Welcome
USD 475 Geary County Schools
Paraeducators
2012-13 School Year
Katina Brenn
Director of the
Exceptional Student Services Division
Presenters
ESS Leadership Team
Katina Brenn- Director of Exceptional Student Services
Kathy Beougher- Asst. Director of Exceptional Student Services
Karen Truitt- ESS Coordinator- Fort Riley Middle School
Sandy Gray- Transition Coordinator
Jennifer Blair- ECSE Coordinator
Ursula Popovich- ESS Coordinator- Junction City Middle School
Patricia Dozier- ESS Coordinator- Junction City High School
PARA
HANDBOOK
Geary County Unified
School District #475
123 N Eisenhower
PO Box 370
Junction City, Kansas 66441
#785-717-4093
Para Handbook Section 1:
Para Work Days/Staff Development
Requirements
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Professional Development Record Form (April 19, 2013)
Paraprofessional Work Days Memo
Professional Development Hours Pyramid
ESEA Assessment Requirements
Provenance Learning Solutions Compliance Assessments
Important Assessment Information
Obtaining Professional Development Hours
Infinitec-http://www.myinfinitec.org
CPI Tidbits /CPI Dates
DUE
April 19, 2013
Due no later than April 19th
PARAPROFESSIONAL WORK DAY
To:
From:
Re:
Date:
Building Principals, Special Education Coordinators,
Special Education Teachers, Paras and Payroll Dept.
Katina Brenn, Director of the Exceptional Student Services Division
Paraprofessional Work Days
August 1, 2012
Paras first full day of work will be August 12. They should follow the schedule for the day which includes
attending the District Opening Session at the high school in the AM. Principals should notify the minimum
number of paras that are needed based on enrollment. If Principals have any paras not needed because of
enrollment, please contact me.
Paras who have worked for USD 475 as a para for 3 yrs. or less are required to have 20 hours of inservice
(or 2 hours for every month of employment). Paras who have worked for USD 475 as a para for 4
consecutive years or more are required to have 10 hours of staff development (or 1 hour for every month of
employment). This is regardless of the number of hours per day that they work). District salary
reimbursement is dependant on their ability to complete the required amount of professional development
hours required. Two of the hours each year must be Orientation which is:
August 12 - 1:30-3:30- Para Orientation. For paras working on Ft. Riley, orientation will be at Ft. Riley
Middle School. For paras working in Junction City, Milford and Grandview, orientation will be at the new
Junction City Middle School Commons Area .
(Paras who can’t attend or are hired later must watch the video of this orientation or attend a later
district level para orientation. Copies will be given to each building.)
Kansas Department of Education is asking that Paraprofessionals participate in
staff development with their supervising teachers. Staff development days
should be building days if possible, determined by their building level
administrator. The para handbook offers paras multiple opportunities for
obtaining staff development hours to include but are not limited to 1 college
credit = 20 hours, Provenances module = 1 hour, Infinitec modules = the
amount of time of the module, and a book review evaluation process. Please
consult the para handbook for additional options.
Once paras attain their 10 or 20 hours of staff development, they will not be
paid to work any further staff dev. days unless principals request paras to
work for specific reasons. Requests should be made to the Special Education
office.
ELEMENTARY PARAS: Can work the K-5 Plan days
PARAS DO NOT WORK: Flexible Professional Development days or
Parent/Teacher Conf. Days
Obtaining Professional Development Hours
LEA Determined – In-service Requirement
Hold a current Kansas teaching license
Note: Taking the ESEA
test does not accrue
professional
Development hours
Related Service license – eligible for Categorical Aid
OTA, PTA, and LPN
10 Hours – In-service Requirement
Special education para for USD 475 for more than 3
years – years must be consecutive and recent
(as archived in the Personnel Database)
20 Hours- In-service Required
3 consecutive years or less & recent years experience as
a special education para in Kansas
To:
From:
Re:
Date:
Special Education Paraprofessionals and Administrators
Katina Brenn, Director of Exceptional Student Services Division
The Elementary and Secondary Education Act Requirements
August 1, 2012
The Elementary and Secondary Education Act - includes requirements for teaching aides which includes
special education paraprofessionals who assist with instruction in reading, math and writing. This law
applies to Title I buildings. Our district is choosing to apply this law district wide (EC-12).
Paraprofessionals must:
1) Obtain college hours equivalent to an Associate’s degree – (48 hours) OR
2) Obtain an Associate’s or higher degree.
The alternative to taking college hours is:
Paraprofessionals must pass an assessment in reading, writing and math.
The exam through that website- www.provenancesolutions.com/provenance/ksjunctioncity
To get set up to complete study modules and/or schedule the assessment contact Nicole Nutter at
717-4093
USD #475 has purchased the Master Teacher site which is accessible from any computer and will assist
you in:
preparing for the academic assessment (which is mentioned above) AND
creating a “transcript” of courses which can be used for in-service hours
Information about accessing this network is on the attached page.
Completion of one course will equate to one hour of staff development if you choose to do this. You will
be asked to print a “transcript” of the modules you have completed by April 19, 2013.
ProVenance Learning Solutions Compliance
Assessments
ABOUT THE WEBSITE
• ProVenance Learning Solutions is an Internet based
professional development website. The site provides
relevant information to help you learn the various facets of
the supportive role you perform in the classroom and our
school. This website also maintains a personalized
transcript to help you and your supervisor track the courses
you have successfully completed.
• INSTRUCTIONS : Please contact Nicole Nutter at (785) 7174093 to be able to access the ProVenance site. This site is
only used for paraprofessionals needed to take the ESEA
during their first 90 days of employment.
Important Assessment Information
• This test consists of two assessments:
• Assessment 1: Reading, Writing & Math - Instructional Support
• This assessment evaluates the ability to support reading, writing,
and mathematics instruction. There are three concept areas with 30
total questions. The recommended courses are 118, 119, and 120.
• Assessment 2: Reading, Writing & Math - Knowledge and
Application
• This assessment evaluates the knowledge and skills to solve
problems in reading, writing, and math. The recommended courses
are 130, 131, 132, 133, 134, 135, 136, 137, 138 and 139.
• You will need to schedule a time to administer the test so your ESS
supervisor or administrative designee can be present in the room at all
times while the para completes the test. Keep in mind that the
Assessment 1 will require up to one hour and Assessment 2 will require up
to 3 hours. Most paraeducators will be able to complete both tests
consecutively in 3 hours.
• Call Nicole Nutter at 717-4093 to “assign” the test for the individual.
• As each para completes the assessment you can call Nicole at 717-4093
and she can give you the results of the test instantly. They need 65% to
pass the instruction and support assessment and 70% to pass the
knowledge and application assessment.
• Nicole will then send a copy of the assessment results for the para and
supervisor that observed the test to sign and date the sheet. Return these
to Nicole at DC and she will get copies to Katina Brenn and Human
Resource department.
SUGGESTED RULES AND RELEVANT
ASSESSMENT INFORMATION
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Accommodations for person with disabilities, visual difficulties, physical handicaps, etc. should be
arranged for paraeducators, provided the accommodations do not include assistance in answering the
questions or a change in the assessment.
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Breaks should be permitted for emergencies only. If a break is necessary, the para must show the
supervisor the portion of the test completed and log off. The para will then resume the assessment up
on return.
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Access to ProVenance Learning Solutions coursework is blocked during the assessment.
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Only the internet window with the assessment should be open. The supervisor should monitor each
screen to make certain the para follows this rule.
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The supervisor will answer only questions about assessing and using the assessment program.
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There should be no talking among the paras during the assessment.
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Calculators/cell phones/notes are not permitted. Scratch paper should be provided.
Obtaining Staff Development Hours
• College Hours – One or more credit
hours = 20 hours of in-service
• Read a book – 150 pages = 3 hours (Book must be
education based and approved by your supervisor)
• Watch a video – In-service time = time of video
• My http://www.myinfinitec.org -Infinitec Website on
line modules
• You must have permission from your administrator to
work more than the required Staff Development
hours.
• Please check with your Administrator if you are
unsure your should work.
Para Handbook Section 2: Roles and
Responsibilities
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Information from KSDE Concerning Paraprofessionals Kansas Regulations
Paraprofessional Competencies
Appreciating Diversity
Confidentiality
Importance of teamwork
A Law to Protect the Privacy of Student records
Ethical Guidelines for Paraprofessionals
Teacher and Para Roles in Managing Behavior
The ABC’s of Behavior
Principals of Motivation/Reinforcements
How to manage behavior when it occurs
Ethical Considerations in Behavior Management
Supporting Teachers’ Instruction
Assessing Student Performance
Supporting Instruction in Content Area Classes
Accommodations and Modifications
Characteristics of Effective Paraprofessionals
Kansas Regulations Regarding Paraprofessionals
The following statements are from the Kansas Special
Education Regulations. They say that at paraprofessional……
• Cannot be solely responsible for special education instruction or related
services.
• Cannot select or give formal, standardized tests or interpret any results
• Cannot select, program, or prescribe educational activities or materials
without supervision* and guidance of a teacher. Teachers do all initial
planning and introduction of new material.
• Cannot be solely responsible for preparing lesson plans or initiating
original instruction.
• Must have direct supervision* & involvement from a professional to
implement a student’s IEP.
• Cannot be employed in place of a certified special education
professional.
• Cannot be a substitute teacher unless the paraprofessional has the
appropriate certification.
• Cannot be enrolled as an elementary or secondary student.
• Cannot perform nursing procedures or give medications without
appropriate supervision* from an approved health care
professional.
*Supervision- The professional the paraprofessional is assigned to
must meet Kansas’s certification requirements. When the assigned
teacher is not present, a designated principal or teacher may supervise
the paraprofessional. Supervision time for instructional
paraprofessionals shall be determined by the supervising teacher and
paraprofessional and based on the students’ needs.
CPI Tidbits
The CPI Supportive Stance:
– Standing outside the personal space bubble
– Turned at a 90º angle
– Stay a leg length away from the person you are working with.
Keys to setting limits
– Be clear and Concise
• Give 2 choices and 2 consequences
– Be reasonable and fair
– Make sure your consequences are enforceable
Rational Detachment:
• The ability to stay in control of ones own behavior and not
take the acting out behavior personally
Do not place your hands on
a student unless they are
going to harm themselves
or others.
DO
Don’t
Remain Calm
Over react
Be aware of the environment
Issue Ultimatums
Isolate the situation
Freeze
Enforce Limits
Be threatening
Respect personal Space
Enter into a power struggle
Listen
Involve an audience
Be supportive
Take it personally
2012-13 CPI Classes: To determine
availability or register for classes by
contacting Nicole Nutter at (785)717-4093.
Class size is limited.
Emergency Safety Interventions (ESI)
A school employee should use physical restraint on a child with a disability only if
the child's behavior presents an imminent risk of harm or the child is involved in
an altercation. Except to intercede in an altercation, each school employee
applying physical restraint should use a method of physical restraint in which the
employee has received training and should apply the physical restraint in a
manner that is proportionate to the circumstances and to the child's size and age
and the severity of the child's behavior.
"Physical restraint" means bodily force used to substantially limit a person's
movement, except that consensual, solicited, or unintentional contact and
contact to provide comfort, assistance, or instruction shall not be deemed to be
physical restraint.
"Imminent risk of harm" means an immediate and impending threat of a person
causing substantial physical injury to self or others. Violent action that is
destructive of property may involve a substantial risk of injury to a person.
Maintaining Safe and Supportive Instructional Environments
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Follow and use prescribed district or agency policies and procedures to ensure the
safety, health, and general well being of learners and school personnel, including
school emergency procedures.
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Implement strategies and procedures developed by teachers to maintain safe,
supportive, and inclusive learning environments.
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Establish and maintain rapport with all learners.
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Model and encourage interactions among children, youth, and adults that respect
and value individual differences.
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Implement strategies that promote the learner's independence across all relevant
educational settings.
Provide opportunities for individuals to make choices across settings and activities.
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Based on program and learner needs, assist teachers and related service
professional in carrying out feeding and other health related procedures required
by learners who have special health care needs, and maintain appropriate records
of these activities.
Managing Behaviors and Enhancing Social
Interactions of Student
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Use age-appropriate language, tone of voice, and reinforcement procedures.
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Implement teacher-developed behavior plans and techniques that adhere to the
laws, regulations, and procedural safeguards concerning the management of
student behaviors.
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Demonstrate effective strategies for the management of student behaviors.
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Implement teacher-developed strategies and techniques that enhance social skill
development in children and youth.
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Assist teachers and other professionals in modifying the learning environment to
manage behavior.
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Facilitate the development of peer interactions and friendships for students with
disabilities in classroom, school, and community settings.
Monitor and assist children and youth in non-academic learning environments
(i.e., lunchrooms, study halls, playgrounds, and buses).
The ABC’s of Behavior
Reasons for Misbehavior
• Students don’t know teacher expectations.
• Students are unaware of when/how often they’re behaving
inappropriately.
• They don’t know what appropriate behavior is.
• Student may need attention.
• Students may feel powerless, so they create their own
power
The ABC’s of Behavior
A = Antecedent—What preceded or triggered the behavior?
(Develop an understanding of why the behavior occurs.)
B = Behavior—What happened?
C = Consequences—What does the student get out of the behavior?
Examples:
• A = Student leans back in chair.
• B = Student falls over backward.
• C = Peers laugh and student gains attention, or student is injured.
• A = Student is having difficulty reading fluently.
• B = Student refuses to read and gets angry and throws book.
• C = Staff assist and encourage student, provide alternative reading
strategies, or student is sent to the office for discipline.
How To Manage Behavior When It Occurs
Ignore behaviors
Criteria for ignoring behaviors: Ask yourself
• Can you teach?
• Can the student learn?
• Can his/her classmates learn?
• Is the behavior not likely to escalate?
Use nonverbal communication
• Proximity (standing near a student)
• Eye contact
• Gestures (i.e., fingers to lips, nods
• Move your attention away from student
Use verbal communication
• Tell the entire class/group what you expect.
• Give private, quiet redirective to student
• talk to the student privately or create an “illusion of privacy”
• quietly tell student what you expect
• say, “thank you”
• If necessary, give a choice involving a consequence-Consequences must be discussed and
sanctioned by the supervising teacher ahead of time.
Ethical Considerations in Behavior Management
• Behavior management should be viewed as an opportunity for teaching
and not an opportunity for punishment.
• Avoid embarrassing students and offer suggestions in private in the form
of constructive criticism.
• Never engage in a power struggle. Strive for win/win.
• Don’t touch students who are upset, and don’t hesitate to get help from
another teacher if you need it.
Do not place your hands on a student unless they are going to harm
themselves or others.
• Keep your supervising teacher informed.
Confidentiality is extremely important
when working with students
• Keep student information private.
• Don’t speak about students to friends, family, or to or in front of
other students.
• Don’t speak about students to other teachers except on a need-toknow basis.
• If anyone in the school or community asks you for specific
information about a student’s disability, refer them to the
supervising teacher.
• Don’t point our or label children in public.
• Be careful not to distort, exaggerate or confuse information.
• Never use student information as gossip or a joke.
• Focus comments on student strengths and be positive.
A Law To Protect the Privacy of Student Records
The Family Educational Rights & Privacy Act (FERPA)
(FERPA):
• Protects the privacy of parents & students
• Requires that every school district have a written policy, explaining
standards for keeping educational records confidential
• A school district receiving federal funds may lose those funds if it discloses
personally identifiable information in a student’s education records
without the proper consent
Those who may access records without explicit written consent of parents:
• Teachers or other personnel responsible for the design, preparation, and
delivery of education and related services
• Personnel who are responsible for the health, safety, and welfare of a
student
• Paraprofessionals may access educational records through the classroom
teacher and administration, as the local school district permit.
Paraprofessional Competencies:
General Knowledge and Values
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Awareness of the legal rights of children and youth with exceptional learning
needs and their parents in educational settings.
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Understanding of individual learning styles and environmental factors that impact
teaching and learning processes.
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Understanding of the differences among the roles and responsibilities of
professionals, paraprofessionals, and other support personnel.
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Basic knowledge of special education processes, procedures, and regulations.
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Awareness of and respect for social, cultural, linguistic, religious, economic, and
ability differences in students and their families.
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Understanding of the similarities and differences among the cognitive,
communicative, physical, social, emotional, and behavioral needs of children and
youth with and without exceptional needs.
Communicating and Collaborating with Teachers and
Other Professionals
• Follow teacher instructions and implement team decisions.
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Interact effectively with and demonstrate respect for the views,
rights, and contributions of parents, teachers, and other school
personnel.
• Contribute relevant, objective information to teachers and other
school professionals to facilitate planning, problem solving, and
decision-making processes across all relevant settings.
• Participate as a member of an instructional team to plan and
organize learning experiences for students.
• Participate in team meetings to assist in the development of
Individual Education (IEPs) for students.
Participating in Professional and Ethical Practices
• Maintain confidentiality of individual students and their families.
• Perform assigned responsibilities under the supervision of teachers in a
manner consistent with professional and ethical guidelines established by
the district, agency, state, or professional organization.
• Assist teachers and other professionals in protecting the civil, legal, and
human rights of children, youth, and their parents.
• Perform tasks that are within an appropriate range of responsibilities for
paraprofessionals.
• Do Not communicate with parents about programming or issues that may
occur. Be sure to direct them your supervisor or administrator.
• Participate in on-going staff development and self-evaluation activities,
and apply constructive feedback to practices within the educational
setting.
• Participate with administrators, consultants, and/or other professionals in
designing and implementing comprehensive professional development
activities for paraprofessionals.
Appreciating Diversity
• Today’s public schools are made up of a diverse group of people. Students
and staff are different from each other in many ways: age, gender,
ethnicity, economic background, religion, lifestyle, values, etc.
• School personnel are expected to have an attitude of acceptance and
appreciation of diversity.
• Staff who take an active interest in understanding the ways their students
are different will be better able to understand those students’ behavior
and, thus, interact with them in ways that will help them learn.
• Having a positive attitude toward diversity means not ignoring differences
and not holding negative attitudes about differences.
• Negative attitudes can be expressed in many ways, two of which are
stereotyping and labeling. Stereotyping is assuming that all people within
a group are the same in some way.
• Another way prejudices are perpetuated is through labeling, which means
referring to an individual by some characteristic, instead of referring to the
person first, then to the disability (i.e., “Person First Language” – for
example, “person with a disability
Importance of Teamwork
Paraprofessional knowledge & skills + Supportive working
environment = satisfied, effective paraprofessional &
improved student learning
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Paraprofessionals’ teamwork responsibilities
Take an active role in your success
Show a positive, cooperative attitude about assigned tasks
Seek out training and supervision in conducting new tasks
Participate in frequent meetings with the supervising
teacher
• Seek information about students and instruction
• Provide the teacher with information about students
Ethical Guidelines for Paraprofessionals
“Ethics” – showing a high regard for the right of others
Important Ethical Principles for the Paraprofessional Role:
• Maintain a respectful demeanor
• Behave professionally by remaining calm, using appropriate language, not
acting sarcastic, etc.
• Do this even if the other person (parent, student, teacher) is not!
• Maintain confidentiality -Keep student information private! Don’t speak
about it to other professionals (except on a need-to-know basis), to your
friends or family, or to (or in front of) students. This principle is easy to
violate – be careful!
• Contribute to positive school-community relations –Convey to community
members a positive attitude about your school by focusing on its strengths
and positive characteristics.
• Show a good work ethic, that will reflect positively on you and your school.
Assessing Student Performance
“Assessing student performance” means gathering information about a student and
making a determination about him or her. The main types of assessment that paras
may be involved in.
Standardized Tests
Standardized tests are always given in the same way, using the same instructions, and
materials, and the same scoring methods. Formal standardized tests, are done by
someone who is highly trained and experienced with the test. For less formal testing
situations, for example teacher-developed standardized tests they give repeatedly,
paraprofessionals can be primarily responsible for the activity.
Behavioral Checklists
Behavioral checklists categorize and list specific behaviors. The person completing the
checklist simply checks off whether or not the student is able to perform that specific
behavior.
Direct Observation
Another way to gather information about students is to observe them and record
information about your observations in a systematic fashion. The written information
that reflects what you observed is called “data,” and it can be used to assist with
instructional decisions about the student.
Supporting Teachers’ Instruction
There are probably many times when the teacher will need to be the primary
person providing the direct instruction to students. During these times, there
is much that the paraprofessional can do to assist or facilitate the teacher’s
instruction.
Paraprofessionals can support teacher’s instruction by:
• Reviewing the lesson plan
• Preparing materials
• Modeling appropriate behavior. Model the behaviors that will help make
it easier for the student to learn:
a) Stand at the side of the class, facing the teacher
b) Show attentiveness to the teacher and the lesson
c) Assist the teacher by modeling appropriate responses, if asked.
• Assist with behavior management
Supporting Instruction in Content-Area Classes
• Paraprofessionals can help carry out and support
interventions the teacher designs.
Examples include:
• highlighting textbooks
• being or training a class note taker
• maintaining a class notebook with assignments,
handouts, materials, etc.
• preparing adapted materials for students
• prompting students to make correct responses
• training a peer partner to assist the student
• providing follow-up instruction
During follow-up instruction, the paraprofessionals can:
• Provide additional instruction
• Follow the basic format of effective instruction:
1) I Do It. 2) We Do It. 3) You Do It.
During small group instruction, the paraprofessionals can:
• Use effective instruction.
• Gain students’ attention
• Review necessary pre-skills
• State goal of the lesson
• “I Do It. We Do It. You Do It.”
• Review the critical lesson content
• State the content of the next less
Accommodations and Modifications
Accommodations do not alter the curriculum.
They are supports or services provided to help a student access
the curriculum and validly demonstrate learning.
What are accommodations?
An accommodation is an adaptation that results in the student
with a disability accomplishing the same goals and objectives as
the non-disabled students, and does not fundamentally alter the
general education program.
An accommodation…
changes the conditions by which a student with a disability
accomplishes the same task as the non-disabled student.
Accommodations…
are used to minimize the impact of a disability and circumvent
deficiencies in specific academic areas.
Modifications alter the curriculum.
Modifications change the content and performance expectations for
what a student should learn.
What are modifications?
A modification is an adaptation that results in the student with a
disability accomplishing different goals and objectives as non-disabled
students and fundamentally alters the general education program.
A modification…
alters the task in a way that the student is able to accomplish a
different, perhaps related task assigned to the non-disabled peers.
Modifications…
are used to remediate deficiencies in specific academic areas by
bringing the goals and objectives of the curriculum in closer alignment
with a student’s present levels of educational performance.
Para’s role with modifications and
accommodations:
• Participate in on-going communication with teacher
before making any changes in student’s instruction
• Clarify modifications with teacher before class, not in
front of students or peers
• Communicate modifications or accommodations to the
student in private
• Establish on-going modifications or accommodations
with the teacher.
• Paraprofessionals should check with the supervising
teacher to discuss ideas before making any changes in
student’s instruction.
Para Handbook Section 3:
Job Descriptions & Procedures
• Job Descriptions
• Geary County USD 475 Classified Employee Handbook
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5.3 Leaves & Absences
6.1 Work Schedule/Attendance
6.2 Overtime
6.4 Breaks
6.5 Attendance
7,5 Relationships with Students
7.7 Staff-Community Relations
7.8 Confidentiality
7.12 Dress Code
8.8 Evaluations
8.25 Telephone & Cell Phone Use
8.26 Computer Guidelines
11.1 Child Abuse Reporting
13.3 Reporting Accidents
The Characteristics of Effective Para
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Lifelong learner
Good interpersonal skills
A positive attitude
A desire for self-improvement
Self-confidence
Patience
Empathy
Concern for children
6.1
Work Schedule/Attendance: Employees are considered probationary for the first 90
days of employment and are required to be at work all 90 days unless specifically excused by their
immediate supervisor. It is also expected an employee will not miss more than 14 days during any
one year unless there are extraordinary circumstances. Excessive absenteeism is grounds for
disciplinary action, up to and including termination.
6.2
Overtime: Overtime must be authorized prior to working it and is paid at an hourly
rate of 1 ½ times your normal hourly rate after you have worked more than 40 hours in a week.
No leave (holiday, sick, general, vacation, family or any other leave) is to be considered part of
the 40 hours for calculating overtime pay. Paid holiday hours do not count toward the 40-hour
requirement for paying overtime. A week is defined as beginning on Sunday and ending on
Saturday.
6.4
Breaks: Allowing time for breaks is not required by law, it is a privilege extended by
USD 475. Break times are under the authority of your supervisor, as sometimes other business
concerns interrupt daily routines. Your work responsibilities take precedence over breaks.
Breaks should not exceed 15 minutes and should not be taken in conjunction with lunch or the
beginning or ending of the day. Breaks should be taken at the worksite, leaving the worksite
requires the employee to clock out during the break. District employees work a variety of
schedules and are permitted varying amounts of time for lunch depending upon their regular
working schedule.
6.4.1
Lunch Breaks: All employees working six or more hours will have a lunch break. A
lunch break must be at least 30 minutes long, duty free, and occur within the first 6 hours of
the workday. Staff are expected to clock out for lunch.
6.5
Attendance: Geary County USD 475 views attendance
as one of the most important facets of your job performance.
All employees are here to serve the educational needs of our
students. The employees’ attendance is required to fulfill this
responsibility. Supervisors expect a 90% attendance rate and
expect all employees to report to work at the appropriate
time. Employees are expected to arrive at work before they
are scheduled to start and be at their work station
productively engaged in school district business by the
scheduled start time. All time off must be requested in
advance. All unapproved absences will be noted. Excessive
absences, including those for sick leave, may result in
disciplinary action, up to and including termination.
Failure to report to work for three consecutive days without
notification to your immediate supervisor will be considered
job abandonment and result in termination.
7.5 Relations with Students: Employees shall maintain
relationships with students which are conducive to a safe
and effective educational environment to include social
networking sites. Employees shall not have any
interaction of a sexual nature with any student at any
time regardless of the student’s age or status.
7.7 Staff-Community Relations: Staff members are
encouraged to participate in community activities and
organizations, insofar as these activities do not infringe
upon school time. Prior permission must be obtained
from the Superintendent or his/her designee for
participation in any community activity which takes place
during school time.
• 7.81
Confidentiality:
Student Information: Confidential student
information, whether written or oral, shall be
handled in a confidential manner and be
discussed only with the parents/guardians of the
particular student and the appropriate school
personnel. Violations of this rule which violate
the privacy rights of students could result in
disciplinary actions being taken against the
employee, including termination.
7.12 Dress Code: In general, proper personal wear is important for
employee safety and portrayal of a professional image. Footwear
should provide good traction and comfort when walking. Traction
soled footwear should be worn in winter weather to help prevent
slipping on snow or ice. Clothing should provide protection from the
environment. Clothing considered inappropriate for wear includes the
following:
– clothing depicting tobacco, alcohol, illegal substances, gang behavior,
or offensive language
– clothing that does not cover the stomach, back or chest
– boxer or spandex shorts
– shorts or skirts less than finger-tip length when arms are held down to
the sides
– tank tops or halter tops
– any article of clothing, jewelry or makeup which detracts from the
educational process
– Any employee not adhering to the above guidelines will receive a
verbal warning and possibly be sent home to correct the problem.
• 8.8 Evaluations: All classified employees shall be
evaluated twice during their first year of
employment and at least once a year during
subsequent years. Evaluation documents will be
on file at the Mary E. Devin Center for Education
Support. Classified employees shall be evaluated
by their immediate supervisor on their personal
qualities, their commitment to duty and workrelated skills related to their job description. A
copy of the completed and signed evaluation will
be given to the employee and the evaluator, with
the original being sent to the Human Resource
Services Department.
8.25 Telephone Use: Telephones are for business
use only. Please keep all personal phone
conversations brief and infrequent. Personal long
distance calls should not be made except in an
emergency. If an employee must make a personal
long distance phone call, the employee must use a
calling card.
8.25.1 Cell Phone Use: Our primary purpose is the
appropriate education of students. Therefore, cell
phone use during times students are in classes
should be restricted to emergency calls.
8.26
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Computer Software and Hardware Guidelines:
Computer: Use of District Computers/Privacy Rights: Computer systems are for educational
and professional use only. All work by students or staff shall be subject to unannounced
monitoring by district administrators. The district retains the right to discipline any student,
up to and including expulsion, and any employee, up to and including termination, for
violations of this policy.
Software: No software, including freeware or shareware, may be installed on any district
computer until cleared by the district technology department administrator.
Hardware: No equipment shall be attached to the local area network without approval of the
district technology department administrator.
E-Mail: District staff and students shall have no expectation of privacy when using district email or other official communications systems. Any e-mail or computer application or
information in district computers or computer systems is subject to monitoring by the
administration.
You may not:
• Send or forward e-mails containing libelous, defamatory, offensive, racist, or obscene
remarks or terrorist threats. If you receive an e-mail of this nature, you must promptly notify
your supervisor.
• Send unsolicited e-mail messages or chain mail.
• Forge or attempt to forge e-mail messages, or disguise or attempt to disguise your identity
when sending e-mail.
11.1 Child Abuse:
As required by law, any employee of the school district
who has reason to know or suspect that a child has been
injured as a result of physical, mental, emotional abuse or
neglect or sexual abuse shall report the matter promptly
to the local Social Rehabilitation Services Office. When
the department is not open for business, the reports shall
be made to the appropriate local law enforcement
agency.
School employees will not contact the child’s family or
any other persons to determine the cause of the
suspected abuse or neglect. It is not the responsibility of
school employees to prove that the child has been
abused or neglected.
13.3 Reporting of Accidents:
Should an on the job injury occur, the injured
employee is required to report the injury verbally to
his/her supervisor immediately and to follow up in
writing within ten (10) days or the claim may be
barred. Forms are provided through the building
principal. The report of the injury must be sent to
the Human Resource Services Department at the
Mary E. Devin Center for Education Support.
Additional information about your rights and
responsibilities under workers’ compensation may
be obtained from your supervisor or the district
office
Section 4: Appendix
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Terminology
Qualifying Students for Special Education
Self-Evaluations
Internet Resources
101 Ways to Praise a Child