TEACHER ASSISTANT TRAINING GUIDELINES

Transcription

1 TEACHER ASSISTANT TRAINING GUIDELINES The following guidelines are suggestions for training teaching assistants. Training needs and content will vary from unit to unit. I. Safety A. Pedestrian travel: Cross at crosswalk or corners, use sidewalks, walk against traffic, consider response time of students, and consider mobility needs of individual students. B. Monitoring students: Be aware of level of care and supervision needed for individual students. C. Emergency procedures: Carry emergency care information on all community outings. Be sure office notification form or appropriate communication substitute is completed prior to leaving school. (Post in room, post on door, leave in office, etc.). D. Follow campus procedures for dispensing and storing student medication (see TEA guidelines). II. Behavior Management (See Special Education Operating Guidelines) A. Physical containment is to be used as a last resort to be used only if student, co-workers, and/or supervisors are at risk of being hurt. SAMA and TBSI training must be completed if physical containment is used. B. Implement student Behavior Intervention Plan (BIP) and classroom management system consistently. (Read and have a copy of each student s current behavior guidelines, BIP, FABA.) C. General Thoughts for addressing behavior: III. Transportation 1. When faced with non-compliance, give choices: Guide away from other people to quiet place. Allow student(s) to have down-time. 2. Correct quietly so as not to draw negative attention. 3. Make expectations clear and be consistent. 4. All behavior is communication. Look at what student is doing and try to determine what he/she is communicating. 5. Within reason, allow student to be in control. Be flexible. Don t have my way is only way attitude. Allow for variations where possible. 6. Establish relationship with students so that they want to comply and participate. 7. Use nonverbal visual cues to remind students of behavior. 8. Goal is to redirect student to meaningful human interactions, not just task completion (so that students value human interactions). 9. Seek support from other staff if student is not responding to intervention strategies attempted. A. Public Transportation (Capital Metro)- Off campus 1. Know the bus route/schedule, etc. 2. Encourage students to be as independent as appropriate to ability level 3. Know student goals for bus riding (See Task Analyses),i.e.: Showing bus identification Recognizing landmarks Pulling cord to stop Recognizing bus number Exiting to rear Not sitting in handicapped seats

2 Demonstrating appropriate social behavior Asking driver for assistance e.g., if lost, route information 4. Allow students to learn from their mistakes (natural consequences) if safe and appropriate B. Automobile Use of private vehicles is allowable only with administrative approval. (Your willingness to use your private vehicle in transporting students is appreciated; however, it is highly discouraged.) You may not be reimbursed for gas, mileage, and/or damages by the Austin Independent School District. You must have administrative approval prior to use of private vehicle. You will be required to submit your insurance information to the teacher. If you choose to use your private vehicle, it will be necessary for you to sign the attached statement documenting your understanding of personal liability. Field trip/community based instruction form, which covers these activities, must be signed by parent or legal adult student and on file in the student s special education folder. Proof of completion of Defensive Driving course is required. IV. Knowledge of IEP Objectives for Students Review IEP goals and objectives with data collection system with special education teacher. Know goals/objectives to be targeted in different environments of school, community, and/or work, and the expectations for documentation/data collection. V. Community Based Vocational Instruction: Know. Location Contact person Student duties and work routine Amount of supervision required (direct and/or indirect) Dress requirements Transportation routine teacher must be notified if routine is changed Behavior management procedures Prompting level: model job, train, prompt, fadeout How to allow and encourage natural supervision by job site employees, as possible IEP goals/objectives to be addressed Documentation/data collection requirements VI. Community Based Instruction: Know site (evaluate site and desired activity) grocery list, pictures, etc. Encourage student independence by using shopping lists, pictures, task cards, alternative forms of communication Allow for natural consequences to occur Allow students to handle money as independently as possible Allow students to communicate independently, e.g., communication boards, pictures, etc. IEP goals/objectives to be addressed Documentation/data collection requirements VII. Communication and Documentation A. Maintain log of CBI and CBVI activities (see examples in Life Skills Handbook) B. Communicate any irregularities on CBI and CBVI activities to teacher upon return to campus. C. Maintain data collection systems as specified by classroom teacher. D. Communicate regularly with classroom teacher (your observations, concerns, thoughts)

3 E. Do not communicate directly with parents without administrative or teacher participation. This is a protection for you due to the highly confidential nature of some information and the litigious nature of special education. F. Assist in maintaining communication log VIII. Campus and/or District Policies: Read faculty handbook Follow absence routines (who to call and when) Duty day (lunch, break). o Teaching assistants work an 8-hour day (8 ½ hours if they have a duty free lunch). If work circumstances permit, a 30-minute duty free lunch will be provided. If a duty free lunch is provided, it is without pay. If a 30-minute duty free lunch is not possible due to work circumstances, time taken for lunch while on duty will be counted as hours worked. (See AISD classified employee guidelines) o Two breaks a day of up to 15-minutes maximum may be provided but are not required. Breaks may not be used to extend duty free lunch and may not be combined to allow for longer break (See attached). Read AISD employee evaluation information. (See attached). Faculty meetings check with administrator as to whether or not you are to attend faculty meetings. Special Ed. Team meetings. Check with campus special education team lead or campus administrator as to whether or not you are to attend special education team meetings. IX. Suggestions for Additional Resources: Read Gentle Teaching article available through your community teacher. Contact Rosedale School for Gentle Teaching information. Expanding Traditional Roles in Vocational Work Experience Programs, A Course of Preparation for Para- Educators available through your instructional coordinator. (See The Unique Role of the Paraprofessional Handout). TBSI training SAMA training Medical procedures training

4 Teaching Assistant Roles and Responsibilities Agreement I understand my responsibilities as a teaching assistant include the following: Meet and load buses Folder paperwork as assigned Update student resumes Small group instruction Large group instruction Assist in PE times Supervise lunch Student feeding Student toileting Changing diapers Behavior Management Bus training Administer medication Provide emergency medical assistance Assist with student grooming Monitor students during transition Monitor students in out classes Materials preparation and copying Maintain classroom appearance and sanitation Attend staff meetings Job coaching Work day time ( ) Supervise intern sites Break times ( ) Community training Record keeping (logs, grades, behavior plans) Maintain equipment Prepare bulletin boards Collect data on students Assist with lunch money Read teacher lesson plans Read student goals and current AARD Accounting Develop intern/job sites Parent Communication Initiate class or take over class if teacher is detained or called away Other duties as assigned Teaching Assistant Teacher

5 I have received instruction on the following areas for school/community based instruction/community based vocational instruction and have received a copy of the duties and responsibilities as a teaching assistant in an Life Skills classroom. Safety Behavior Management TBSI Transportation Student IEP objectives Documentation SAMA Medication Campus policies CBVI Community Based Instruction Teaching Assistant Teacher

6 In the event that a private vehicle is used, I understand that the Austin Independent School District is not responsible or liable for any damages or injuries sustained by my passengers or me. Teaching Assistant Teacher