Revised August 2015 Student Support - Education...

Revised August 2015

Student Support - Education Services

SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015

Acknowledgements

Student Support would like to thank all who

have participated in the development of this

Guidebook for Education Assistants and ABA Support Workers.

Table of ContentsTable of ContentsTable of ContentsTable of Contents

Acknowledgments

SECTION ONE Educational Issues Roles and Responsibilities … 5

School Based Support Personnel … 5

District Based Support Personnel … 7

Community Based Support Personnel … 9

Special Education Service Delivery Model – Elementary … 10

Special Education Service Delivery Model – Secondary … 11

Student Descriptors for High Incidence … 12

Student Descriptors for Low Incidence … 14

SECTION TWO EA Practices Ethical Considerations … 17

EA/ABA SW Orientation Checklist … 18

EA/ABA SW Checklist for Non-Academic Learning … 20

EA Checklist for Academic Learning … 22

Promoting Independence: 13 Ways to Step Back … 24

Education Assistant (EA) Sub-Book … 25

Home/School Communication Book … 26

SECTION THREE EA Procedures EA/ABA SW’s Interactions with Parents … 29

Evaluation Process … 30

Hours of Work … 31

Time Sheet/Absence Procedures … 32

Liability Coverage … 33

EA/ABA SW Work Related Liability Issues … 34

Occupational Health and Safety Issues … 35

Due Process … 38

Appendices … 39

EEEEducational Issuesducational Issuesducational Issuesducational Issues SECTION ONE

Roles and Responsibilities …5555

School Based Support Personnel … 5555

District Based Support Personnel … 7777

Community Based Support Personnel … 9999

Special Education Service Delivery Model – Elementary …10101010

Special Education Service Delivery Model – Secondary … 11111111

Student Descriptors for High Incidence … 12121212

Student Descriptors for Low Incidence …14141414

SECTION ONE:

EDUCATIONAL ISSUES

SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 5

Roles and Responsibilities

SSSSCCCCHOOHOOHOOHOOLLLL BBBBASEASEASEASEDDDD SSSSUUUUPPPPPOPOPOPORRRRTTTT PPPPEEEERRRRSSSSOOOONNNNNNNNEEEELLLL

PrPrPrPriiiinnnncicicicippppal/al/al/al/VVVViceiceiceice----PrPrPrPriiiinnnncccciiiippppaaaallll

The school Principal/Vice-Principal plays a number of important functions in the education of

students with special needs. These include being available to consult with students or

their parents/guardians concerning their daughter or son’s educational program, and

ensuring that Individualized Education Plans (IEPs) are developed and implemented. In

addition, the Principal or Vice-Principal oversees placement of all students and ensures that

parents/guardians are regularly provided with reports concerning their child’s school progress.

ChChChChilililildddd////YouthYouthYouthYouth CCCCaaaarererere WorWorWorWorkekekekers rs rs rs ((((CCCC////YCWYCWYCWYCW)))) //// Inner City Secondary School Workers Inner City Secondary School Workers Inner City Secondary School Workers Inner City Secondary School Workers ((((ICSSWICSSWICSSWICSSW))))

C/YCW/ICSSWs provide short and long-term interventions to students who are experiencing

difficulty adjusting to school:

• CCCConnonnonnonneeeeccccttttiiiiononononssss PrPrPrProgogogogrrrraaaammmm YCWs/ICSSWsYCWs/ICSSWsYCWs/ICSSWsYCWs/ICSSWs provide school-based, long-term, strategic support

to students within the Connections Program classroom. In addition, transitional

support is provided to Connections Program students who are transitioning into a

regular classroom.

• SSSSoooociaciaciaciallll DDDDeveeveeveevellllopopopopmmmmeeeennnntttt CCCCCWsCWsCWsCWs provide long-term intervention as well as support for

students transitioning into regular classrooms.

CCCClasslasslasslassrrrroooooooommmm TTTTeeeeacacacachhhheeeerrrr The classroom teacher is central to the collaborative team that supports the inclusion of a

student with special needs and is responsible for the planning, implementation and

assessment of the student’s educational program. The Education Assistant (EA) works

closely with the classroom teacher to assist with designated aspects of the program delivery.

Student Support personnel (e.g., Integration Support Teachers [ISTs]) also assist the

classroom teacher.

EEEEdddduuuucacacacattttiiiioooonnnn AAAAssisssisssisssisttttaaaannnntttt ((((EEEEAAAA)))) / / / / Applied Behaviour Analysis Support Worker (ABA SW)Applied Behaviour Analysis Support Worker (ABA SW)Applied Behaviour Analysis Support Worker (ABA SW)Applied Behaviour Analysis Support Worker (ABA SW) EAs and ABA SWs play a key role in supporting the educational and social/emotional needs

of students with special needs. EAs/ABA SWs may assist in the collection of data for

tracking student progress, may be required to provide personal care assistance with dressing,

toileting, feeding a n d / or mobility. Also, EAs and ABA SWs play an important role in

fostering independence, by facilitating social interactions and supporting adaptations or

modifications that help to ensure that the student is working at a meaningful instructional level.

SECTION ONE:

EDUCATIONAL ISSUES


EEEEA / ABA Peer Support FacilitatorA / ABA Peer Support FacilitatorA / ABA Peer Support FacilitatorA / ABA Peer Support Facilitator The EA / ABA Peer Support Facilitator provides assistance to peers in an elementary or

secondary school involving school related paraprofessional services, including basic life

skills, age appropriate academic assistance, and on-site assistance to student in work

experience programs. The work involves providing assistance throughout the District and not

for a particular school or a restricted set of duties. The EA / ABA Peer Support Facilitator reports to the District Principal, Student Support.

IIIIntntntnteeeeggggrrrraaaattttiiiioooonnnn SSSSuuuupppppopopoporrrrtttt TTTTeaeaeaeacccchhhheeeerrrrssss (ISTs)(ISTs)(ISTs)(ISTs)

Integration Support Teachers facilitate a proactive process where the classroom teacher,

parents/guardians, home personnel and support staff work together to design an effective

educational program for a student with low-incidence special needs. They facilitate the

development of the Individual Education Plan and provide resources/materials for adapting

and modifying curriculum as appropriate. In addition, integration support teachers provide

information or in- service to students or staff, help develop strategies and resources to

support inclusion, assist in developing behaviour or safety plans as needed and may also

communicate with associated professionals and members of agencies that are working with a

particular child.

SSSScccchoohoohoohoollll----BBBBasasasaseeeedddd CCCC/YCWs/YCWs/YCWs/YCWs provide school-wide support for students who exhibit behavioural

challenges, with the goal of assisting them in successfully participating and learning within

the regular school setting.

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The school counsellor may play a significant resource to the student with special needs.

Counselling services focus on enhancing the students’ social/emotional development,

assisting with the development of an inclusive school culture, and empowering positive

change. In addition, counsellors collaborate with students, other educators, parents,

community agency personnel and other professionals to plan goals and effective strategies that promote student development.

SECTION ONE:

EDUCATIONAL ISSUES


DISTRICT BASED SUPPODISTRICT BASED SUPPODISTRICT BASED SUPPODISTRICT BASED SUPPORT PERSONNELRT PERSONNELRT PERSONNELRT PERSONNEL

AAAAugugugugmmmmeeeennnnttttaaaattttiviviviveeee CCCCoooommmmmmmmununununicicicicaaaattttiiiioooonnnn SSSSppppececececiiiialisalisalisalisttttssss (AAC)(AAC)(AAC)(AAC)

AACs provide consultation and training in the use of augmentative or alternative

communication systems for students who have difficulties in producing or understanding

oral communication. This may include visual supports, communication boards and books, or

voice output communication systems. AACs collaborate with the school speech and

language pathologist, teachers, education assistants, parents/guardians and integration

support teachers to design an appropriate communication system for a particular student.

DDDDisisisisttttrrrricicicictttt BBBBeeeehhhhaviaviaviavioooouuuurrrr SSSSppppeciaeciaeciaeciallllisisisisttttssss (DBS)(DBS)(DBS)(DBS)

DBSs have responsibilities in relation to children requiring intensive behavioural support.

This may include direct involvement with the students placed in social development

classes and follow-up (bridging) when they transition to other programs. In addition,

behavioural support may be provided to students with significant behavioural concerns,

when placement in a regular school setting is not possible.

DDDDisisisisttttrrrricicicictttt RRRReeeessssouououourrrrcccceeee CCCCoooouuuunnnnselselselsellllloooorrrrssss (DRC)(DRC)(DRC)(DRC)

DRCs participate on district and community committees. Responsibilities include: consultation with school and district personnel regarding at-risk students, resolving level two suspensions, supporting school-based Crisis Response and programs concerned with students at risk of not completing school. In addition, DRCs are part of multidisciplinary threat assessment teams focused on student safety and emotional well-being, networking with elementary/secondary counsellors, and providing leadership to district programs.

DDDDisisisisttttrrrricicicictttt TTTTeaceaceaceachhhheeeerrrrssss ooooffff ththththe e e e DDDDeaeaeaeaffff aaaannnnd d d d HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg (TDHH)(TDHH)(TDHH)(TDHH) TDHHs provide direct and consultative itinerant services to students who are deaf or hard of

hearing. Direct services are provided once or twice weekly. The intensity of service is determined by the goals documented in a student’s Individual Education Plan (IEP). IEP

goals may address audiology, academics, social/emotional development, listening,

communication, speech reading, advocacy, etc. In addition, TDHHs facilitate family

networking with various support programs and community agencies.

DDDDisisisisttttrrrricicicictttt TTTTeaceaceaceachhhheeeerrrrssss ooooffff ththththe e e e VVVViiiissssuuuuallallallallyyyy IIIImmmmppppaiaiaiairrrreeeedddd

District Teachers of the Visually Impaired provide specific support relating to students with

visual impairments and consult with school-based, district and outside agency personnel. Working with a collaborative team, Teachers of the

Visually Impaired either directly support or monitor students and will help develop an IEP,

assist in developing modified or adapted curriculum, teach social interaction skills and

provide assistance with regard to special equipment or technology needs. In addition,

Teachers of the Visually Impaired assist students with orientation and mobility.

SECTION ONE:

EDUCATIONAL ISSUES


Learner Support Team Helping TeachersLearner Support Team Helping TeachersLearner Support Team Helping TeachersLearner Support Team Helping Teachers (LST HT(LST HT(LST HT(LST HT))))

The Learner Support Team Helping Teachers (LST HTs) play an active role in identification,

assessment, planning, implementation, reporting, evaluation, and case management for

learners who are struggling and yet do not have a special needs designation, and English

Language Learners. LST teachers are a resource to classroom teachers and students.

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School psychologists support children in meeting challenges through their specialized

training in mental health, child development, learning, behaviour, and motivation. They use

their training and skills to work collaboratively and provide consultation to school-based and

district personnel, parents/guardians, and outside agency personnel with regard to psycho-

educational assessment. School psychologists understand school systems and are an integral

part of the school team that attempts to establish appropriate support strategies for students with special needs.

SSSSppppeciaeciaeciaeciallll EEEEdddduuuucacacacattttiiiioooonnnn HHHHelelelelppppiiiinnnngggg TTTTeaeaeaeacccchhhheeeerrrrssss (SPED HT)(SPED HT)(SPED HT)(SPED HT)

SPED HTs provide district leadership in the provision of services for elementary and

secondary students with low-incidence special needs as well as those secondary students

with Intellectual Disabilities. SPED HTs’ responsibilities include assisting in the placement

of students with special needs, acting as a liaison between Student Support, administrators,

parents and community agencies and providing collaborative consultation with the student’s

support team. In addition, SPED HTs provide in-service and workshops to school-based

personnel on a wide variety of topics related to supporting students with special needs.

SSSSppppeeceeceeceechhhh----LLLLaaaannnngggguuuuaaaaggggeeee PPPPaaaatttthhhhoooollllooooggggisisisisttttssss (SLP)(SLP)(SLP)(SLP)

SLPs provided services that are designed to support students whose educational and/or

social progress is adversely affected by communication difficulties. Speech-language

pathology services may include a full range of services encompassing screening,

assessment, direct instruction, consultation, and collaboration with other educators regarding

the student's needs in the classroom and other school environments, in-service training,

information sharing with families and other service providers.

VVVVisiisiisiisittttiiiinnnngggg TTTTeeeeaaaacccchhhheeeerrrrssss (VT)(VT)(VT)(VT)

VTs provide instruction to students K-12 at home or at another location (e.g., library, Student Support). These students have social/emotional concerns that interfere with their ability to experience success in a regular educational setting. Often, these students are on waiting lists for Connections Programs or Social Development programs. VTs typically meet with a student twice a week. All referrals for visiting teacher services are made through a district resource counsellor.

SECTION ONE:

EDUCATIONAL ISSUES


COMMUNITY BASED SUPPCOMMUNITY BASED SUPPCOMMUNITY BASED SUPPCOMMUNITY BASED SUPPORT ORT ORT ORT PERSONNELPERSONNELPERSONNELPERSONNEL

NNNNuuuurrrrsisisisinnnngggg SSSSuuuuppppppppoooorrrrtttt SSSSeeeerrrrvicevicevicevicessss CCCCoooooooorrrrddddiiiinnnnaaaattttoooorrrrssss Nursing Support Services Coordinators develop, in consultation with a support team, a

health care plan for students who require health care procedures such as tube feeding,

catheterization etc. The Nursing Support Services Coordinators will train, certify and

monitor education assistants who carry out specific health care procedures.

OccOccOccOccuuuuppppaaaattttiiiiononononaaaallll TTTThhhheeeerrrraaaappppisisisisttttssss

Occupational Therapists work to promote, maintain, and develop the skills required by

students to function in a school setting. The services provided by the Occupational

Therapist may include consultation, program planning, assistance in diagnosis, and

selection/adaptation of equipment.

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Physiotherapists provide services to children with orthopedic, neurological, muscular, spinal,

joint or sensory challenges. These services include assistance with physical positioning to

promote optimal physical access, assistance in maximizing independence for students who

have limited mobility and development of movement function. The services performed by a

Physiotherapist may include screening, consultation, program planning, assistance with

diagnosis, selection/adaptation of equipment, administration, education and research.

Sensory Sensory Sensory Sensory OccOccOccOccuuuuppppaaaattttiiiiononononaaaallll TTTThhhheeeerrrraaaappppisisisisttttssss

Sensory Occupational Therapists work as a member of a collaborative team to screen for

sensory issues, provide consultation in relation to sensory issues, or conduct assessments,

select equipment, and develop programs that address students who have sensory needs.

SECTION ONE:

EDUCATIONAL ISSUES


Special Education Service

Delivery Models

ELEMENTARY LEVELELEMENTARY LEVELELEMENTARY LEVELELEMENTARY LEVEL

FuFuFuFullllllllyyyy IIIInnnntttteeeeggggrrrraaaatttteeeedddd LLLLoooowwww IIIInnnnciciciciddddeeeennnncccceeee School District No. 36 (Surrey) supports the belief that students with special needs

are usually best served in a classroom setting with peers. Teachers of students with

special needs receive support through Student Support with regard to Individual Education Plan development, program implementation strategies, and paraprofessional

support (when appropriate).

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Learner Support Teams provide support to:

a) students with mild to moderate learning difficulties and/or students at risk of not completing school;

b students with learning disabilities or mild intellectual disability (elementary only) and other categorical or non-categorical students as appropriate;

c) students who are English Language Learners (ELL).

SSSSppppeciaeciaeciaeciallll PrPrPrProgogogogrrrraaaammmmssss

� DDDDeaeaeaeaffff oooorrrr HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg OOOOrrrraaaallll aaaannnnd d d d SSSSiiiiggggnnnn RRRReeeessssouououourrrrcccceeee PrPrPrProgogogogrrrraaaammmmssss

Location: Bear Creek Elementary (Oral)

� Intensive Literacy ProgramsIntensive Literacy ProgramsIntensive Literacy ProgramsIntensive Literacy Programs (Grades 4-6)

Location: Bonaccord Elementary, Boundary Park Elementary, H.T. Thrift Elementary,

Creekside Elementary, and Cloverdale Traditional

� LoLoLoLowwww IIIInnnnciciciciddddeeeennnncccceeee SSSSppppecieciecieciaaaallll CCCClasslasslasslasseeeessss

Location: Simon Cunningham Elementary, George Greenaway Elementary, and David

Brankin Elementary

� SSSSoooociaciaciaciallll DDDDeveeveeveevellllopopopopmmmmeeeennnntttt PrPrPrProgogogogrrrraaaammmmssss

Location: 13 elementary schools throughout the school district

SECTION ONE:

EDUCATIONAL ISSUES


Special Education Service

Delivery Models SECONDARY LEVELSECONDARY LEVELSECONDARY LEVELSECONDARY LEVEL

LLLLeaeaeaearrrrnnnneeeerrrr SSSSuuuupppppopopoporrrrtttt TTTTeaeaeaeammmm

Learner Support Teams provide support to:

a) students with mild to moderate learning difficulties and/or students who are at risk of not completing school;

b) students with learning disabilities, and students who do not have a special education designation, as appropriate;

c) students who are English Language Learners.

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BASES provides services to students with a mild to severe intellectual disability or autism.

Intensive Support & Intervention ProgramsIntensive Support & Intervention ProgramsIntensive Support & Intervention ProgramsIntensive Support & Intervention Programs

Intensive Support & Intervention programs provide services to students who require more

support than is provided in a BASES program. Generally, students have a moderate to severe

cognitive disability and physical or sensory disability, or autism that occurs

concomitantly with a moderate to severe intellectual disability. Location: Frank Hurt, L.A. Matheson and North Surrey Secondary

SSSSppppeciaeciaeciaeciallll PrPrPrProgogogogrrrraaaammmmssss

� CCCConnonnonnonneeeeccccttttiiiiononononssss PrPrPrProoooggggrrrraaaammmmssss (fo(fo(fo(formrmrmrmeeeerrrrllllyyyy AAAAlllltttteeeerrrrnnnnaaaatttteeee))))

Location: 5 secondary schools throughout the district

� DDDDeaeaeaeaffff oooorrrr HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg OOOOrrrraaaallll RRRReeeessssouououourrrrcccceeee PrPrPrProoooggggrrrraaaammmm Location: Queen Elizabeth Secondary

� FoFoFoFouuuunnnnddddaaaattttiiiioooonnnnssss Location: Queen Elizabeth Secondary

� IIIIntntntnteeeerrrr----AAAAggggeeeennnnccccyyyy BBBBeeeehhhhaaaavvvviiiiouououourrrr////EmEmEmEmototototiiiiononononaaaallll SSSSuuuupppppopopoporrrrtttt PrPrPrProgogogogrrrraaaammmmssss

Location: 16 programs throughout Surrey

SECTION ONE:

EDUCATIONAL ISSUES


Student Descriptors

for

High Incidence and

Low Incidence Programs

Adapted from the Special Education Services - A Manual of Policies, Procedures and

Guidelines, (July 2013) www.bced.gov.bc.ca/specialed/

HIGH INCIDENCE CATEGHIGH INCIDENCE CATEGHIGH INCIDENCE CATEGHIGH INCIDENCE CATEGORIESORIESORIESORIES (letters below correspond to Ministry codes)::::

GiGiGiGiftftftfteeeedddd ((((PPPP))))

A student is considered gifted when she/he possesses demonstrated or potential abilities

that give evidence of exceptionally high capability with respect to intellect, creativity, or

the skills associated with specific disciplines. Students who are gifted often demonstrate

outstanding abilities in more than one area. They may demonstrate extraordinary

intensity of focus in their particular areas of talent or interest. However, they may also

have accompanying disabilities and should not be expected to have strengths in all areas

of intellectual functioning.

Identification and assessment should involve the use of multiple criteria and information

from a variety of sources and include several of the following:

• teacher observations (e.g., anecdotal records, checklists, and inventories);

• records of student achievement (e.g., assignments, portfolios, grades, audio or

video recordings, records of accomplishments);

• nominations by educators, parents, peers and/or self;

• interview of parents and students; and/or

• formal assessment results (e.g., Level C cognitive ability, academic achievement).

LLLLeaeaeaearrrrnnnniiiinnnngggg DDDDisisisisaaaabbbbililililiiiittttieieieiessss ((((QQQQ))))

The term Learning Disabilities (LD) refers to a number of disorders that may affect the

acquisition, organization, retention, understanding or use of verbal or nonverbal

information. These disorders affect learning in individuals who otherwise demonstrate

at least average cognitive abilities essential for thinking and/or reasoning. Learning

disabilities result from impairments in one or more processes related to perceiving,

thinking, remembering or learning. These include, but are not limited to: language

processing, phonological processing, visual spatial processing, processing speed,

memory and attention, and executive functions (e.g., planning and decision-making).

Learning disabilities range in severity and may interfere with the acquisition and use of

one or more of the following:

SECTION ONE:

EDUCATIONAL ISSUES


• Oral language (e.g., listening, speaking, understanding)

• Reading (e.g., decoding, phonetic knowledge, word recognition, comprehension)

• Written language (e.g., spelling and written expression)

• Mathematics (e.g., computation, problem solving)

MMMMilililild d d d IIIIntntntntelelelelllllececececttttuuuuaaaallll DDDDisisisisaaaabbbbililililiiiittttieieieiessss ((((KKKK))))

Students with a mild intellectual disability have lowered intellectual functioning (Standard

Score [SS] 55-73) as measured on a norm referenced Level C assessment and adaptive

behaviour of a similar degree (SS<70) in at least two domains on a norm referenced

measure of adaptive behaviour. While individual needs differ, many will require specific

instruction for the acquisition of gross and fine motor skills, academic skills,

communication skills, assistance with development of social skills, including personal

independence, social responsibility and life skills.

ModModModModeeeerrrraaaatttteeee BBBBeeeehhhhaviaviaviavioooouuuurrrr SSSSupupupupppppoooorrrrtttt oooorrrr wwwwiiiitttthhhh MMMMeeeennnnttttaaaallll IllIllIllIllnnnneeeessssssss ((((RRRR))))

Students can experience behaviour, social/emotional or mental health concerns that range

from mild to serious. Most students with social/emotional difficulties can be supported in

school through counselling and school-based support services. A smaller number of

students require more intensive support. Students who require behaviour supports are

students whose behaviours reflect inappropriate interactions between the student and one

or more elements of the environment, including the classroom, school, family, peers and

community. Behaviour disorders vary in their severity and effect on learning, interpersonal

relations and personal adjustment.

SECTION ONE:

EDUCATIONAL ISSUES


LOW INCIDENCE CATEGOLOW INCIDENCE CATEGOLOW INCIDENCE CATEGOLOW INCIDENCE CATEGORIESRIESRIESRIES (letters below correspond to Ministry codes)::::

LLLLeveeveeveevellll IIII::::

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Students considered Physically Dependent are completely dependent on others for meeting

all major daily living needs and will require assistance at all times for feeding, dressing,

toileting, mobility and personal hygiene.

Deafblind (B)Deafblind (B)Deafblind (B)Deafblind (B)

Students considered Deafblind have a visual impairment (partial sight to total blindness)

and a hearing impairment (moderate to profound hearing loss). The degree of impairment

results in significant communicative, educational, vocational, and social difficulties.

LLLLeveeveeveevellll IIIIIIII::::

AAAAututututisisisismmmm SSSSppppeeeeccccttttrrrruuuummmm DDDDisisisisoooorrrrddddeeeerrrr ((((GGGG))))

The term Autism Spectrum Disorder (ASD) is used to describe a group of

neurodevelopmental disabilities characterized by the manifestation of behavioural

characteristics across multiple areas of functioning (e.g., socialization, communication,

sensory responsiveness). Behavioural characteristics exist in varying degrees.

DDDDeaeaeaeaffff oooorrrr HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg ((((FFFF))))

A student is placed in this category if he/she has a medically diagnosed hearing loss, which results in such substantial educational difficulty that requires direct services

on a regular, frequent, and ongoing basis by a qualified teacher of the deaf or hard of

hearing.

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Students considered as having a Moderate to Profound Intellectual Disability have

significantly impaired intellectual functioning (SS<55) as measured on a norm referenced

Level C assessment and delayed adaptive behaviour and functioning of a similar degree

(SS<55) on a norm referenced measure of adaptive behaviour. These students require

support in the development of academic skills, communication skills, cognitive skills, fine

and gross motor skills, self-care, life skills and socialization skills. Generally, a student

with this level of intellectual functioning is also significantly delayed in social-emotional

development. Students considered as having a moderate to profound intellectual disability

may also be accompanying sensory, physical and health concerns.

PPPPhhhhysicaysicaysicaysicallll DDDDiiiissssaaaabbbbililililiiiittttieieieiessss oooorrrr CCCChhhhrrrrononononiiiicccc HHHHealealealealtttthhhh IIIImmmmppppaiaiaiairmrmrmrmeeeentntntntssss ((((DDDD))))

Students are considered as having a Physical Disability or Chronic Health Impairment

when their education is adversely affected by one or more of the following:

SECTION ONE:

EDUCATIONAL ISSUES


• Nervous system impairment that impacts movement or mobility;

• Musculoskeletal condition; and/or

• Chronic health impairment that seriously impacts students’ education and

achievement.

VVVVisisisisuuuuaaaallll IIIImmmmppppaiaiaiairmrmrmrmeeeennnnttttssss ((((EEEE))))

The generic term visual impairment includes individuals who are legally blind, partially

sighted, have low vision, or are cortically visually impaired. For educational purposes, a

student with visual impairment is one whose visual acuity is insufficient for the student to

participate with ease in everyday activities. The impairment interferes with optimal

learning and achievement and can result in a substantial educational disadvantage, unless

adaptations are made with respect to the presentation of learning opportunities, the nature

of the materials used, and/or the learning environment.

To be considered visually impaired, a student must have:

• a visual acuity of 6/21 (20/70) or less in the better eye after correction;

• a visual field of 20 degrees or less;

• a progressive eye disease with a prognosis of becoming one of the above in the

next few years;

• or

• a visual problem or related visual stamina that is not correctable and that results

in the student functioning as if his or her visual acuity is limited to 6/21 (20/70)

or less.

LLLLeveeveeveevellll IIIIIIIIIIII::::

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Students identified as requiring Intensive Behaviour Intervention or having Serious Mental

Illness exhibit extremely disruptive behaviour in school and other environments or have

severe mental health conditions that manifest themselves in profound withdrawal or other

internalizing behaviours. These students have needs that extend beyond the normal

capacity of the school to manage. Accordingly, educators and community partners must

collaborate with community partners (e.g., Child and Youth Mental Health, Maples

Adolescent Treatment Centre) to develop and implement educational programs.

EA/ABA SW Practices SECTION TWO

Ethical Considerations … 11117777

EA/ABA SW Orientation Checklist … 11118888

EA/ABA SW Checklist for Non-Academic Learning … 20202020

EA Checklist for Academic Learning … 22222222

Promoting Independence – 13 Ways to Step Back … 22224444

Education Assistant (EA) Sub-Book … 22225555

Home/School Communication Book … 22226666

SECTION TWO:

EA/ABA SW PRACTICES


Ethical Considerations

Communication... EA/ABA SWs maintain professional communication with teachers. They remember that

communication with parents is the responsibility of the teacher. They respect the

confidentiality of students, staff and parents.

Respect... EA/ABA SWs maintain respectful and professional relationships with students, staff and

parents. They are clear about their roles and responsibilities. When problems arise, they

understand due process (see page 38) and the procedures they are to follow.

Responsibility... EA/ABA SWs are responsible in their actions, appropriate appearance and professional

attitude. They are reliable and work independently under the direction of the teacher. They

work with the team to follow student learning, safety, medical, behavioural and personal care

plans.

Ethical Conduct... EA/ABA SWs are ethical in all aspects of dealing with staff, students, parents and district

staff.

Facilitation... EA/ABA SWs facilitate social inclusion of students with special needs by providing the

optimal level of support needed for students to achieve their individual educational goals.

They help students realize their potential for self-determination and independence.

SECTION TWO:

EA/ABA SW PRACTICES


EA/ABA SW

Orientation Checklist

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• Who are the administrators, secretaries and custodians for the school and how do I

address them during school hours?

• Who are the other adults in the school and how do I address them?

• How does the classroom teacher want to be addressed in the classroom?

• Have I discussed with the classroom teacher how I should be addressed? SSSScccchoohoohoohoollll RRRRoooouuuuttttiiiinnnneeees/s/s/s/RRRRuuuulllleeeessss (to be discussed with the classroom teacher)

• What is the bell schedule for the school?

• What time is the recess and lunch break?

• What are the fire and emergency evacuation procedures?

• What are the school rules for conduct in the library/gym/computer room etc.?

• What are the rules for hallway and washroom use?

• What are the playground rules and routines?

• What are the classroom teacher’s goals for the class and/or a specific student?

• What are the classroom rules and consequences for inappropriate behaviour?

• What is the procedure for notifying the office that assistance is needed immediately?

• What is the emergency coded message for staff on the PA? What is the consequence?

Lockdown? Fire drill?

• How do I access teacher/learning materials and resources at the school?

• Where are and how do I access the audio-visual materials and classroom supplies?

• What are the special forms that I will be using?

SSSStudtudtudtudeeeennnntttt SSSSppppeeeeciciciciffffiiiicccc IIIInnnnffffoooormrmrmrmaaaattttiiiioooonnnn (to be discussed with the classroom teacher)

• What time does the student arrive and depart?

• What time does the bus/taxi arrive and depart?

• Are there any eating/feeding conditions that I need to be aware of (e.g., who feeds?

How fed, etc.)

• Who is responsible for supervising the arrival and safe departure of the student?

• How do I access the IEP?

• Are there any medical, behavioural, safety plans, plans of supervision, gradual

entry/reintegration plans for any of the students? If so, what are my responsibilities

with respect to its implementation?

• Is there a Care Plan in place for this student: If so, what are my responsibilities with

respect to its implementation?

SECTION TWO:

EA/ABA SW PRACTICES


EAEAEAEA/ABA SW/ABA SW/ABA SW/ABA SW SSSSppppecieciecieciffffiiiicccc IIIInnnnfofofoformrmrmrmaaaattttiiiioooonnnn ((((ttttoooo bbbbe e e e rrrreviewevieweviewevieweeeedddd wiwiwiwitttthhhh tttthhhheeee PPPPrrrriiiinnnncccciiiippppalalalal)))) refer to current

CUPE contract

• What are my hours of work? Coffee and lunch breaks?

• Who do I give my time sheet to?

• What is the procedure for checking in/out?

• What is the procedure for reporting absences and requesting a float?

• Where will I store my Sub Book so that the EA float has easy access?

• What is the procedure when using my car for a community visit? What forms are

required? Kilometerage?

• What is the consultation/collaboration time? Altered calendar time?

• If I am assigned to a specific student and he/she is absent, who do I report to?

Effective communication can eliminate problems.

SECTION TWO:

EA/ABA SW PRACTICES


EA / ABA SW Checklist

for Non-Academic Learning

More information about “Priority 1”, “Priority 2” referenced below is contained in the EA

Planning Tool for Principals.

PRIORITY IPRIORITY IPRIORITY IPRIORITY I

� HHHHealealealealtttthhhh CCCCaaaarrrreeee aaaannnndddd HHHHyyyyggggiiiieeeennnneeee

EA ONLY:

• Review the Care Plans; be aware of the procedures for seizure management.

• Assist with personal care (catheterization, etc.)

EA/ABA SW:

• Help with mobility where required.

• Assist with positioning in order to promote independence.

• Assist with toileting when required.

• Assist with the preparation of food and/or feeding.

• Assist with dressing if required.

• Provide assistance for washing hands/face, when required. � Supporting Supporting Supporting Supporting Social/Emotional or BehaviourSocial/Emotional or BehaviourSocial/Emotional or BehaviourSocial/Emotional or Behaviour RRRRoutinesoutinesoutinesoutines

EA/ABA SW:

• Follow any safety and/or behaviour plans that are in place.

• Reinforce and model appropriate behaviour and language.

• Encourage age appropriate positive student behaviour.

• Supervise students to ensure they complete tasks and meet deadlines set by the

teacher.

PRIORITY PRIORITY PRIORITY PRIORITY IIIIIIII

� School and School and School and School and CCCCommunity ommunity ommunity ommunity AAAActivities to Enhance Lifectivities to Enhance Lifectivities to Enhance Lifectivities to Enhance Life SkillsSkillsSkillsSkills

EA/ABA SW:

• Provide responsibility training (jobs around school) as outlined in the IEP.

• Plan shopping trips to promote the skills set out in the IEP.

• Implement cooking programs to promote the skills set out in the IEP.

• Participate in leisure training (swimming, horseback riding) as requested by IEP

team.

• Provide experience using public transportation (schedules, riding bus and/or sky

train) as requested by IEP team.

SECTION TWO:

EA/ABA SW PRACTICES


� Transportation Transportation Transportation Transportation RRRRequirementequirementequirementequirement

• Become familiar with how the student is transported to/from school (parents, taxi,

etc.).

• Become familiar with how student is transported from one school to another.

• Become familiar with how student is transported into the community.

� EEEEA/ABA SWA/ABA SWA/ABA SWA/ABA SW Preparation for Meetings/Preparation for Meetings/Preparation for Meetings/Preparation for Meetings/DDDDiscussionsiscussionsiscussionsiscussions

• Be familiar with student (e.g., what’s going well, needs, possible

recommendations).

• Have samples of student’s work at hand, if requested.

• Have documentation (scatter plots, ABC charts) prepared, if requested.

• Be prepared to participate, contribute to IEP planning and review sessions.

• Assist with daily planning.

A clear understanding of our roles and responsibilities helps build a strong support team.

SECTION TWO:

EA/ABA SW PRACTICES


EA Checklist

for Academic Learning

More information about “Priority 3” referenced below, is contained in the Planning Tool for

Principals.

Items related to academic learning need to be discussed with the classroom teacher. Under

teacher direction, the EA may assume responsibility for: Materials PreparationMaterials PreparationMaterials PreparationMaterials Preparation (for example):

• Locate instructional materials.

• Duplicate materials.

• Adapt instructional materials to meet student’s needs.

• Make instructional games to support classroom and adapted materials.

Remember… materials prepared for the student are to be left for student’s use. PRIORITY PRIORITY PRIORITY PRIORITY IIIIIIIIIIII

� Supporting Supporting Supporting Supporting AAAAcademic Learningcademic Learningcademic Learningcademic Learning

• Supervise independent and small group work.

• Assists student with assignments and/or projects, reinforcing the concepts

presented by the teacher.

• Assists student with special needs on one-on-one basis (as requested by the

teacher or IEP).

• Read to students.

• Listen to students read.

• Promote independence.

� Supporting Learning through TechnologySupporting Learning through TechnologySupporting Learning through TechnologySupporting Learning through Technology

• Assists student’s with technology (e.g., iPad, computer, computer programs,

switches, head pointer, etc.)

• Assists student’s with positioning and access issues related to the use of the

student’s technology.

• Help the student access the computer programs as stated in the IEP.

• Provide guided practice as the student becomes familiar with the

equipment/programs.

• Work with the team to request updated programs to support the classroom

curriculum (when appropriate).

SECTION TWO:

EA/ABA SW PRACTICES


� Technical / Technical / Technical / Technical / NNNNonononon----Technical Communication MaterialsTechnical Communication MaterialsTechnical Communication MaterialsTechnical Communication Materials

• Assist with the implementation of a picture schedule system for daily classroom

activities.

• Assist with the preparation of a format to support choice making.

• Assist with the design and implementation of student’s communication books,

boards, wallets and/or technical devices.

• Assist with the design and implementation of conversation and/or remnant books.

• Actively maintain and update the student’s communication systems for classroom

use.

• Actively use the technical and non-technical devices to assist the student in

communicating his/her needs.

• Provide daily practice with the communication materials. � RRRRoutine outine outine outine RRRRecord ecord ecord ecord KKKKeepingeepingeepingeeping

• Observe and record observations utilizing data collection tools provided by the

classroom teacher or IST or LST.

• Complete informal objective checks of student progress.

SECTION TWO:

EA/ABA SW PRACTICES


Promoting Independence:

13 Ways to Step Back

1. Give wait time; pause before answering or helping.

2. Introduce assistance only as needed. 3. Sit further away. If you have been within arm’s reach, sit just within earshot. If you have

been sitting just within earshot, sit across the room. 4. Focus on positives. 5. Create a community - encourage class buddies. 6. Encourage independence. Teach “Thanks, but please let me try it by myself.” 7. Remind yourself that you are to step back so that students can become independent. 8. Ensure that the team members (especially the Principal) know the plan and understand

why you are stepping back. 9. Monitor how long it takes for students to do things independently. The extra time to start

zippers, pick up dropped papers, or find page numbers is well invested. 10. Tell other adults in the classroom that you’re going to step back and ask them to remind

you when you should do this. 11. Remember, the classroom teacher is central. 12. Let your students make and learn from mistakes. 13. Ask yourself: “What am I doing to encourage independence?”

Paving the road to independence is a valued endeavour!

SECTION TWO:

EA/ABA SW PRACTICES


Education Assistant (EA) Sub-Book All EAs must work with their teacher and administrator to complete/update a Sub-Book for

their position. A smooth transition from one EA to another depends on a clearly written

Sub-Book that is readily available. A template is available on the Hub or through your EA

Peer Support Facilitator.

The Sub-Book mmmmaaaayyyy contain the following information:

PositionPositionPositionPosition IIIInnnnfofofoformrmrmrmaaaattttiiiioooonnnn

• Names of supervisory teachers.

• School hours, hours of work, schedule of breaks.

• Timetable for self and student(s).

• Map of the school with pertinent classrooms.

• Fire and emergency procedures.

• Summary of the Day. CCCChhhhilililildddd SSSSppppeeeeciciciciffffiiiicccc IIIInnnnffffoooormrmrmrmaaaattttiiiioooonnnn (complete for each child as necessary)

• Important medical or safety alerts. Also post separately *

• Behaviour and/or safety plans in place. Also post separately *

• Personal care needs.

• Feeding information.

• Communication needs/systems (e.g., picture exchange system).

• Teacher’s methods for communicating with parents.

• Information on how to access/troubleshoot technology used by student.

• Preference profile – likes and dislikes; reinforcement procedures in place.

• Instructional information – IEP related.

****WWWWhhhheeeennnn ppppoooossssttttiiiinnnngggg pppplalalalannnnssss iiiinnnn ththththeeee oooofffffffficeiceiceice,,,, uuuusssseeee aaaa ccccooooveveveverrrr sssshhhheeeeeeeetttt wiwiwiwitttthhhh nnnno o o o nnnnaaaammmmeeee tttto o o o eeeennnnssssuuuurrrreeee ccccoooonnnnffffiiiiddddeeeentntntntiiiialialialialittttyyyy....

A great guide is one that is concise and contains only important information!

SECTION TWO:

EA/ABA SW PRACTICES


Home/School Communication Book

An EA/ABA SW may be requested to assist in the preparation of a Home/School

Communication Book.

A Home/School Communication book is aaaa ssssyyyysssstttteeeemmmm ooooffff exexexexcccchhhhaaaannnnggggiiiinnnngggg iiiinnnnfofofoformrmrmrmaaaattttiiiioooonnnn. It should:

1. mediate communication between the home and school;

2. provide opportunities for the student to engage in communication and conversation

about his/her experiences;

3. stimulate and expand functional language, communication, reading, writing and

academic development.

It should be a communication device that allows teachers, and parents to find out more about an individual and his/her life experiences.

A Home/School Communication Book is a document under the Freedom of Information Act

and can be requested as evidence through written permission. Therefore, it should be

carefully set up, written in and signed by the classroom teacher. It should not be a list of

the day’s events or a list of the student’s negative behaviours but rather it should include

information about a special event or a positive message of personal encouragement to the

child. It is important to note that the student may have access to the information. A Home/School Communication Book is particularly important for:

• students who are non-verbal;

• students with health concerns (seizures, nebulization needs, bathroom and feeding

issues);

• students who have social/emotional needs and/or difficulty regulating their behaviour.

SECTION TWO:

EA/ABA SW PRACTICES


Ideally, the Home/School Communication Book should:

• follow the same home/school communication format as peers (e.g., School Planner);

• have a predetermined format that is user friendly (fill in the blanks, paste in the

pictures);

• provide a large space on the page for the student to share exciting events and activities

that happened at home/school;

• provide an area for parents to inform the school of particular setting events that may

have an impact on the child’s day and/or to share health concerns;

• provide a space for the teacher to communicate with the parents.

EA/ABA SWs will:

• only place information in the book that has been agreed upon by the classroom teacher;

• have the classroom teacher read and sign the book before it goes home;

• not send the book home if the classroom teacher has not read and signed the book.

Remember! The Communication Book is a document under the Freedom of Information Act.

EA/ABA SW Procedures SECTION THREE

EA/ABA SW’s Interactions with Parents … 22229999

Evaluation Process … 33330000

Hours of Work … 33331111

Time Sheet / Absence Procedures … 33332222

Liability Coverage … 33333333

EA/ABA SW Work Related Liability Issues… 34343434

Occupational Health and Safety Issues … 33335555

Due Process … 33338888

SECTION THREE

EA/ABA SW PROCEDURES


EA/ABA SWs

Interactions with Parents

EAs may be approached by parents of students with special needs. The EA is employed to

assist teachers in carrying out their responsibilities and duties under the School Act. When

meeting a student at the door or when delivering the student to the caregiver, ththththeeee EAEAEAEA sssshouhouhouhoulllldddd

nonononotttt ddddiiiiscscscscuuuussssssss any of the classroom tasks or educational concerns with the parent or caregiver.

This is the classroom teacher’s responsibility. In the capacity of support to the classroom

teacher with integrating the student with special needs, the EA is not to report on the

student, discuss the student’s program or support the home program. Any parental concerns

must be directed to the classroom teacher. EAs should not be placed in a position or

assume a position that interferes with the communication between the parent and the

teacher.

The best plans are proactive rather than reactive!

SECTION THREE



Evaluation Process

For further addition information, please refer to the CUPE, Local 728 Collective Agreement

Assigned DutiesAssigned DutiesAssigned DutiesAssigned Duties

When an EA successfully posts into a position, they are posting to a site (not a specific

student) and should anticipate working with various students in various programs, as

assigned by the Principal.

PrPrPrProbobobobaaaattttiiiioooonnnnaaaarrrryyyy PPPPeeeerrrriiiioooodddd

A probationary period is a four (4) month period served by an employee to determine his/her

general suitability to become a regular employee. Such a period may be served

simultaneously with a trial period.

TTTTrrrriaiaiaiallll PPPPeeeerrrriiiioooodddd

A trial period is a three (3) month period served by an employee to determine his/her

suitability in a particular classification. Once an employee has successfully served a trial

period, it need not be repeated at a later date. Such period may be served simultaneously

with a probationary period.

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All employees who transfer to a new location by promotion, demotion or transfer shall serve

an evaluation period of up to but not exceeding one (1) month, except by consent of the

Union.

EEEEvalvalvalvaluuuuaaaattttiiiioooonnnn ReportsReportsReportsReports

Reports on an employee’s performance will be discussed with the employee by the evaluator.

The employee may respond and the response will be attached to the report. Both the

employee and the evaluator are expected to sign the report and the response, if any. This

will acknowledge that the report has been discussed, but does not indicate agreement or

disagreement. Refusal by an employee to sign an evaluation form will be noted in the

employee’s file. A copy of the report and response will be given to the employee before it is

forwarded to the Human Resources Department to be placed in the employee’s personnel

file. The Human Resources Department will forward a copy to the union office. When an

employee is on probation or a trial period, only the last evaluation will be retained.

Per Collective Agreement Article 2.33: “Employees who have been evaluated in accordance

with (2.31) and (2.32) and remain at the same location thereafter, will be evaluated on

performance every two years from the date of previous evaluation.”

Remember – postings are based on school and program need.

SECTION THREE



Hours of Work

SSSScccchhhheeeedddduuuulilililinnnngggg ooooffff EEEEAAAA HHHHouououourrrrssss ooooffff WWWWoooorrrrkkkk

Once the total number of hours of EA time at a school has been established, the Principal of

the school, the teachers affected and the EAs will determine the most effective scheduling

of assigned hours in order to meet the needs of the students. In the event of a

disagreement on the scheduling of hours the administrative officer will decide the schedule.

HHHHouououourrrrssss ooooffff WWWWoooorrrrkkkk,,,, RRRResesesestttt aaaannnnd d d d LLLLununununcccchhhh BBBBrrrreakeakeakeakssss

Full time Education employees will work six (6) hours and twenty-four (24) minutes per day,

thirty-two (32) hours per week. The daily minimum hours of work for EAs shall be four

(4) hours.

EAs working 30 hours or more are allowed two (2) fifteen minute coffee breaks and an

unpaid half hour lunch break. However, most of the EAs in our district work less than 6

hours per day. If you work more than 3 hours per day, you will be allowed a paid 15-

minute rest break during your shift. If your work day goes into the afternoon but is less

than 6 hours, you will be allowed an unpaid half hour lunch break. The times of the rest

and lunch breaks are to be negotiated by the EA team with the administrative team. The

EA’s scheduled rest and lunch breaks will be posted as per the Collective Agreement.

Remember… the needs of the student and program are paramount in the determination and configuration of the

number of hours of work for EAs.

SECTION THREE



Time Sheets/Absence Procedures

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Time sheets are to be completed daily and submi t t ed week l y . EA/ABA SWs on the

spareboard should use the tan coloured time sheets.

There is currently a timesheet elimination project in process, but this will not be

implemented for EA’s/ABA SWs until sometime during the 2015/16 school year.

For your convenience, EA/ABA SW time sheets may be kept in the school office.

If you are absent due to sickness or personal leaves, you need to notify the school. The

secretary can then fill in your time sheet noting the reason for your absence and put it in the

courier bag to be delivered to the payroll office. This will ensure that your time sheet arrives

in time to meet payroll deadlines. Incomplete or late time sheets may result in errors that

would not be adjusted until the following pay period. RRRReeeepopopoporrrrttttiiiinnnngggg AAAAbbbbsesesesennnntttteeiseeiseeiseeismmmm

If you are absent due to sickness, you will need to contact the board office and provide the

necessary information so that a qualified spare board employee can be dispatched as soon as

possible. There are two options available to you for reporting:

bybybyby PhonePhonePhonePhone: Automated Dispatch System (ADS) - 604604604604----595595595595----9595959595959595 or 604604604604----595595595595----6140614061406140

or

by computerby computerby computerby computer: Employee Self Service (ESS) - https://staff.surreyschools.ca/https://staff.surreyschools.ca/https://staff.surreyschools.ca/https://staff.surreyschools.ca/

You can request a specific substitute only for the purpose of continuing absence in order to

have continuity in the classroom. To request the same relief EA/ABA SW you will need to: 1. Call Dispatch to continue the absence. 2. Listen carefully and follow the instructions. Have the following information ready:

� dates and times of absence, reason for absence � any specialized instructions such as work hours that are different than normal

hour, special events for the day or special circumstances such as seizure management, etc.

3. Remember other personnel listen to the tape so do not leave negative remarks for others to hear (always remain ethical and professional).

SECTION THREE



Liability Coverage IIIIndndndndeeeemmmmnnnniiiifffficicicicaaaattttiiiioooonnnn

The employer will defend, save harmless and indemnify all employees from any demands,

claims, writs, actions or other proceedings which may be brought against them and which

arise from the performance of their duties and responsibilities as an employee and for

any cost, loss, damage and liability arising therefrom, including all legal fees and

disbursements incurred in connection therewith. from CUPE, Local 728, Collective Agreement.

KKKKililililoooommmmeeeetttteeeerrrraaaaggggeeee

When employees are directed to use their own vehicle for school district business they shall

receive a kilometerage payment in accordance with Board Policy 4415, Section 5.6. Claim

for authorized travel must be submitted on the prescribed Board form. from CUPE, Local 728, Collective Agreement.

All claims must be completed monthly and approved by the Principal.

Business InsuranceBusiness InsuranceBusiness InsuranceBusiness Insurance

Where “business use” rated insurance is required but not provided directly by the School

District through a special auto plan policy, employees shall be reimbursed if travel in the

employee’s position reasonably demonstrates the need for “business” use” rated insurance

(drive for work and are paid kilometerage more than six (6) time in a month). from CUPE, Local 728, Collective Agreement.

SECTION THREE



EA/ABA SW Work

Related Liability Issues

CCCCoooommmmmmmmununununiiiittttyyyy OOOOututututiiiingngngngssss

Some students with special needs require experience in their community. If the IEP

prescribes community visits for the student, the following steps will need to be taken:

1. Days and times will need to be arranged.

2. The teacher and/or department head will need to get permission for such outings from

the Principal.

3. The teacher and/or department head will need to provide a school form indicating that

the EA/ABA SW is taking the student off the school grounds on the days and times

stated.

4. The teacher and/or department head will need to have the form sent home, signed by the

parents and filed at the office before the EA/ABA SW takes the student out into the

community.

5. The EA/ABA SW will check directly with the Principal and/or department head before

leaving the school with the student.

6. The EA/ABA SW should meet with the teacher and/or department head following the

outing to provide feedback on how the outing went in order to troubleshoot any situation

that may need to be resolved before the next outing is scheduled.

(These steps will ensure coverage under CUPE Collective Agreement.)

Sometimes an EA/ABA SW may be requested to transport the student with special needs in

the EA/ABA SW’s vehicle. After seeking permission of the Principal, the EA/ABA SW must:

1. Fill out form Transportation of Pupils by Volunteers, prior to your community visit (see

Appendix C).

2. Set your trip odometer from the time you leave the school until you return.

3. Fill out Form Local Travel Expense Claim, indicating your kilometerage during your

outing (see Appendix C).

4. Photocopy the form and keep it for your record.

5. Send the form to the Principal for approval before sending it to Finance for

reimbursement.

(These steps will ensure coverage under CUPE Collective Agreement).

Drivers must ensure that all children are properly secured in certified restraint systems. For

more information, please refer to: ICBC Child Restraint Laws and Obligations of Drivers, Motor Vehicle Act Regulation

SECTION THREE



Occupational Health and

Safety Issues

Surrey School District will provide a safe and healthy workplace that minimizes the risk of

injury and disease to its employees, students and contractors. The Occupational Health and

Safety Program is the cornerstone of the district’s effort to establish and maintain superior

standards of occupational health and safety.

Each individual has a responsibility for his or her own safety as well as the health and safety

of his/her fellow employees. All employees are asked to observe the established procedures

and the directions of their supervisor/Principal. They must report unsafe conditions or acts,

and perform their duties in a manner, which will meet the objective to eliminate accidents

and enjoy an injury free workplace. All employees are encouraged to discuss all safety issues

with their immediate supervisor/Principal before bringing them to the attention of the Safety

Sub- Committee at their school.

It is the responsibility of the EA / ABA SW to ensure that required certificates (e.g., Non-

Violent Crisis Intervention Training) be current and to be familiar with Employee Safety Plans.

VVVViiiioooolelelelennnncccceeee iiiinnnn ththththe e e e WWWWoooorrrrkkkkpppplaclaclaclaceeee

An employee who encounters or is involved in an act of violence or a threat of violence must

promptly file a complaint of the incident to his/her administrative officer or excluded

supervisor. The report shall be forwarded immediately to the Workers’ Compensation Board.

A copy of the report shall be sent to the Health, Safety and Safety Department to be put

before the District Health and Safety Committee.

Refer to School District Policy/Regulation 5206/5206.1 and CUPE, Local 728, Collective Agreement for more

information.

Bullying, Harassment and DiscriminationBullying, Harassment and DiscriminationBullying, Harassment and DiscriminationBullying, Harassment and Discrimination

The following applies to all workers, including permanent, temporary and casual. It applies to

interpersonal and electronic communication.

A worker has a duty to take reasonable care to protect the health and safety of themselves and

other persons, and as a result, a worker must take all reasonable steps to prevent where

possible, or otherwise minimize workplace bullying, harassment and discrimination.

A worker’s obligation to take reasonable care to protect the health and safety of themselves or

others includes:

• Not engaging in discrimination or bullying and harassment of other workers,

supervisors, the employer or persons acting on behalf of the employer;

SECTION THREE



• Reporting if discrimination or bullying and harassment is observed or experienced in

the workplace; and

• Applying and complying with the school district policies and procedures on

discrimination or bullying and harassment.

Refer to School District Policy/Regulation 7210/7210.1 and CUPE, Local 728, Collective Agreement for more

information. First AidFirst AidFirst AidFirst Aid

If first aid is required, employees should report to the first aid attendant. All employees

should report work related injuries to their supervisor. An employee injury/incident report

should be completed and forwarded to the Health and Safety Department. All claims should

be reported to the WCB within 3 days of injury.

SECTION THREE



Health Issues EAs are expected to surface clean the commode and change tablemat for the student with

special needs who is under their care. When cleaning these items, please adhere to the

following procedures for your own safety:

1. Use the spray provided to the school for surface cleaning (the administrator or custodian

can help you find and store this).

2. Protect yourself by wearing disposable vinyl or rubber gloves.

3. Use paper towels to wipe down the commode or mat.

4. Air dry.

5. Wash your hands thoroughly with soap and water.

If a more thorough cleaning of the commode is required, please ask the administrator to have the custodian clean it at the earliest convenient time. For information on communicable diseases, please refer to the “Communicable Disease Exposure Control Plan” found in the Human Resources webpage on the Hub.

Safety Issues

As an EA, you may find you have posted into a school where a student with special needs

may be potentially dangerous to themselves or to others. Yours and the student’s safety

will be addressed at the school level and a child specific Safety Plan will be developed by

trained District staff in collaboration with the administrator, the parent and staff working

directly with the student. This plan will itemize the specific actions to be taken by the

adults in the classroom so as to help prevent behaviour that may lead to inquiry and/or

mitigate risk. You will need to review this plan and sign it, indicating that you are aware of

the measures you need to take when working with that child. The Safety Plan promotes a

safe and healthy environment in which to work.

APPENDICES


Due Process

Due process refers to the idea that when you encounter difficulties within a system there is

a process that has been laid out for you to follow and that it is your right to follow in order

to resolve your difficulties. The shop steward is available for consultation at any stage of the

process.

As an EA/ABA SW, you will be required to work closely with and under the direction of a

qualified teacher. Should you have a disagreement with your supervising teacher or with any

other colleague, it is important that you follow a process in the settling of the problem.

1. First, address your concern to the classroom teacher or the other colleague. Most

problems can be resolved at this level if you are willing to communicate with the

individual involved. It is important to describe the situation and how it makes you feel

and why. Avoid criticizing the other person.

2. If the disagreement cannot be resolved between those involved, you may request

mediation by the Principal. It is important to inform the other person before you ask for

administrative intervention. This courtesy allows the Principal to deal directly with both

parties and to look for a mutually agreeable solution.

3. Hopefully, steps 1 and 2 will resolve the majority of all disputes. However, should this

not be the case, you must contact your union shop steward for additional advice and

assistance.

Please be sure to follow the above steps in order. This process is designed to settle disputes

as quickly and efficiently as possible and to protect your working relationships with your

colleagues.

The most effective support teams “check things out” with one another before action is taken!

APPENDICES


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(i) Do’s and Don’ts

(ii) Roles and Responsibilities

(iii) Maintaining Personal Space When Working with Students

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(i) Sample: EA Sub Book

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(i) Application for Leave of Absence - Non-Teaching Staff

(ii) Local Travel Expense Claim Kilometerage Reimbursement

(iii) Volunteer Driver Registration (Elementary)

(iv) Volunteer Driver Registration (Secondary)


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Do’s and Don’tsDo’s and Don’tsDo’s and Don’tsDo’s and Don’ts

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Work as part of the collaborative team. Act independently.

Be left alone in the classroom, for brief periods of time

under the direct/indirect supervision of another teacher

when the teacher is unexpectedly called away.

Be used as a substitute for teachers.

Work with individuals or groups of students without direct

supervision.

Present new concepts and skills without teacher

collaboration.

Be given specific intervention tasks, under the direction of

a teacher.

Be given primary responsibility for student.

Be involved in collaborative team meetings regarding a

specific student.

Be assigned to attend intervention collaborative

meeting in lieu of the teacher.

Be used to support the differentiated instruction in regular

classes, (e.g. class utilizing technology).

Be given primary responsibility for ensuring differentiated

instruction.

Be used to carry out tasks usually assigned to other staff

members in the building (e.g., clerical).

Help the teacher in supervising and arranging assemblies

and group field trips. Take individual students on school-

related errands, to job interviews, for recreation activities or

for shopping.

Take full responsibility for arranging and supervising field

trips, assemblies, or school-related errands.

Grade. Be responsible for assigning grades or marking

assessment (e.g., examinations).

Assist in setting up learning centers and preparing

instructional materials; provide input into the development

of Individual Education/Transition/ABS Plans.

Develop lesson plans, assignments, Individual Education

Plans, Positive Behaviour Support Plans etc.

Conduct observations and record data. Impose disciplinary consequences without consultation

with a teacher or administrator.

Be asked by the administrator to administer medication to

a student or assist with medical needs, (e.g. seizure

management where appropriate instruction has been

provided, insulin).

Treat injuries or other medical needs of a student without

permission from appropriate personnel as per district

policy and regulations.

Work with individual students or groups on language

development, as outlined by the speech/language

pathologist or teacher.

Assist in skill demonstrations with instructional strategies

for the class or small groups.

Design instructional strategies.

Inform classroom teacher or support teacher of student

learning difficulties and requests for help.

Report learning difficulties and requests for support to

anyone except the classroom or support teacher.

Participate in conferences with parents and others, if

requested by the teacher.

Communicate directly with parents and others about

student progress or difficulties (e.g., behaviour consult).

Enter information in a home/school communication book

when directed and signed by the teacher or administrator.

Enter information in a home/school book independently

(e.g., the teacher is responsible).


Appendix A (ii)Appendix A (ii)Appendix A (ii)Appendix A (ii)

(From Roles and Responsibilities of Teachers and Teacher Assistants: A BCTF/CUPE Joint Paper, 2004)

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The following are some specifics of the roles and responsibilities of teachers and teacher assistants,

and some roles and responsibilities that they share.

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• Designs instructional

program.

• Develops IEPs.

• Identifies responsibilities of

individual members of

student specific support

teams in terms of

participating in the

development,

implementation and

monitoring of the programs

as described in the IEP.

• Discuss learners’ strengths and weaknesses and

consider best possible areas

of program focus.

• Attend program planning

meetings, based on school

and district policies, to

assist with developing IEPs

and transition plans for

children and youth with

special needs.

• Shares relevant information

about the performance and

behaviour of individual

learners to support IEP,

transition and program

design.

• Plans learning activities. • Discuss objectives and goals.

• Discuss and clarify the ways in which the teacher

assistants can assist the

teacher with instructional

programs, classroom

management and

expectation setting for

students.

• Gathers relevant information

through working with student

or students to provide

feedback into the planning

process.

• Determines appropriate

modifications and

adaptations in line with

IEP.

• Work together to

adapt/modify curriculum and

resource material.

• Adapts strategies to accommodate individual

learner needs/styles.

• Provides instructional learning resources.

• Monitors and advocates for

the appropriate resources

necessary for the teacher

assistant to carry out

his/her duties.

• Collaborate in setting priorities for learning

resource development.

• Assists with development of

instructional learning

resources.


• Reviews and reinforces

learning activities for

concept and skill

development.

• Review learning resources

together to clarify and

share experiences and

expectations.

• Reviews and reinforces

learning activities using

lesson plans and learning

strategies developed by the

teacher/team to help students

master concepts and skills.

• Develops school- based

learning goals for

individuals and groups.

• Plan activities to meet

goals.

• Assists students with learning activities and/or independent

study projects developed by

teacher/team.

• Monitors and reports to

teacher/team on the

implementation of the

program.

• Designs learning and skill

development goals for

worksites and other

community- based settings.

• Plan activities to meet

goals.

• Share resources and concerns.

• Supports learning and skill

development activities in

worksite and community-

based settings.

• Establishes work plan priorities.

• Review plan daily and weekly.

• Set consultative meeting

times.

• Follows priority plan.

• Keeps teacher up to date on the implementation of the

program.

• Provides the teacher assistant with the requisite

information regarding the

classroom management

structure, discipline plan

and expectations for

students.

• Discuss and clarify classroom management

structure, discipline plan

and expectations for

students.

• Carries out work within developed structures and

plans, being consistent with

expectations for students in

the IEP.


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• Instructs, supervises and facilitates student learning.

• Discuss successful practice. • Facilitates student learning individually and in small

groups.

• Develops individualized, appropriate, behavioural

program.

• Models techniques for

teacher assistants to use in

providing instructional and

behavioural assistance.

• Discuss specific philosophy, techniques, strategies and

appropriate language.

• Implements the techniques

and strategies as

demonstrated.

• Documents, monitors and

reports to teacher/team on

implementation of the

program.

• Defines the use of specific techniques, strategies and

appropriate language, as

required in individual

situations.

• Discuss specific techniques, strategies, and appropriate

language.

• Implements specific

techniques, strategies, and

appropriate language.

• Seeks assistance of administrative officer to

provide a workplace for the

EA.

• Discuss workplace settings • Monitors effectiveness of

workplace settings and

reports changes to teacher

and/or administrative officer.


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• Ensures assessment and

learner profiles are current.

• Discuss information. • Carries out functional (informal) assessment

activities to assist the teacher

in developing learner profiles.

• Convenes/attends meetings

of student specific support

team.

• Discuss information with

the entire team.

• Attends meetings of student

specific support team during

the school day.

• Evaluates progress according to goals of IEP.

• Exchange information. • Observes and documents

learner strengths,

achievements and needs

through daily learning

activities.

• Assists in the collection of data for evaluating student

progress.

• Reports to parents

(a) informal, ongoing, and

(b) formal written reports.

• Discuss relevant confidential information.

• Provides information to

teacher for home/school

formal/informal

communications.

• Maintains required school,

school district and

provincial records.

• Clarify data requirements. • Assists in maintaining learner

records required by school,

school district or provincial

policy.


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• Documents and shares

workplace concerns.

• Discuss concerns to facilitate early problem

solving through informal and

regularly scheduled

meetings, during the work

day.

• Documents and shares

workplace concerns.

• Remains current in school,

district and provincial

policies and procedures.

• Reviews and monitors that

policies are being

implemented.

• Shares information.

• Follow guidelines established by the

school/district to protect the

safety and wellbeing of

children, youth and staff.

• Remains current in school,

district and provincial

policies and procedures.

• Reviews and monitors that

policies are being

implemented.

• Shares information.

• Shares current student related information on

behaviour, social,

emotional and physical

health on an as need basis.

• Requests that appropriate health or other training is

provided to support staff.

• Maintain confidentiality.

• Support occupational and physiotherapists, speech-

language pathologists, vision

and hearing impaired

specialists and nurses in the

delivery of required services.

• Follow established protocol

and collective agreements

regarding administration of

medicine and/or medical

procedures.

• Carries out personal and health care routines as

directed.

• Carries out specific procedures only if

appropriate training has been

provided.

• Follows all established

reporting procedures.


Appendix Appendix Appendix Appendix AAAA (i(i(i(iiiiiiiii))))


Appendix B (i)Appendix B (i)Appendix B (i)Appendix B (i)

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Every school office should have an up-to-date EA Sub Book available for each student who

has an EA assigned to work with them. Blank EA Sub Books for both Elementary and High

School are available to print from the Surrey Schools Website in the EA Resources Folder:

https://www.surreyschools.ca/departments/EDSC/StudentSupport/SpecialEducation/Pages/defaul

t.aspx

The following sample images are pages from an EA Sub Book.


Appendix C (i)Appendix C (i)Appendix C (i)Appendix C (i)


Appendix C (ii)Appendix C (ii)Appendix C (ii)Appendix C (ii)


Appendix C (iii)Appendix C (iii)Appendix C (iii)Appendix C (iii)


Appendix C (iv)Appendix C (iv)Appendix C (iv)Appendix C (iv)

Revised August 2015 Student Support - Education...

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