
There are three copiers in the copy room across from the Guidance Suite, and another
two in the K-5 wing across from the Endeavor Team. Supplies of paper are kept in both
copy rooms. If you open the last ream, ask Patty Spagnolo, Guidance Secretary or
Esther Aicher, Receptionist to notify a facilities technician. Should the machine jam
or show an error message, call Hilda Tallman at 104, (if unavailable call Esther Aicher,
101 or Patty Spagnolo, 119 for assistance). Do not attempt to fix it yourself. Do not
leave without reporting the problem! Training for new employees on the use of copiers
is mandatory.
Displaying Student Work
Use bulletin boards whenever possible. Use thumbtacks or pins; do not use staples.
Laminating
All materials to be laminated should be labeled with your name/classroom and placed in
the designated box on the credenza in the hallway leading from the receptionist desk to
the Support Services secretary. A staff member will laminate them and return the
finished product to your mailbox.
Cafeteria Duty
You will be assigned a lunch or recess assignment. Occasionally you will be asked to help with
both.
Responsibilities for all staff
 Be on time, as your promptness impacts the schedule of others
 This is not your lunch. You will have the opportunity to have a lunch separate from
students
 Know the Cafeteria Rules according to the matrix
 Know any additional Cafeteria Rules or Policies for your team
 Help out with the sort table
 Know the rules, expectations and consequences on the first day
 Wander around the tables and encourage polite and engaging conversation amongst
students
 If you see someone who is sitting by themselves, help that student by introducing them
to some new friends
 Check the “safety” table daily; table should be wiped down after every lunch
 Carry a few napkins, forks, straws, etc. to hand to students who “forget”
 Have students raise hands for permission to leave seats
 Praise and acknowledge students who are following rules
 Help cafeteria staff in assisting students in the lunch line
Cafeteria Expectations for all Students
Be Safe
Cafeteria
Be Responsible
Be mindful of everyone’s
Be engaged
space
Do your best
Follow adult directions
Include everyone
Eat your own food
at the table
Have a calm body
Be a problem
while waiting in line and
solver
eating
Clean up your
Seat to seat until dismissed
space
Voice Level Code:
0= Silent
1= Partner Talk
Be Respectful
Be kind
Be empathetic
Use good manners
Raise your hand if you
need
an adult’s help
Wait patiently in line
Voice level 0 or 1
2= Presenter Voice
Clean up and Dismissal Procedure:
 Use the microphone to ask students to be silent and give you their attention
 Give students a “5 minute reminder” where they must finish eating and begin to clean
up.
 Wait for their attention: announce time to clean up; remind students to check under
tables
 Dismiss by table when everyone at the table is cleaned up and quiet
 You or the classroom teachers will walk students from your class/team back to
classroom, if your team has already had recess
Transition Times
There are three transition times: bringing students to lunch, transitioning those students to
recess, and then back to team. The para who will be bringing these students can vary and
should be worked out between other paras or teachers on your team. In general, you will be
asked to transition students to one or more of these locations on a weekly basis.
Walking Children Around the School, Responsibilities for all
Staff:
You will often be asked to walk children to and from Unified Arts classes, the cafeteria or the
playground. Discuss with your team teachers the best route to take the children.
Always use the breezeway; never use the inside hallway unless it is announced in the morning
that you have permission to do so. Do not walk children through the library during the day; use
the locker-lined hallways.
Exceptions (Kindergarten)
 You may walk children through the library when returning from the last class of the day,
after getting agreement from the librarians.
 You may walk children through the library if 6-8 students are at their lockers.
Best Practice:
 Always have your FOB
 Always walk as a whole class
 Always walk up and down the line when transitioning students to spaces within the
building. Always scan in front and behind you
 When talking to a student, always do so privately and not in front of the whole line
Hall Monitor (6-8)
Paraeducators at the 6-8 level may have assigned times for hallway duty first thing in the
morning, at morning break and at dismissal. It is your responsibility to be at your post on time,
to stand where you can see students and to enforce Hallway Rules. See Matrix for hallway
expectations.
Hallway Expectations for Staff and Students
Hallway
Be Safe
Be Responsible
Be Respectful
Be mindful of everyone’s
space
Follow adult directions
Walk on the right
Stay in your line
Backpack zipped and
on your back
Yield to younger students
Be engaged
Do your best
Go directly to
where
you are expected
Stay to the right
Be kind
Be empathetic
Enjoy the artwork,
look
with your eyes
Use breezeway
unless
otherwise directed
Walk around library
Voice level 0 or 1
Voice Level Code:
0= Silent
1= Partner Talk
2= Presenter Voice
Recess Duty
During the first six weeks of school, students need to be directly taught the expectations during
recess in order to have a successful experience. Although classroom teachers will help, much
of this responsibility will fall on your shoulders. All adults will work together to form a safe and
consistent environment for students at recess.
After a long break that has kept students away from school routines or when safe recess
behaviors begin to deteriorate, you may want to declare a “reset” to remind students of the
expectations.
When teaching or reminding students of the expectations at recess, always explain it in terms
of: Be Safe, Be Responsible, Be respectful
Responsibilities for All Staff
 Be on Time: arrive at playground or cafeteria to pick up students, wear orange vest and
your name tag
 Know the playground rules (see matrix below)
 Use radios to communicate with the front office, health office and planning room
(Channel 1)
 Communicate ONLY by radio. Use of cellphones during this time is STRICTLY
PROHIBITED
 Know procedures for dismissal to and from the playground
 Be consistent with student behavior and expectations
 Cover your assigned zone and spread out & move within a pattern that provides a view
of the whole playground area.
 Be purposeful and alert in your duty
 Monitor student interactions from periphery, moving closer when necessary
 Understand the games students play at recess and be aware of your role as facilitator
 Absolutely NO contact games.
 Help students to make sure all recess materials are returned to the recess bag before
dismissal.
 Evaluate problem issues between students before taking them to the Planning Room
 Model positive problem solving methods with students
 Communicate all concerns with Rachael Oberst or Yasamin Gordon, Planning Room
personnel so that they may inform teachers/team.
 Communication between adults at this time should be only to convey concerns or ideas
as it relates to students and recess.
Some Specific Recess Games
To avoid accidents and injuries, ensure a reasonable and safe distance between groups
of students/games.
Soccer - There will be no: slide tackling, shoving, or other such rough play
Frisbee - Students may play catch with the Frisbee and only on the grass – that’s it!
Football - Students may ONLY play catch ONLY on the grass.
You may have a:
 A Center, a Quarterback, and a line of receivers to throw and catch and
then run the football back.
 There will be no: interceptions, tagging, or shoving
Basketball - “Knock-out” only can be played at each hoop and the rules are:
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Two players or more in a single-file line, typically starting at the free-throw line
Two basketballs, held by the first two players in line
The first player in line begins the game by taking an initial shot.
As soon as the first player has taken the initial shot, the second player may step up to
the line and take his or her shot.
If a player's initial shot does not go in, he or she may rebound the basketball and attempt
to make a basket from any location (most often, a layup would be attempted because it
is an easier shot to make than a standard jump shot).
Once a player makes a basket, he or she must immediately pass the ball to the next
player at the front of the line and then go to the end of the line. The player at the front of
the line may take his or her shot immediately upon receiving a ball.
If any player does not make his or her shot before the person behind them, he or she is
"knocked out" and is out until a new game starts.
The order of the players cannot change during the game except by shrinking in size as
players are knocked out.
The game continues until everyone is knocked out except for one final player, who is
deemed the winner.
4 Square - To be played on the pavement
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Only four students playing at a time.
The player who is in the “4th square” can create his/her own rules as long as they are
safe, responsible, and respectful
No cutting in line as you wait for your turn in
Each player stands in one of the four squares.
To start the game, the player in square four serves the ball by bouncing it in their
square once and then hitting it towards one of the other squares. The receiving
player then hits the ball to any other player in one of the other squares.
The ball must bounce in another player's square, and they must hit it to another
player before it bounces a second time.
A player may hit the ball before it bounces, if they choose to do so.
If a player hits the ball so that it misses another player's square, or fails to hit the
ball before the second bounce after it has landed in their square, they are "out".
When a player is out, the other players move up to take their place, and that player
moves to the last square, or to the end of the line, if there are more than four players.
The object of the game is to move up to and hold the server's position.
Recess Expectations for all students
Recess
and
Playground
Be Safe
Be Responsible
Be Respectful
Be mindful of everyone’s
space
Follow adult directions
Follow safety rules
Stay within boundaries
Be engaged
Do your best
Dress appropriately for
the weather
Be a problem solver
Tell an adult if you see
an unsafe choice
Line up when the whistle blows
promptly
Be kind
Be empathetic
Take turns
Be a good sport
Respect nature
Follow game
rules
Bathroom Requests
When a student asks to use the bathroom, clip a clothespin onto his/her clothing and tell the
student that he/she must check in with you upon returning.
Requests to see the Nurse
Evaluate all requests to see the nurse. Students who say they feel nauseous, sick, are bleeding
or have experienced a fall should always be sent to the nurse. Radio the nurse and report the
name of the student (first name and first letter of last name) and a general description of the
problem. If a student requests that a friend accompany him or her to the nurse, the adult will
choose a responsible peer, not friend. Generally speaking, you should discourage friends
accompanying others inside. Band-aids in the recess kit should be adequate to address minor
scrapes.
Severe Clause
Immediate referral to the administration will occur for the
following infractions: fighting, overt defiance, going off school
grounds, weapons.
Indoor Recess Procedures
Grade K-5
There will be days that we have indoor recess. Typically if it raining or the wind chill is below
zero degrees, first through fifth grade students will stay in their classrooms and team spaces for
recess. When this occurs, you may be asked to cover recess for your team. Teams who have
recess after lunch will be dismissed back to their teams for recess. Teams typically structure
this time differently; please ask your teacher what the expectations for students are during this
time. Please be purposeful and alert during this time to prevent problematic behaviors.
Grades 6-8
During severe weather middle school students (6-8) remain in the cafeteria the entire lunch
period. However, a limited number of students are allowed to play basketball in the
gym. Paraeducators will be assigned to either the gym or to remain in the cafeteria.
It is recommended that you have a pair of sneakers on hand at school to use for indoor recess,
as other footwear will not be permitted in the gym.
Indoor Recess Middle School Students
Be Safe
Indoor
Recess
(GYM)
Be Responsible
Be Respectful
Be mindful of
Be engaged
Be kind
everyone’s space
Do your best
Be empathetic
Follow adult
Leave personal
Do not cut others in
directions
belongings in the
line
Wear clean
hallway
Leave the PE
sneakers
Leave food in the hallway equipment where it is
Follow the rules of
When the whistle
Allow everyone to
knockout
blows, hand the ball to a
play and have a
Do not kick or throw
recess adult
chance
the basketballs in
an unsafe manner
Voice Level Code:
0= Silent
1= Partner Talk
2= Presenter Voice
Section 7
Instructional Responsibilities
As a paraeducator you are expected to be an active member of a collaborative
educational team. You will be expected to tutor individual students and small groups in
the areas of reading, writing, language, math, adaptive physical education, behavior,
self-help, speech, etc. It is imperative that you read and understand Individual
Educational Plans, 504 plans and other documents pertaining to the students you will
be working with. The foundation of your students’ success will be the supportive
relationship you have with them and other members of the educational team.
.
First Meeting of the Educational Team
1. Clarify roles of Special Educator, Classroom teacher, paraeducator and other
members of the team (Speech, Occupational Therapist, Behavior Specialist, etc.)
2. Discuss specific classroom responsibilities and training needs.
3. Secure the information you need to create a written daily schedule for the whole
class/team and for your responsibilities during the day.
4. Your supervisors must schedule a regular time to meet with you.
Role clarification and job expectations are confidential and should not be discussed with
other paraeducators, other teachers in the school or the student’s
family. Paraeducators should speak only to the education team, the Special Education
Director or the Principal.
Individual Student Folder
You may find it useful to create a student folder for some or all of the students you work
with. Your classroom teacher and special educator can advise you on this. Some of
the materials to be included in the folder are:
 Student Profile
 IEP objectives
 Dated work samples
 Student Learning Priorities and Support
 Data Collection Chart (if applicable)
Future Education Team Meetings (within first month of school)
At subsequent Educational Team meetings you should review the I.E.P.s of students
you will be working with in your class. During these meetings you will develop
strategies for how students with disabilities can be supported by a variety of educators
and staff, obtain suggestions for locating resources and developing and adapting
materials for students. As you continue to plan with your team, you may expect both
classroom teachers and special educators to model methods and strategies for
you. You will then implement them with your students. At future meetings, you will be
expected to give your team feedback about what worked, student progress and
difficulties you have encountered.
Intervention Blocks: This is a time for students to get more comprehensive assistance
in various academic areas. Speak to your team teachers about what your role will be
during this time.
MC2 Meetings: On occasion, you may be invited to participate in these
meetings. Every week, your classroom teachers, special educator, and other pertinent
members will meet with either Pati or Allan to discuss the progress of students on your
team. In this meeting, all student needs will be addressed. This is also a time for you to
voice your concerns about the student or students that you work with. You should be
prepared to discuss any issues or praise surrounding behavior and academic progress
and provide feedback for strategies that are or are not working for you student(s).
Getting to Know Your Students
Developing a sympathetic and supportive relationship with your students is the
foundation of your success. There are two sources of information to consider:
professionals who have worked with your student previously and the student. Here are
some questions to ask professionals who have worked with your student:
1. What are some of the student’s strengths?
2. In what area has the student shown the most progress?
3. How does the student learn best? What learning style is most successful with this
student?
4. What motivates this student?
5. Who are this student’s friends?
6. What strategies have worked well with this student in the past?
7. What relevant health, social, emotional, safety or family information should you be
aware of? (e.g., allergies, medications, loss of a pet, divorce, lack of friends)
Appendices
I.
II.
III.
IV.
V.
Emergency Plan, Quick Reference
Para Supervision Guidelines
Para Evaluation Rubric
Zero Tolerance Policy
Pay Period and Time Sheets
Appendix I
Shelburne Community School Emergency Plan
Quick Reference Sheet
I.
Fire Alarm
1. Teacher Takes RED folder (with class list, addresses and phone #s)
2. Escort students to evacuation area (see map posted in room)
3. Take attendance once outside; stay calm and quiet
4. Report to attendance to zone leader
5. Wait for directions regarding next steps and possible relocation
II.
Relocation: In the event that we need to evacuate the building and move offsite, an announcement will be made over the intercom advising: “Teachers prepare for
evacuation. Please take a minute to prepare then go to your evacuation site and wait for
further instructions.”
 Take RED folder (with current class list and phone #s of parents)
 Quickly grab any easily accessible jackets (only what is near you)
 Adults, if possible and easily accessible, take your cell phone, jacket and keys
 Escort students to designated area (same location as for FIre Drill)
 Take attendance once outside; stay calm and quiet
 Report attendance to zone leader, note any and all missing students ONLY
 Once attendance is complete, wait for instructions about relocation
**In the event of unanticipated severe weather (ie: earthquake) there will be no time to
make an announcement.
Take cover under tables, get down low, cover head. If outside, move away from the
building and stay away from power lines and trees.
III.
Clear the Halls/Secure the Building
In the event of a threat to staff or students in the building or on the grounds of the school,
an announcement will be made stating: “Clear the halls. Secure the building.: This
announcement will be repeated once.
a. All adults and students go to the nearest classroom/stay in the classroom
away from windows and doors
b. An adult should perform a quick hall check and take any persons in transit
c. If applicable, lock door to room, turn off lights and close blinds. Hide in
most discreet location in your room. Students and staff should not use any
phones or other forms of social media.
d. Stay put until further directions are given. In the event of a true intruder,
Police and
Fire will be responsible for all decisions going forward.
After a drill, the all clear announcement is made: “THE SCHOOL IS ALL CLEAR.”
IV.
Clear the Halls/Continue Teaching
In the event that we have a concern or medical event that dictates students are not to be
moving around the building. An announcement will be made advising: “Clear the halls,
continue teaching.”
a. Quick hall check, take in any persons in transit
b. All persons STAY in room - away from doors and windows
c. Do NOT use phone
d. Resume teaching
e. Stay put in classroom, awaiting additional instructions
The all-clear announcement is: “ THE SCHOOL IS ALL CLEAR.”
Appendix IV
Zero Tolerance Policy
1. Zero tolerance for profanity and obscene gesture violation toward school
employees or guests of the school.
a. Student is immediately sent to an administrator.
b. Student remains in office until a meeting is set up with the sending employee to
document process and determine consequence.
c. After following proper procedures, depending on the incident, a student may be
immediately suspended.
2. Zero tolerance for physical aggression with intent to injure or resulting in injury
or damage.
a. Student’s parents called by administrator.
b. After following proper procedures including documentation, student may be
suspended from school for a minimum of one day.
Consequences will increase if further incidents occur.
c. Before student reenters the team, parents and school administration meet to set up
re-entry plan.
d. Copy of re-entry plan sent to Prime Teacher and Planning Room file.
Appendix V.
Pay Period and Time Sheet Due Dates
Payroll Period
Pay Period Start
Pay Period End
June 15, 2015
June 26, 2015
June 29, 2015
July 10, 2015
July 13, 2015
July 24, 2015
July 27, 2015
August 7, 2015
August 10, 2015
August 21, 2015
August 24, 2015 September 4, 2015
September 7, 2015 September 18, 2015
September 21, 2015 October 2, 2015
October 5, 2015
October 16, 2015
October 19, 2015
October 30, 2015
November 2, 2015 November 13, 2015
November 16, 2015 November 27, 2015
November 30, 2015 December 11, 2015
December 14, 2015 December 25, 2015
December 28, 2015 January 8, 2016
January 11, 2016
January 22, 2016
January 25, 2016
February 5, 2016
February 8, 2016 February 19, 2016
February 22, 2016
March 4, 2016
March 7, 2016
March 18, 2016
March 21, 2016
April 1, 2016
April 4, 2016
April 15, 2016
April 18, 2016
April 29, 2016
May 2, 2016
May 13, 2016
May 16, 2016
May 27, 2016
May 30, 2015
June 10, 2016
Check Date
Time Sheets Due
July 2, 2015
July 17, 2015
July 31, 2015
August 14, 2015
August 28, 2015
September 11, 2015
September 25, 2015
October 9, 2015
October 23, 2015
November 6, 2015
November 20, 2015
December 4, 2015
December 18, 2015
December 31, 2015
January 15, 2016
January 29, 2016
February 12, 2016
February 26, 2016
March 11, 2016
March 25, 2016
April 8, 2016
April 22, 2016
May 6, 2016
May 20, 2016
June 3, 2016
June 17, 2016
June 24, 2015
July 8, 2015
July 22, 2015
August 5, 2015
August 19, 2015
September 2, 2015
September 16, 2015
September 30, 2015
October 14, 2015
October 28, 2015
November 11, 2015
November 25, 2015
December 9, 2015
December 23, 2015
January 6, 2016
January 20, 2016
February 3, 2016
February 17, 2016
March 2, 2016
March 16, 2016
March 30, 2016
April 13, 2016
April 27, 2016
May 11, 2016
May 25, 2016
June 8, 2016
June 13, 2016
June 24, 2016
July 1, 2016
June 22, 2015
Please Print and return to Rachael Oberst or Yasamin Gordon
I, __________________________________ have read the Paraeducator Handbook
2015-2016.
My questions are:
Signed______________________________________________________