Frederick County Public Schools



Special Education

Assistant Handbook

Revised December 2010

TABLE OF CONTENTS

Assistants: A Definition 1

Frequently Asked Questions 2

FAQs 3

Who May Support the Student? 11

Appendices

Responsibility List App-1

Home-School Communication Quiz App-2

21 Questions to ask your supervisor the first week of the job App-3

25 Discussion items for Para-educator and Teacher App-4

Special Education Instructional Assistant Position Description App-5

Regulation 400-47: Child Abuse and Neglect App-6

What to do if you suspect Child Abuse or Neglect App-7

Behavior Recommendations App-9

Best Practices App-10

A Model for Problem Solving App-11

Privileges App-12

Assisting Teacher (Social Prestige) App-13

Activity Reinforcers App-14

A List of Reinforcers Identified by Elementary-Aged Students App-15

A List of Reinforcers Identified by Secondary-Aged Students App-16

Reinforcer Survey App-17

Possible Adaptations App-18

Assistants: A Definition

Assistants are employees:

1. Whose positions are either instructional in nature or who deliver other direct services to students

2. Who work under the supervision of teachers or other professional staff who have the ultimate responsibility for the design, implementation and evaluation of instructional programs and student progress

3. Whose role is determined by the student’s unique needs and the needs of the special education department

4. Who understand the behavior of children and are able to separate out what children do from who they are; they are able to view behavior objectively

5. Who are curious and willing to learn; they are willing to change what they do given new information

6. Who are patient and have the ability to realize that changes in their students may require persistence and time on everyone’s part

7. Who are flexible and willing to change what they do in order to modify how students behave or learn

8. Who are able to view themselves, students and the world around them with a sense of humor; they are able to see the humorous side of things and laugh at mistakes; they laugh with students and not at them

Under the supervision of the special education teacher, an assistant’s role may include, but is not limited to, the following duties. These decisions are site based, and are often assigned due to the skills and interests of the assistant. The roles can vary greatly, and include:

1. Fostering independence in students

2. Creating individualized learning materials and modifying existing curriculum materials

• Supporting MSA/Mod-MSA implementation/testing

• Supporting ALT/MSA implementation

• Supporting HSA testing

3. Providing remedial instruction and reinforcement of skills in small or large groups

• Possibly providing instruction in Tier IV or other interventions, accessing training as needed

• Attending planning sessions with regular education and special education teachers

4. Administering test(s)—individually, to small groups, or to large groups

5. Monitoring and providing assistance to students during independent activities

6. Supporting the student with daily needs

7. Reading aloud, reading with small groups, or providing support with independent reading

8. Assisting students with written language

9. Checking for work completion or homework

10. Playing educational games/activities

11. Assisting with behavior modification strategies

12. Assisting with lifting and rotating students

13. Assisting with personal hygiene and mobility issues/feeding

14. Documentation and record management

• Maintaining blue folders

• Printing and distributing quarterly progress reports

• Developing and maintaining student caseload documentation

• Providing copies of IEP accommodations to classroom teachers

• Delivering confidential information

• Maintaining contact log for parent contact

15. Communication with parents and other team members

16. Clerical support

• Scheduling meetings/sending out meeting notifications/confirming with participants

• Maintaining yearly IEP meeting schedule and timelines

• Assist in developing and maintaining student caseload

• Ordering/accessing forms and materials

• Maintaining the Special Education budget

• Performing general office clerical duties

17. Fulfill assigned duties as required by building administration

• Covering classes when needed/finding coverage for teachers

• Medical assistance training and monitoring

• Home visits and working with the community liaison

• Provide training/mentoring to other SEIA’s

• Attending SEIA training opportunities when possible

• Lunch, bus, hall duty, etc.

General Employment

FAQ’s:

WHAT ARE MY HOURS?

As an assistant, you need to ask your administration about your hours, based upon your individual position. Generally, the school day is 7.5 hours, which includes a half hour unpaid lunch.

MAY I HELP PREPARE FOR THE BEGINNING OF THE SCHOOL YEAR?

Benefited assistants work the same days as teachers. Non-benefited assistants may work up to seven hours prior to the first day that students arrive at the beginning of the school year. The supervisor or director of special education must authorize any exception to this policy.

HOW DO I REPORT AN ABSENCE?

Find out your school policy regarding absences. Whenever possible, provide advance notification of absences. A list of possible substitutes is available from Human Resources.

IF I’M HAVING DIFFICULTY WITH A STAFF MEMBER, WITH WHOM CAN I TALK?

If the source of conflict is in reference to a specific student, that student’s case manager should always be your first contact. If the difficulty cannot be resolved directly, seek guidance from your administrator. Conflicts should be resolved at an appropriate time, never in front of students.

TO WHAT EXTENT ARE WE EXPECTED TO PARTICIPATE IN EXTRACURRICULAR ACTIVITIES?

You are not required to participate in any extracurricular activities but are welcome to attend activities of your choice.

WILL I BE EXPECTED TO COVER CLASSES WHEN A TEACHER IS ABSENT OR CALLED OUT OF THE ROOM?

You are expected to perform any duties as assigned by your administrator. In some cases additional compensation is available when covering for teachers. Contact Human Resources for details.

ARE ASSISTANTS EXPECTED TO ATTEND IN-SERVICE DAYS?

Benefited assistants are required to work on in-service days. Non-benefited assistants, if invited to attend a special education professional development activity, will be compensated, and are strongly urged to attend. Typically, professional development sessions for assistants are offered on scheduled conference days.

IS THERE A COUNTY POLICY CONCERNING ASSISTING STUDENTS WITH TOILETING/PERSONAL HYGIENE NEEDS?

The needs of the students with whom you are working dictate the responsibilities you will have regarding these issues. An individual plan may need to be established based on student’s needs. Contact the student’s case manager with those concerns.

WHAT IF THE STUDENT WITH WHOM I WORK IS ABSENT?

Non-benefited assistants assigned to a priority student may continue working when the student is absent until the absence exceeds 3 days. The supervisor or director of special education must authorize any exception to this.

DO I WORK WHEN SCHOOLS ARE CLOSED FOR STUDENTS, BUT OPEN FOR TEACHERS?

Benefited assistants are required to work. Non-benefited assistants do not work when school is not in session for students, except as noted above.

WHOM SHOULD I CONTACT IF I HAVE ANY QUESTIONS OR CONCERNS?

Questions/concerns should be directed to the special education teacher with whom you work. If the question/concern is not resolved, the school administration should be contacted. If resolution is still not found, contact an appropriate specialist, coordinator, supervisor or director. Contact information is included in this packet.

AM I EXPECTED TO DO WORK AT HOME?

No!

Safety/Emergency Procedures

FAQ’s

WHAT DO I DO IN THE EVENT OF A BUILDING EVACUATION?

Each school has emergency procedures. All staff will be instructed in proper procedures. If you work with a student with mobility concerns, see the student’s case manager and/or building administrator to determine the best evacuation procedure for that student.

WHAT SHOULD I DO IN A SITUATION INVOLVING BLOOD?

All staff members are required to participate in training regarding precautions against blood borne pathogens. Protective gloves are available throughout the building.

Special Education Process

FAQ’s

WHAT IS AN IEP?

IEP stand for Individualized Education Program, which is the driving document for a special education student’s program. It is always maintained in a confidential folder. See the Special Education Handbook on the FCPS website for specific contents of IEPs. An IEP contains: demographic information, eligibility, state assessments, graduation information, present levels of academic achievement and functional performance, special considerations and accommodations, extended school year, transition plans, goals and objectives that are specific to the child’s needs as noted in Section 2, services, placement in Least Restrictive Environment, authorization of initial IEP and medical assistance.

WHAT IS A BLUE FOLDER?

In Frederick County, the confidential folders containing information related to students with special needs are blue. They are maintained by the special education staff and locked in a location separate from other permanent school records.

WHAT IS AN IEP MEETING?

A multidisciplinary team consisting of parents, educators, administrations and specialists meets to discuss the needs, progress, and program for the student at an IEP meeting. Your input in this process is invaluable.

Legal and Ethical Responsibilities

As members of the education team, assistants have special relationships with teachers and other colleagues, students, parents, and members of the community. The effectiveness of these relationships depends not only on the quality of the work performance, but also on the professional and ethical behavior demonstrated by you on the job.

Professional responsibilities do not end at the close of the day. Assistants are representatives of the school district in the community. The important role assistants play, as links between the school and community, cannot be overstated. Often, assistants live in the local community. Because their roots are there, they serve as valuable resources for sharing knowledge and an understanding of the cultural heritages, traditions and values of the community with colleagues who may not live nearby. Those insights are welcome. Questions regarding programming for individual students or the school in general from community members should be directed to the appropriate school staff member (i.e., guidance counselor, special education teacher, administrator.) Do not attempt to explain various programming options.

An assistant must:

1. Follow district policies for protecting the health, safety and well-being of students.

2. Demonstrate an understanding of the distinctions in the roles of various education personnel.

3. Follow the directions of teachers and other supervisors.

4. Maintain regular attendance, arrive and depart at specified times, and notify appropriate personnel when they must be absent.

5. Demonstrate dependability, integrity, and respect for individual differences and other standards of ethical conduct.

6. Follow the chain of command for various administrative procedures.

7. Demonstrate a willingness to learn new skills and participate in continuing education provided by the district.

8. Monitor student performance levels and progress on goals and objectives.

9. Refer to for specific FCPS policies and regulations.

10. Model professional attitudes, appearance and conduct.

Legal and Ethics

FAQ’s

WHAT INFORMATION AM I LEGALLY OBLIGATED TO REPORT AND TO WHOM?

You are obligated to report any instances of child abuse or neglect or suspected child abuse or neglect. Refer to Regulation 400-47 included in this handbook. Contact the guidance department or administration of your school immediately. Also, you are obligated to report possession of contraband materials (i.e., drugs, drug paraphernalia, weapons, tobacco, alcohol, etc.) to the administration immediately.

HOW SHOULD I RESPOND TO PERSONAL QUESTIONS FROM THE STUDENTS?

A professional relationship should be maintained at all times. Questions regarding inappropriate subjects (i.e., sex, drugs, etc.) should not be answered. You should not answer any questions that make you feel uncomfortable. Seek guidance from the case manager or administrator if this persists.

WHAT SHOULD I DO IF I FEEL A STUDENT IS EXPRESSING INAPPROPRIATE INTEREST IN ME?

A professional relationship should be maintained at all times. Contact the case manager and administrator to discuss concerns and document all instances of inappropriate or suggestive behavior. To the greatest extent possible, limit isolation with the student.

Maintaining Confidentiality

Assistants have access to personal information about students and their families including:

• The results of formal and informal tests

• Behaviors

• Academic progress

• Family relationships

• Family economic status

Both the student and the family have an absolute right to expect that all information will be kept confidential and made available only to personnel in the school or another agency that require it to ensure that rights, health, safety and physical well-being of the student are safe guarded.

Suggestions for protecting confidentiality:

• Discuss students in the special educational office/room only.

• Be sensitive to the student’s right to privacy. Do not mention the student’s disability and/or diagnosis. Do not ask if the student took his/her medications.

• Develop a relationship with the student that encourages mutual respect and growth towards independence.

• Work with the special education teacher to develop an appropriate, confidential communication system.

Confidentiality

FAQ’s

WHAT ARE THE LIMITS OF CONFIDENTIALITY?

You may only share information about a student with those directly involved in the educational process of that student. Be very cautious when discussing information about students in the presence of other staff or students in the area.

Home-School Communication

Home-school communication is an essential part of a successful educational program for many students with disabilities. This communication facilitates the participation of the student’s parents in the design and implementation of instructional and behavioral interventions. REFER ANY QUESTIONS TO THE CASE MANAGER.

Guidelines for home-school communication:

What to consider:

1. Allow case manager an opportunity to review any communication going home

2. If communication is not in writing, maintain a log indicating the content of contacts.

3. Appropriate content includes: homework reminders, comments about participation in activities, behavioral observations (positive and/or negative behavior in observable terms)

4. Data collected on instruments designed by the educational team, in cooperation with the parents)

What NOT to include:

1. Names of other students

2. Comments that are critical of staff, students or family

3. Comments that are evaluative of the student’s performance

Home-School Communication

FAQ’s:

HOW SHOULD I DOCUMENT COMMUNICATION BETWEEN PARENTS AND MYSELF?

Begin with a positive comment. Keep a dated log of all telephone and personal communication with parents. Summarize the nature and topics of the conversation. Retain a copy of any paper communication. Keep communication within the scope of your responsibilities. Do not give personal recommendations or suggestions to parents. The case manager should review written communications before they are sent home.

WHAT DO I DO IF A PARENT CALLS ME AT HOME?

An appropriate response would be, “I will be available to discuss your child during regular school hours. I can be reached at 240-236-xxxx.” If this becomes a recurring problem, notify the student’s case manager.

Behavior Interventions

An assistant is likely to be the first to recognize changes in a student’s behaviors. It is critical that the meaning of the behavior is correctly identified. Student’s behaviors have a purpose. Is the behavior helping the student avoid failure, gain attention, gain power, or get revenge? Specific interventions have been demonstrated to be successful for each purpose. Suggestions are included in this handbook on the following pages. Students’ behavior has been impacted through reinforcement with favored activities or items. Suggestions of reinforcers as well as questionnaires to determine reinforcers are also included.

Behavior Intervention

FAQ’s

MAY I REMOVE SOMEONE FROM THE CLASSROOM?

Every school has a referral process in order to maintain a safe school environment. Communicate closely with the case manager and classroom teacher about this process. All employees are expected to uphold the disciplinary standards.

MAY I WRITE A REFERRAL?

Yes. See above.

WHAT DO I DO IF A STUDENT GETS PHYSICALLY AGGRESSIVE?

If a student has a pattern of aggression, a Behavior Intervention Plan (BIP) should be in place that outlines an appropriate response. If one does not exist, discuss this with the case manager immediately. In a few cases, specific restraint training to prevent injury to the student or staff members is provided. Do not restrain a student without prior training and approval. This also has to be indicated as an intervention on the student’s IEP. Take reasonable precautions to maintain the safety of all students and yourself.

WHAT DO I DO IF A STUDENT RUNS AWAY?

Your response will vary depending on the situation. In all cases, the safety of the child must be ensured. A course of action should include calling for help to find the child or supervise other children. If this is a common behavior, there should be specific crisis plan in place to deal with this.

Modifications/Accommodations

Modifications and accommodations are designed to address the specific educational needs of a student and are included on the student’s IEP. Accommodations are supports available to the students to help him/her access the general curriculum or his/her goals. Accommodations are supports, not changes in content.

Modifications are changes to the content of the activity presented so that the student is able to participate. One should always refer to the students IEP and review these to ensure they are implemented during classroom instruction and on testing. As the assistant, you may be responsible to make modifications in the classroom.

Examples of modifications: Examples of accommodations:

--Reduce complexity of material --Allow extra time

--Additional practice activities --Human reader/screen reader

--Reduce length of assignment --Use of word processor

Other strategies to support instruction:

1. Reinforcement for classroom activities and/or curriculum content

a. Preview assignments

i. Read bold faced vocabulary and discuss with student

ii. Read captions and discuss headings

iii. Focus attention on the questions at the end of the story/unit, emphasizing the type of information for which the student will be held responsible.

b. Preteach assignments

i. Have the student identify the concept (i.e., noun) in the classroom environment

ii. Discuss important content vocabulary for an upcoming unit

iii. Discuss vocabulary in the context of the text in which it will be presented.

c. Reteach assignments

i. Provide additional practice with the material and skills needed.

ii. Focus on areas where the student has not demonstrated sufficient mastery or retention of the material.

d. Presentation/response modifications

i. Provide peer or teacher notes

ii. Provide outlines, study guides, graphic organizers

iii. Allow oral rather than written responses

Modifications/Accommodations

FAQ’s

WHAT AUTHORITY DO I HAVE AS AN ASSISTANT TO ADAPT OR MODIFY CLASSROOM ASSIGNMENTS?

The student’s case manager will set guidelines for the level of adaptation required for each student in accordance with his/her IEP.

WHERE CAN I GET IDEAS OR MATERIALS FOR MODIFICATIONS?

The student’s case manager is always your first reference. Most schools have the book Inclusion: An Essential Guide for the Paraprofessional by Peggy Hammeken. There is a lending library through Partners for Success located in the Flexible Evening High/Adult Education Building in Walkersville that you may access.

SHOULD THE STUDENT I AM ASSISTING ALWAYS BE ENGAGED IN THE SAME ACTIVITIES AS PEERS?

The student will be working on achieving the goals on his/her IEP. The activities to do so may or may not match the instruction of the remainder of the class.

HOW DO I RESPOND TO CONFLICT BETWEEN REGULAR EDUCATORS AND SPECIAL EDUCATORS REGARDING INSTRUCTION/ADAPTATIONS?

The instruction and modification are driven by the IEP. Maintain a professional relationship with both teachers and refer the conflict to the case manager.

AM I EXPECTED TO PLAN EDUCATIONAL ACTIVITIES?

Planning in conjunction with the student’s special and regular education teachers is encourages. The ultimate responsibility to plan is the teachers’. You will be expected to modify assignments as necessary.

Appendix

Instructions: Read the following tasks and indicate whose responsibility each is by placing an X in the appropriate column; if you think that the teacher and instructional assistant should share the role, place an X in both columns. Circle the X of the one who has the primary responsibility.

Task Teacher IA

|1. Identifying learning problems. | | |

|2. Reviewing lessons. | | |

|3. Selecting criteria for behavioral management objectives. | | |

|4. Implementing behavior management objectives. | | |

|5. Selecting criteria for individual lesson objectives. | | |

|6. Selecting instructional material. | | |

|7. Consulting with other professionals regarding a student. | | |

|8. Lesson planning. | | |

|9. Demonstrating materials or methods. | | |

|10. Planning daily and weekly schedules. | | |

|11. Assessing effective instructional techniques. | | |

|12. Teaching lessons to entire class. | | |

|13. Assessing individual students. | | |

|14. Administering tests. | | |

|15. Monitoring testing. | | |

|16. Scoring tests. | | |

|17. Reporting to and meeting with parents regarding | | |

|student progress. | | |

|18. Teaching small groups and individual students. | | |

|19. Observing and recording data. | | |

|20. Arranging room, learning centers, bulletin boards. | | |

|21. Listening to students’ problems. | | |

|22. Evaluating student performance. | | |

|23. Initiating requests for evaluation/reassessments of | | |

|students. | | |

|24. Participating in IEP meetings. | | |

|25. Attending faculty meetings. | | |

Can you think of other tasks?

What more do we need to complete this exercise?

Adapted from: Vasa, S.F. & Steckelburg, A.L. (1991). Issues and Responsibilities In Utilizing, Training, and Managing Paraprofessionals. Lincoln, NE: Department of Special Education and Communication Disorders, University of Nebraska.

Home-School Communication Quiz

Directions: Circle ‘T’ if you feel the task is the responsibility of

the Special Education Assistant. Circle ‘F’ if you

think it is not.

T F 1. Report Homework assignments and reminders to

parents.

T F 2. Write comments that evaluate the student’s

performance.

T F 3. If the student has a problem with another student, it

is okay to tell just the first name of that student.

T F 4. Describe daily activities and the student’s

participation in them.

T F 5. Share data collected.

T F 6. Give answers to parents’ questions about Special

Education policies.

T F 7. Describe student’s behavior in observable, specific

language.

T F 8. Share your concerns about the teacher.

T F 9. Keep a log/journal of all telephone conversations

and contacts with parents.

T F 10. Ask parents to share their concerns with the

case manager.

21 questions to ask your supervisor the first week of the job!

1. What are my special and regular duties?

2. What are my hours?

3. What records am I responsible for keeping?

4. What schedules am I responsible for following?

5. What emergency provisions apply to my situation?

6. When do pupils come? When do they leave?

7. What are the most significant playground regulations?

8. For what lunchtime activities will I be responsible?

9. Where are the supplies kept and how are they obtained?

10. What equipment is available to me and how is it obtained?

11. What is the line of communication and authority I am to follow? (Chain of command.)

12. If I am responsible for working with more than one teacher/student, how will my time be divided?

13. What student records are available to me?

14. To whom should I direct questions concerning school policy?

15. With whom should I discuss a problem concerning relationships with teachers, other para-educators and students?

16. What should my response be when a parent raises a question on their child’s functioning in the classroom?

17. What is expected of me in terms of student discipline?

18. How does the Supervisor view the teacher/para-educator relationship?

19. Where is my work area?

20. When my supervisor is absent, will my role change in any way?

21. What will I be expected to do that was not on my job description?

25 DISCUSSION ITEMS FOR PARA-EDUCATOR AND TEACHER

1. Teaching style of teacher

2. Behavior management strategies and techniques

3. Utilization and selection of teaching materials

4. Ways used to motivate pupil interest and response

5. Teaching strategies, techniques, and characteristics

6. Lesson planning (long and short range plans)

7. Pupil Progress-evaluation

8. Long range and short range planning

9. Assessment procedures

10. Dress

11. Classroom structure

12. Rules and standard procedures

13. Pupil records (cumulative records)

14. Confidentiality

15. Parent communication

16. Meeting times

17. Individualized Education Plans (IEPs)

18. Teaching strategies, techniques, and characteristics

19. Parent-teacher conferences – role of para-educator

20. Materials and resources –locating

21. School/community events – role of para-educator

22. Records data

23. Substitute’s role

24. Schedule

25. Emergency plans for teacher/para-professional

26. Mission/goal of program

Can you think of others?

FREDERICK COUNTY PUBLIC SCHOOLS

|Position Title | |Unit |Support |

| |Instructional Assistant - Special Education | | |

|Job Code |600200 |Division |School Improvement, Instruction and Administration – |

| | | |Elementary and Secondary |

|Grade/Lane |SAM/005 |Department |School Based |

|FLSA Status |Non-Exempt |MSDE Code |26 |

|ROLE |

| |

|Special Education Instructional Assistants monitor, assist, and provide support for students with special needs to implement the student’s Individualized Education |

|Program (IEP). Assistance to the student(s) may include extensive physical and/or personal care support. All duties/responsibilities are performed under the |

|direction of a special education teacher. The ability to lift may be required based on student needs. |

|ESSENTIAL FUNCTIONS |

|Reporting directly to the Classroom Teacher/Administrator, the Special Education Instructional Assistant performs the following duties: |

|Essential Functions |

|Provides appropriate support to students under the direction of a special education teacher. |

|Communicates and documents student progress. |

|Sets up and adapts materials, equipment, and assistive devices for use by student(s) as directed. |

|Facilitates student progress toward independence as appropriate. |

|Depending upon the assigned student, the ability to lift may be required. |

|Monitors and assists students during educational and recreational activities. |

|Assists students(s) with routine physical and/or personal care not required to be performed by a nurse. |

|Monitors and assists students in meeting IEP goals and objectives. |

|Carries out emergency action plans for designated student(s). |

|Assists students with classroom accessibility. |

|Prioritizes work assignments appropriately. |

|Completes appropriate amount of work in an efficient manner; seeks out additional assignments as time permits. |

|Demonstrates support for the organization and its goals; accepts constructive criticism. |

|Reports promptly for work, utilizes time wisely and maintains an acceptable attendance pattern. |

|Ability to communicate clearly and concisely in both oral and written form. |

|Demonstrates working knowledge of English, spelling, vocabulary and mathematics. |

|Maintains confidentiality of student information. |

|Other Functions |

|Attends IEP team meetings and staff meetings as directed and/or scheduled. |

|Provides weekly classroom coverage for teachers attending IEP team meetings. |

|Provides general clerical support for the special education program, including typing, filing, making phone calls, scheduling, classroom preparation, and other |

|similar tasks. |

|Performs other duties as assigned by the Classroom Teacher/Administrator. |

| |

|REQUIRED QUALIFICATIONS |

|High school diploma or equivalent (GED). (Note: minimum of 48 college credits, AA degree or passing of the ParaPro Assessment Test will be required for Title One |

|Schools). |

|Demonstrated ability to communicate clearly, concisely in both oral and written form. |

|Capable of performing the essential functions of the position with or without reasonable accommodations. |

|PREFERRED QUALIFICATIONS |

|Familiarity with the FCPS policies, goals and programs. |

Revised 10/16/2008 Saved as: v: HR/Job Descriptions/Support/Instructional Assistant

FREDERICK COUNTY PUBLIC SCHOOLS IS AN EQUAL OPPORTUNITY EMPLOYER

|FREDERICK COUNTY PUBLIC SCHOOLS |Reg. No. 400-47 |

|Subject: |Date of Issue: |

|CHILD ABUSE AND NEGLECT |5/1/86 |

|Preparing Office: |Amended: |

|Office of the Superintendent |6/2/10 |

400-47.doc.pdf

[pic]

What to do if you suspect

CHILD ABUSE OR NEGLECT

A Guide for Teachers, Administrators & Other Public School Employees

Q. What is child abuse or neglect?

A. Abuse means physical injury, while sexual abuse involves sexual molestation or exploitation. Mental injury is a form of abuse that impairs a child’s mental or psychological ability to function. Neglect is the failure to give proper care and attention to a child. These abuses all threaten harm or risk to a child’s health and welfare.

Q. What and when does Maryland law require me to report?

A. You must report suspected child abuse or neglect orally immediately and in writing within 48 hours of observing indications. The written report must include:

• The child’s

▪ Name and age

▪ Home address

▪ Parent’s or guardian’s name(s)

▪ Location (such as at home, in school, with a relative)

▪ Siblings’ names and ages and names of other children in the home

• A description of the nature and extent of the injuries, abuse or neglect, including your knowledge of any previous abuse or neglect

• Information that might help to establish the cause or person responsible

• In the case of mental injury, a description of the impairment you observed and why you believe it resulted from abuse or neglect

Q. Where should I send the report?

A. Report abuse to the local Department of Social Services (DSS) or the law enforcement agency that serves your school. Report neglect to DSS. Once the report is made, do not further investigate or review the facts. The appropriate authorities will complete the investigation and take measures to protect the child.

Q: Is the investigator allowed to interview the child at school?

A. Maryland law permits a DSS caseworker or police investigator to question a student on school premises during the school day. School officials are to:

• Inspect the official’s ID to verify identity

• Provide a private room for the interview

• Follow routine procedure to bring the child to the interview, and keep the reason confidential

Q. Should a school official be present for the interview?

A. Consult with the caseworker to make that decision. Should you disagree, contact the Executive Director of Legal Services for resolution. You might ask the student if he/she feels comfortable talking with the caseworker alone. If not, ask whether he/she would like to have a school administrator be present. In general, caseworkers and investigators prefer to interview the child alone to minimize distraction and establish rapport.

Q. What is the school official’s role in the interview?

A. Only one school official may be present, solely to provide the child a sense of support. Do not participate in questioning or prompt the student. If you do, you could unintentionally compromise the investigation’s integrity and the prosecution’s case.

Q. After the interview, should a school administrator notify the parents?

A. No — notification could compromise the investigation. If the child’s parent inquires, state that you can’t confirm or deny that an interview took place, and refer the parent to DSS. It is good practice, however, to ask the caseworker if he/she will tell the parents the child was interviewed.

Q. Are caseworkers allowed to remove a child from the school premises?

A. Yes, but only if the local DSS has guardianship or a shelter or court order to remove the child. Verify the shelter order with the DSS intake officer. DSS is responsible for notifying the parents of the action.

Q. What if an FCPS employee abuses a student?

A. If there is a witness to physical mistreatment such as hitting or grabbing, report it to DSS or the police. When parents or guardians allege the abuse, the school administrator should meet with them to determine reasonable suspicion. The law allows brief questioning of the child as well. If you suspect abuse or neglect, or you are uncertain, report it.

Q. If I report abuse or neglect or participate in the investigation, am I protected?

A. Yes. Maryland law affords immunity from civil liability or criminal penalty.

For more detail and contacts for reporting abuse or neglect, refer to FCPS Reg. 400-47

and Policy Board of Education Policy 418.

Source: Office of the Executive Director of Legal Services, 301-696-6851

Child Abuse Neglect FAQ 9-24-08 msl.doc

Behavior Recommendations

Students may exhibit inappropriate behaviors to:

Gain Attention

• Distracts teachers and/or peers

• Occurs when teacher or peers remove attention

• Occurs when teacher or peers attend to others

• Occurs as a result of peer pressure

Escape or Avoid

• Delays or stops a non-preferred task

• Occurs when a student is pressured to succeed

• Occurs when a student feels stressed, frustrated, etc.

• Occurs when a student is physically unable to perform

Self-regulate or Provide Sensory Input

• Increases or reduces sensory input

• Occurs when the student is on sensory overload (a lot of activity, stressful situation, etc.

• Occurs when a student is understimulated (boredom, after seatwork is completed, etc.)

Gain Access to a Preferred Item/Activity/Person

• Results in a toy, food, activity, etc.

• Occurs when a preferred item is taken away

• Occurs when a preferred item is not typically available

General Recommendations

❖ Do allow choices when possible

❖ Do not accept common behavior problems as part of the disability

❖ Do attempt to teach appropriate alternatives

❖ Be consistent in every way

Best Practices

➢ Always pair visual and auditory stimuli

➢ Activities should be as concrete as possible

➢ Consider using objects and photographs to enhance verbal presentation (use of manipulatives may increase the student’s attentiveness and engagement)

➢ State requests positively (e.g. “Raise your hand” vs. “Don’t call out”) – requests stated positively are more readily carried out than negative ones

➢ Use “I” statements instead of “you” statements. For example, “I need you to…,” “I expect you to….,”

➢ Consider developing a daily visual schedule for the student to follow to prepare him /her for all transitions throughout his/her day

➢ Activity schedules may also be helpful to prepare him/her for what is expected of him/her within the class period, particularly when there are multiple tasks to be completed

➢ Avoid getting into power struggles – pick your battles

➢ Use peer buddies

➢ Model appropriate behavior when necessary

➢ Use visual strategies to encourage on-task behaviors

- First/then board

- Sticky notes/white boards

- Token system

- Contract

- Script

- Social story

A MODEL FOR PROBLEM SOLVING

DRAIN OFF EMOTIONS

“You feel _________?”

FIND THE FACTS

“What happened?”

Each person states feelings/problem as he/she sees it.

IDENTIFY AND EXPLORE PROBLEM AND OWNERSHIP

“What were you trying to do/say/express?”

Each person states the problem as the other person sees it.

Each states how he/she is responsible for the problem.

Look for patterns.

BRAINSTORM SOLUTIONS

“What else could you do?”

Be sure to elicit more than one solution

PAIRING CONSEQUENCES

“What will happen if ____?”

Help them see the logical consequences of their actions

DECIDE ON A MUTUALLY ACCEPTABLE SOLUTION

So the next time______

What are you going to do?

MAKE A PLAN TO IMPLEMENT THE SOLUTION

“What can we do to help you_________?”

ACT ON THE PLAN

DO IT!

EVALUATE THE SOLUTION

“Did it work?”

Chris J. Salkowski 1986

Privileges

1. Choose own seat

2. Arrange seating chart

3. Sit with shoes off

4. Chew gum

5. Early dismissal

6. Have work displayed

7. Choosing activity

8. Lead the line

9. Be “first”

10. Sit at teacher’s desk

11. Be captain or leader

12. An extra cookie at snack

Assisting Teacher (Social Prestige)

1. Clean erasers

2. Bring milk

3. Run errands

4. Clerical work

5. Record attendance

6. Collect papers

7. Lead the line

8. Use duplicating machine

9. Make telephone calls

10. Be a teacher’s aide

11. Help plan & decorate bulletin boards

12. Help plan class activities & schedules

13. Help teach class

14. Tutor other children

15. Put work on board

16. Maintain bulletin boards

17. Represent class in school activities

18. Straighten up for teacher

19. Put away materials

20. Get materials ready

21. Maintain class pets, flowers, etc.

22. Collect papers, workbooks, assignments

23. Erase the board

24. Arrange the classroom

25. Design school materials

26. Help other students

27. Supervise outside of classroom

a. Safety patrol

b. Recess line

c. Parking lot

d. Conducting tours of school

e. Other

28. Lead reading or discussion groups

29. Maintain class plants & pets during periods of no school

30. Operate A-V Equipment

31. Report about class to PTA

32. Sharpen pencils for teacher

33. Put blinds or shades up or down

34. Pass out straws

35. Pass out milk

36. Carry library books to library

37. Wash blackboard

38. Pull down movie screen

39. Lead opening exercises

40. Maintain classroom calendar

41. Pass out equipment

a. Paper

b. Scissors

c. Crayons

d. Paste

42. File and maintain equipment

43. Operate classroom lights

Activity Reinforcers

1. Perform before class

2. Show and tell

3. Play a short game

a)Tic-Tac-Toe

b)Hangman

4. Play ping pong

5. Opportunity to have a job

6. Field Trips

7. Write on board

8. Have free time

9. Plan curriculum

10. Lead student groups

11. Participate in extra-curricular activities

12. Choose an activity

13. Read a story

14. Work problems on the board

15. Answer questions

16. Lead the class line

17. Plan special activities

a.) parties

b.) holidays

18. Participate in special project (group)

19. Present hobby to class

20. Participate in field trip

21. Present a skit

22. Participate in puppet show

23. Watch puppet show

24. Operate phonograph

25. Listen to records

26. Watch movie

27. Operate projector

28. Play games (ie: musical chairs)

29. Visit other classes

30. Dance

31. Have outdoor class

32. Compete with other students and classes

33. Recess

34. Go shopping

35. Have a party

36. Participate in talent show

37. Look at books

38. Color

39. Use a tape recorder

40. Use clay

41. Arts and crafts work

42. Singing

43. Do a special project (individual)

44. Play a musical instrument

45. Play with special toys

46. Use a camera

47. Swimming

48. Bowling

49. Go to school library

50. Care of classroom pets & equipment

51. Blow up a balloon, let it go

A List of Reinforcers Identified by

Elementary-Aged Students

1. Listen to the radio

2. Free time

3. Watch favorite program on TV

4. Talk to best Friend

5. Listen to favorite tapes

6. Read a book

7. Candy, especially chocolate

8. Play sports – baseball, kickball, soccer, hockey

9. Ride a bike

10. Do something fun with best friend

11. Go to the Zoo

12. Build a model plane or car

13. Go to the arcade and play video games

14. Camping trip

15. Play with pets

16. Go to a fast-food restaurant

17. Pop popcorn

18. Go to a movie

19. Play in the gym

20. Play outside

21. Help clean up classroom

22. Play with puppets

23. Play with dolls and doll house

24. Ice Cream

25. Cookies

26. Go shopping at a grocery store

27. Tacos

28. Hamburgers and French fries

29. Pizza

30. Money

31. Making buttons

32. Parties

33. Teacher’s helper

34. Field trips

35. Eat lunch outside on a nice day

36. Recess

37. Student-of-the –month

38. Honor roll

39. Buy sodas

40. Work on puzzles

41. Write on the chalkboard

42. Gumball machine

43. Race cars

44. Use colored markers

45. Roller skating

46. Puppet show

47. Water slide

48. Stickers

49. Pencils

50. Use the computer

51. Fly model airplanes

52. Visit the principal

A List of Reinforcers Identified by

Secondary-Aged Students

1. Free Time

a. Doing nothing

b. Reading magazines ( from home or library)

c. Reading newspapers

d. Writing a letter (to a rock star, favorite author, politician, probation officer, friend)

e. Peer tutoring (your class or another one)

f. Listen to records (from class, library, home)

g. Visit library

h. Work on a hobby

i. See a film

j. Draw-Paint-Create

2. Acting as a teacher assistant (any length of time)

3. Acting as principal assistant (any length of time)

4. Have class outside

5. Field trip

6. Go to a movie

7. Have a soda

8. Have an afternoon for a sport activity (some students play and some watch)

9. Play a game (Bingo, cards, board games)

10. Use a camera (take pictures and have them developed)

11. Play Trivia games

12. Time off from school

13. Coach’s assistant (any length of time)

14. Picnic Lunch

15. Run errands

16. Extra time in high interest area (shop, art, P.E.)

17. Do clerical work in building (use copy machine, run office errands)

18. Library assistant (any length of time)

19. Custodian’s assistant (any length of time)

20. Watch TV

21. Earn a model

22. Typing

23. Attend a sports event

24. Food or treat coupons

25. Fly model airplanes

26. Iron-on decals

Reinforcer Survey

Name:_______________________________________________________Age:____________

Date:________________________________________________________

1. The things I like to do after school are________________________________________

2. If I had ten dollars I would__________________________________________________

3. My favorite TV programs are_______________________________________________

4. My favorite game at school is_______________________________________________

5. My best friends are_______________________________________________________

6. My favorite time of day is__________________________________________________

7. My favorite toys are______________________________________________________

8. My favorite record is______________________________________________________

9. My favorite subject at school is______________________________________________

10. I like to read books about__________________________________________________

11. The places I like to go in town are___________________________________________

12. My favorite foods are_____________________________________________________

13. My favorite inside activities are______________________________________________

14. My favorite outside activities are_____________________________________________

15. My hobbies are__________________________________________________________

16. My favorite animals are____________________________________________________

17. The three things I like to do most are_________________________________________

The reinforcer survey may be given to one student or a group of students. If the students cannot read, the survey is read to them. If they cannot write their answers, the answers are given verbally.

152 Hawthorne

Possible Adaptations

School/Classroom Routines/Transitions

• Create a daily schedule for student using picture symbols.

• Make sure the student is seated where they can see the board without turning their body.

• Clean/organize student desk/locker at least once a week.

• Provide stick-on notes with one assignment on each note. When student completes task, throw note away.

• Create a simple daily checklist and tape it to desk.

• Spot check students at beginning and end of transition times. (Many miss directions because they’re organizing supplies.)

• Make sure you have student’s attention before giving directions. If not, pause and wait.

• If the teacher gives directions orally, write them for the student.

• Simplify vocabulary.

Academic/Functional Activities

• Break assignments into smaller segments/complete over several days.

• Use a cover sheet with long assignments to block out distracting stimuli on the page.

• Allow the student to respond verbally into a tape recorder or write their response as they dictate it to you.

• For creative writing, provide the student with a sequence of pictures (speech teacher). The student puts the cards in order and then writes about the illustrations.(Could ask for pictures from home).

• Use drawings, diagrams, and visual demonstrations to help the student establish visual and concrete relationships in math.

• Model math problems with manipulatives.

• For timed tests, test the student individually.

• Reduce the number of problems or increase the time limit on timed tests.

Behavior/Social Interactions

• Provide daily routines and structure.

• Monitor transitions closely.

• Stand near the student who is having problems with behavior.

• Give the student non-verbal clues such as signs, tapping, etc. to stop a non-appropriate behavior.

• Read social stories with the child and rehearse what they should do in a variety of settings:

▪ -classroom routines

▪ -letting others talk

▪ -getting attention

▪ -saying hi

▪ -asking someone to play or share

• Provide a feelings board with illustrations of appropriate responses to feelings.

School/Classroom Routines/Transitions

▪ Ask students to repeat directions back to you.

▪ Cue students to prepare for the next class or activity.

Review classroom rules frequently.

-----------------------

Autism Cadre

Speech/language pathologist

OT/PT, Itinerant Teachers

School Counselor:

Behavioral/Emotional

Needs; Scheduling

School Administrator

Classroom

Teacher and/or Special Education Case manager

School nurse: Health needs

School Psychologist

Special Education Instructional Assistant

Who may support the

Student?

Student Support: Behavioral Concerns

Assistants are one part of a big support team!

What can I do?

For the fastest, most reliable school status information, check:

Television Cable Channel 18 (Frederick area)

Radio WAFY 103.1 FM, WFMD 930 AM, WFRE 99.9 FM, WARX 106.9 FM

Internet (sign up for Find Out First free, email notification at home and work)

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