Paraprofessional (andbook

WAYSIDE ELEMENTARY SCHOOL, 2016 EDITION

Jasmine Race | EDU 606 | 03/06/16

Table of Contents

PAGE 1
 )ntroduction
Welcome to Wayside Elementary School! At Wayside, we pride ourselves on establishing a
loving, caring, and joyful educational environment based upon mutual respect between students and
staff members. As a paraprofessional, you will be working directly with students, general educators,
and special educators, so it is important to build a positive rapport with colleagues and students. Your
job may take you to various classrooms throughout the day, or you may find yourself stationed in one
area, but we want to make sure that, no matter where you end up, you feel welcome and supported by
the educators around you. Just remember: the general and special educators rely on you just as much
as you rely on them! You are a teacher in this school, and your value is no more and no less than that
of the educators that you work with; you are seen as an equal at Wayside Elementary School.

As the newest member to the Wayside family, there are a few things that you need to know
about your new position. In this handbook, you will find everything that you will need to guide you on
your new journey with us. For your convenience, we have included a copy of our code of ethics, a
description of your job, along with schedules to help get you where you need to go, as well as tools to
help guide your ongoing performance and professional development. Hopefully this handbook will
answer any questions you may have about your new position, but we understand that there may be
other questions that arise. Here at Wayside, we have an open-door policy. Paraprofessionals and
other staff members should never be worried about asking additional questions, as lifelong learning is
our goal here at Wayside.

Welcome to your new position and we hope that you find us to be the perfect fit for your
personal and career goals! Welcome to the team!

Jasmine Race
Jasmine Race, Principal

Wayside Elementary School

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 Code of Ethics

- The paraprofessional must work alongside certified educators, and under the direct supervision
of the special educator, to support and assist in providing instructional, behavioral, health, and
other services to students (National Education Association, 2005).

- The paraprofessional must only perform the responsibilities that they are qualified to do, and
ensure that they follow the directions laid out by the certified educators in which they are working
with (National Education Association, 2005).

- The paraprofessional must understand the laws regarding the Individuals with Disabilities
Education Act (IDEA) and No Child Left Behind (NCLB) and how it connects to their
responsibilities.

- If at any time the paraprofessional feels unsafe in their situation and/or assignment, they have
the right to request a new assignment without penalty (Manchester School District).

- The paraprofessional must always be mindful when handling information regarding students,
and must keep all information confidential and private under the Family Education Rights and
Privacy Act (FERPA), unless otherwise stated by law (Manchester School District).

- The paraprofessional should never have their hands on a student, unless outlined in the student’s
IEP; furthermore, the paraprofessional should never restrain a student, unless they are CPI trained,
and only as a last resort (Manchester School District).

- The paraprofessional should never leave students unattended, unless it is an absolute emergency;
ideally, the paraprofessional should try to find another staff member to stay with the student(s)
(Manchester School District).

- The paraprofessional should never be left alone with students, unless a certified educator is in an
adjacent room (Manchester School District).

- The paraprofessional must always ensure that no biases or prejudices are used towards students
and/or their families (Advisory Board and Executive Committee of AAE, n.d.).

- The paraprofessional should only report concerns and information to the parents IF the special
educator gives them permission to do so; otherwise, concerns should be reported to the certified
teacher, who will then address those issues with the family (Special Education Paraprofessional
Handbook, 2003).

- The paraprofessional must maintain a professional relationship with students and their families
(The Code of Ethics for Educators, 2015).

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- The paraprofessional must ensure open and honest communication with the staff members that
they work with.

- If an issue develops between the paraprofessional and an educator, the paraprofessional must
approach them calmly and professionally to solve the problem (Special Education Paraprofessional
Handbook, 2003); if this does not resolve the issue, or further issues arise, the paraprofessional
must report their problem(s) to the building administration.

- The paraprofessional must ensure that confidential information regarding colleagues is never
revealed, unless required by law (Advisory Board and Executive Committee of AAE, n.d.).

- The paraprofessional must understand the policies of the district and school in regards to their
place in the community and their responsibilities (Special Education Paraprofessional Handbook,
2003).

- The paraprofessional must ensure that they represent the school and community in a positive
way (Advisory Board and Executive Committee of AAE, n.d.).

- The paraprofessional must become an active and positive member in both the school and the
community to ensure that they are a positive role model for colleagues and students.

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 Floating Paraprofessional: Job Description
POSITION: Floating Paraprofessional
REPORTS TO: Principal, classroom teacher,
special educator
HOURS: Monday-Friday, 8:30am-3:00pm
(30 hours a week)
WORK YEAR: school year (180 days)

MINIMUM QUALIFICATIONS AND REQUIREMENTS:

- Associates Degree or higher, or completion of two years of study (48 credits) at an institution of
higher education;

- Experience working with children in an educational setting;

- Have a general knowledge of mathematics, reading, science, social studies, art, and/or related
subjects, and the ability to instruct students in these subject areas;

- Must be able to work independently with minimum supervision.

SPECIFIC CORE FUNCTION:

Assist students within the classrooms and school and support their learning as directed by the
classroom teacher and special education teacher to ensure optimal student learning.

RESPONSIBILITIES:
- Assignment is based upon where need is, and may change as seen fit.

- Assist teachers in completing instructional and clerical duties.

- Assist in preparing and developing basic teaching and support materials.

- Assists students individually or in small groups with lesson assignments.

- Assists in giving, scoring, and interpreting tests.

- Attend meetings and training sessions, when applicable.

- Assist in completing minor first aid responsibilities.

- Assist in monitoring lunchrooms, recess, and other areas of specialized need.

- Assist students to and from transportation.

- Assist students with personal hygiene needs.

- Assist in implementing students’ )ndividual Education Plans.

- Assists in implementing school rules and regulations.

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 Floating Paraprofessional: Task Description

8:30 – 8:45 assist Student A and Student B (first grade) in getting breakfast
and getting in the classroom; get them started on their morning
work; check morning work when finished

8:45 – 9:00 assist classroom teacher during Morning Meeting and calendar
activities; support Student A and Student B on the rug

9:00 – 9:30 assist Student C third grade during Reader’s Workshop

9:30 – 9:55 assist Student A and Student B in their math centers

9:55 – 10:25 assist Student D, Student E, and Student F during Writer’s

Workshop

10:25 – 10:40 first grade snack; support Student A and Student B in assuring
safe eating practices

10:40 – 11:40 assist Student A and Student B in their word work centers

11:40 – 12:40 assist Student G, Student H, Student I, Student J, and Student K

(fifth grade) in all three fifth grade classrooms (social studies,
writing, and reading)

12:40 – 1:10 lunch break

1:10 – 1:30 monitor Student L and Student M (fourth grade) at recess

1:30 – 2:00 assist Student L, Student N, and Student O (fourth grade) during
their language arts lesson

2:00 – 2:40 assist Student L, Student N, and Student O during Reader’s

Workshop

2:40 – 2:45 assist Student L, Student N, and Student O in packing up for the
day

2:45 – 3:00 assist fourth grade teacher and Student L, Student N, and Student
O during dismissal

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 Floating Paraprofessional: Daily Schedule
PARA. STUDENT PERSONNEL
TIME LOCATION LOCATION
TASK SERVICES RESPONSIBLE
Assist
8:30 – 8:45 students A Classroom A n/a n/a n/a
and B
Assist
8:45 – 9:00 students A Classroom A n/a n/a n/a
and B
Students A
and B receive Special
Assist First grade
9:00 – 9:30 Classroom B small group education
student C special educator
math wing
instruction
Assist
9:30 – 9:55 students A Classroom A n/a n/a n/a
and B
Students A
Assist and B receive Special
First grade
9:55 – 10:25 students D, Classroom C small group education
special educator
E, and F reading wing
instruction
Assist
10:25 – 10:40 students A Classroom A n/a n/a n/a
and B
Student B
Assist Speech-
receives
10:40 – 11:40 students A Classroom A language Classroom A
speech
and B pathologist
therapy
Assist
Classroom D,
11:40 – 12:40 students G, n/a n/a n/a
E, and F
H, I, J, and K
12:40 – 1:10 Lunch break n/a n/a n/a n/a
Assist
students L Upper
1:10 – 1:30 n/a n/a n/a
and M playground
(recess)
Assist Student N
1:30 – 2:00 students L, Classroom G receives ELL ELL educator Library
N, and O services
Students L
Assist and N receive
Fourth grade
2:00 – 2:40 students L, Classroom G small group Classroom H
special educator
N, and O reading
instruction
Assist Classroom G
2:40 – 3:00 students L, and lower n/a n/a n/a
N, and O playground

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 Floating Paraprofessional: Weekly Service
Schedules

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Math with Math with Math with
Math with first Math with first
first grade first grade first grade
9:00 – 9:30 grade special grade special
special special special
educator educator
educator educator educator
Reading with Reading with Reading with Reading with Reading with
first grade first grade first grade first grade first grade
9:55 – 10:25 special special special special special
educator educator educator educator educator

Speech therapy Speech therapy

with speech- with speech-
10:40 – 11:10 n/a n/a n/a
language language
pathologist pathologist

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Math with Math with Math with
Math with first Math with first
first grade first grade first grade
9:00 – 9:30 grade special grade special
special special special
educator educator
educator educator educator
Reading with Reading with Reading with Reading with Reading with
first grade first grade first grade first grade first grade
9:55 – 10:25 special special special special special
educator educator educator educator educator

Speech Speech
therapy with therapy with
10:40 – 11:10 n/a speech- n/a speech- n/a
language language
pathologist pathologist

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 TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Reading with Reading with Reading with Reading with Reading with
fourth grade fourth grade fourth grade fourth grade fourth grade
2:10 – 2:40
special special special special special
educator educator educator educator educator

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

ELL services ELL services ELL services ELL services ELL services
1:30 – 1:50 with ELL with ELL with ELL with ELL with ELL
teacher teacher teacher teacher teacher
Reading with Reading with Reading with Reading with Reading with
fourth grade fourth grade fourth grade fourth grade fourth grade
2:10 – 2:40
special special special special special
educator educator educator educator educator

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 One-on-One Paraprofessional: Job Description
POSITION: One-on-One Paraprofessional
REPORTS TO: Principal, classroom
teacher, special educator
HOURS: Monday-Friday, 8:30am-3:00pm
(30 hours a week)
WORK YEAR: school year (180 days)

MINIMUM QUALIFICATIONS AND REQUIREMENTS:

- Associates Degree or higher, or completion of two years of study (48 credits) at an institution of
higher education;
- Experience working with children in an educational setting;
- Have a general knowledge of mathematics, reading, science, social studies, art, and/or related
subjects, and the ability to instruct students in these subject areas;
- Must be able to work independently with minimum supervision.

SPECIFIC CORE FUNCTION:

Assist student within the classroom and school and support their learning as directed by the
classroom teacher and special education teacher in accordance with the student’s )ndividual
Education Plan.

RESPONSIBILITIES:
- Assist teacher in completing instructional and clerical duties.
- Assist in preparing and developing basic teaching and support materials that are adapted to meet
the needs of the student.
- Assists student during academic instruction.
- Assists in giving, scoring, and interpreting tests.
- Attend meetings and training sessions, when applicable.
- Assist in completing minor first aid responsibilities.
- Assist student with gross and fine motor skills.
- Assist student with social skills.
- Assist student with self-help and personal hygiene needs.
- Assist student with toileting, and adhere to the scheduled bathroom breaks.
- Monitor the student at lunch, recess, and other areas of specialized need.
- Assist student to and from classroom in the morning and afternoon.
- Use mobility device to ensure student does not exert himself too much.
- Assist student on the stairs and use the elevator whenever possible.
- Ensure that student remains safe in physical education and watch for signs of physical
exhaustion.
- Assist in implementing student’s )ndividual Education Plans.
- Assists in implementing school rules and regulations.

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 One-on-One Paraprofessional: Task Description

8:30 – 8:45 assist student in arrival; prompt him about his responsibilities;
take him to receive breakfast and bring back to class to eat

8:45 – 9:05 Morning Meeting on the rug; assist student in maintaining focus
during this time

9:05 – 9:35 support student during math centers

9:35 – 10:20 support student during special of the day (9:40 bathroom break)

10:20 – 10:35 snack time; ensure student eats safely

10:35 – 10:55 support student during phonics lesson on the rug

10:55 – 11:30 support student during Writer’s Workshop 11:20 bathroom

break)

11:30 – 12:00 support student during a quiet lunch away from the lunchroom;
promote safe eating habits (use mobility device to bring him to
the special education wing)

12:00 – 12:30 monitor student at recess; look for signs of overexertion and
exhaustion (use of mobility device to bring him out to playground
when necessary)

12:30 – 1:00 lunch break

1:00 – 1:10 (1:00 bathroom break) class movement break

1:10 – 1:30 bring student down to special education wing for his math group;
support other students in the class while he is out of the room

1:30 – 2:10 support student during independent word work jobs; if student is
called to his reading group with the classroom teacher, support
other students in the class at their jobs

2:10 – 2:30 free choice play; support student in making age-appropriate

behaviors and promote social skill development

2:30 – 2:45 (2:30 bathroom break) support student on the rug while teacher
reads story, goes over important information, etc.

2:45 – 3:00 assist student in packing up for the day; make sure student is
properly dressed for the weather and has all of his belongings;
wait with student until his mother picks him up at the classroom

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 One-on-One Paraprofessional: Daily Schedule
PARA. STUDENT PERSONNEL
TIME LOCATION LOCATION
TASK SERVICES RESPONSIBLE
Assist
8:30 – 8:45 Classroom 1 n/a n/a n/a
student
Assist
8:45 – 9:05 Classroom 1 n/a n/a n/a
student
Assist
9:05 – 9:35 Classroom 1 n/a n/a n/a
student
Assist
9:35 – 10:20 Classroom 1 n/a n/a n/a
student
Assist
10:20 – 10:35 Classroom 1 n/a n/a n/a
student
Assist
10:35 – 10:55 Classroom 1 n/a n/a n/a
student
Student
Speech-
Assist receives
10:55 – 11:30 Classroom 1 language Classroom 1
student speech
pathologist
therapy
Assist Special
11:30 – 12:00 student education n/a n/a n/a
(lunch) wing
Assist
Lower
12:00 – 12:30 student n/a n/a n/a
playground
(recess)
12:30 – 1:00 Lunch break n/a n/a n/a n/a
Assist
1:00 – 1:10 Classroom 1 n/a n/a n/a
student
Student
receives Special
Assist other Kindergarten
1:10 – 1:30 Classroom 1 small group education
students special educator
math/reading wing
instruction
Assist
1:30 – 2:10 Classroom 1 n/a n/a n/a
student
Assist
2:10 – 2:30 Classroom 1 n/a n/a n/a
student
Assist
2:30 – 2:45 Classroom 1 n/a n/a n/a
student
Assist
2:45 – 3:00 Classroom 1 n/a n/a n/a
student

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 One-on-One Paraprofessional: Weekly Service
Schedule

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Speech
Speech therapy
therapy with
with speech-
11:00 – 11:20 n/a n/a n/a speech-
language
language
pathologist
pathologist
Reading with Math with Reading with Math with Reading with
kindergarten kindergarten kindergarten kindergarten kindergarten
1:10 – 1:30
special special special special special
educator educator educator educator educator

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 Job Performance Evaluation Form

NAME: POSITION:
_______________________________________ _______________________________________

DATE: EVALUATOR:
_______________________________________ _______________________________________

SCHOOL: EVALUATOR POSITION/TITLE:

_______________________________________ _______________________________________

THE PARAPROFESSIONAL… EE ME DNME

Understands and respects their supervisors

Performs the duties that were assigned to them

Follows the directions and guidance of the classroom teacher

and/or special education teacher

Understands and upholds the law

Brings up any questions or concerns to the appropriate people

Respects the confidentiality of students, families, and faculty

members
Obeys the hands-free law regarding educators in public
education, unless laid out in a student’s )EP

Always ensures that students are in the care of a staff member

Respects the differences of students and has no biases or

prejudices towards them
Maintains an appropriate and effective relationship with students
and their families

Maintains an open and honest relationship with coworkers

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Upholds the policies of the district and school

Represents the school and community in a positive manner

Understands the needs of the student(s) and accommodates them

appropriately

Assists in implementing Individual Education Plans

Has the general knowledge of the subjects that they are teaching
students
Understand and use devices that aid the student(s) throughout
the day
Understand the physical, emotional, mental, and social skills of
students and accommodate as they see fit/effectively can

Promote the school rules and regulations and adhere to them

ADDITIONAL NOTES:
______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Key:

EE = Exceeds Expectations

ME = Meets Expectations

DNME = Does Not Meet Expectations

PAGE 15
 Staff Development Plan A

TOPIC SUPERVISOR DATE COMPLETED

Introduction to Staff

Tour of School

School Calendar

Staff Directory

Handbook

State/District Policies and

Regulations

Confidentiality Agreement

Emergency/First Aid
Procedures

TOPIC SUPERVISOR DATE COMPLETED

Working with Diversity

Human Growth and

Development

Instructional Strategies and

Programs

Effective Communication and

Collaboration

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Working as a Team

Roles and Responsibilities of

Team Members

Behavior Management

Conflict Resolution

Using Technology

Ethical Practices

Medicaid Billing and Forms

TOPIC SUPERVISOR DATE COMPLETED

Assignment

Role(s) and Task(s) in the

Classroom

Daily Schedule/Routine

School Schedule

Clerical Duties (timecard,

Medicaid forms, etc.)

Instructional Content and

Strategies

Intervention Strategies

Classroom Management

Behavior Management

PAGE 17
 Team Meeting Notes

MEETING DATE: ____________________

ATTENDEES:
1. ____________________________________ 6. ____________________________________

2. ____________________________________ 7. ____________________________________

3. ____________________________________ 8. ____________________________________

4. ____________________________________ 9. ____________________________________

5. ____________________________________ 10. ____________________________________

NOTES:
______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

FOLLOW-UP:
______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

UPCOMING TASKS/CONCERNS:
______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

NEXT MEETING (DATE/TIME/PLACE): _______________________________________________

______________________________________________________________________________________

PAGE 18
 References/Credits
Advisory Board and Executive Committee of AAE. (n.d.). AAE Code of Ethics for Educators.
Retrieved from Association of American Educators:
http://www.aaeteachers.org/images/pdfs/aaecodeofethicsforeducators.pdf

Manchester School District. (n.d.). Paraprofessional Safety Guidelines. Manchester: Manchester

School District.

McKenzie, B. (2011). Empowering Paraprofessionals through Professional Development. The Delta

Kappa Gamma Bulletin, 77(4), 38-41. Retrieved February 25, 2016.

National Education Association. (2005). NEA Paraeducator Handbook.

School Clip Art [Digital image]. (n.d.). Retrieved March 6, 2016, from
http://www.rgccisd.org/roqueguerra elem/2nd Grade/M. Garza/M. Garza.htm

Special Education Paraprofessional Handbook. (2003, August). Retrieved from Area Special
Education Cooperative: http://www.asec.net/archives/asecparahandbook8-03.pdf

The Code of Ethics for Educators. (2015, June 15). Retrieved from Georgia Professional Standards
Commission: http://www.gapsc.com/Rules/Current/Ethics/505-6-.01.pdf

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