Safford Unified School District

Safford Public Schools Mission Statement

All students will be contributing and responsible citizens

-by-

communicating effectively with others,

demonstrating appropriate social, leadership, and decision making skills in working with others,

using a variety of methods to identify and solve problems,

having high self-esteem,

acquiring and practicing values that include: high expectations, string work ethics, respect, concern for others, and honesty,

and

being physically and emotionally fit.

ETHICS

In order to protect the rights of individuals and their families, instructional assistances must be aware and practice ethical behavior. They must maintain confidentiality and protect and promote the rights of the individuals to due process, dignity, privacy and respect. Instructional assistances must also demonstrate honesty, loyalty, dependability, cooperation, accountability, and willingness to learn.

CODE OF ETHICS

RESPONSIBILITIES

Engage in only those instructional and non-instructional activities as assigned by teacher, school, and district.
Keep confidential student information.
Refer concerns expressed by parents, individuals, or others to the supervising teacher.
Recognize that the supervising teacher has the ultimate responsibility for instruction and management and follow the prescribed directions.
Help to see that the best interests of individual students are met.
Implement student schedules, instruction, and goals as outlined by supervising teacher.
Follow safety procedures concerning student welfare and safety.
Follow through on paperwork (data collection, Medicaid) as assigned by supervising teacher.

RELATIONSHIPS WITH INDIVIDUALS AND PARENTS

Discuss a child’s progress, limitations, and/or educational program only with the supervising teacher in the appropriate setting. (Never in front of students)
Do not communicate progress or concerns about the individual student to parents.
Express differences of opinion with the supervising teacher only when students or parents are absent from the room.
Discuss school problems and confidential matters only with appropriate personnel at the appropriate time.
Do not engage in discriminatory practices based on an individual’s disability, race, sex, cultural background, or religion.
Respect the dignity, privacy, and individuality of all students, parents, families, and staff members.
Be a positive role model.

RELATIONSHIP WITH THE TEACHERS

Recognize the teacher as the supervisor.
Establish communication and a positive relationship with all of the teachers.
Discuss concerns about the teacher or teaching methods directly with the teacher involved.
When problems cannot be resolved, utilize the school’s or district’s due process procedures.

RELATIONSHIP WITH THE SCHOOL

Engage in behavior management strategies which are consistent with standards established by the local school or district.
Accept responsibility for improving skills.
Know and follow school policies and procedures. This should include individual site dress codes as pertained to staff handbook.
Represent the school in a positive manner.
Understand that the supervising teacher is accountable to the principal – and the principal has the responsibility to recommend for hiring and firing.

THE TWELVE GUIDING PRINCIPLES OF EXCEPTIONAL CHARACTER

Adaptability - Ability and willingness to change. Put oneself in harmony with changed circumstances. Be ready and willing to adjust as necessary to the changes in people and circumstances that arise in daily life.

Compassion - Kindness. Desire to help others in distress. Show kindness and concern for others in distress by offering help whenever possible.

Contemplation - Giving serious consideration to something. Think things through with proper care before taking action.

Courage - Bravery. Willingness to put one’s beliefs into practice, the capacity to meet danger without giving way to fear. Face difficulty or danger and express your beliefs even if you are afraid.

Honesty - Truthfulness, sincerity. Act or condition of never deceiving, stealing, or taking advantage of the trust of others. Be truthful in all that you do and never deceive, steal or take advantage of the trust of others.

Initiative - Eagerness to do something. Take responsible action on your own, without prompting from others.

Loyalty - Faithfulness, dependability. Quality of being faithful to another person in the performance of duty; adhering to a contract with another person. Show others that you are dependable when you have a commitment to them.

Optimism - Positive beliefs. Inclination to take a hopeful view or think that all will work out for the best. Strive to be positive in your beliefs about yourself, others, and the future.

Perseverance - Hard work. Quality of trying hard and continuously in spite of obstacles and difficulties.

Respect - Regard, value, admire, and appreciate. Special esteem or consideration in which one holds another person or thing. Show regard for yourself, others, and the world around you.

Responsibility - Accountability. Consider oneself answerable for something. Demonstrate that you consider yourself to be accountable for your actions and that you follow through on your commitments.

Trustworthiness - Reliability. Dependable, deserving of trust and confidence.

JOB TITLE:Aide II

REPORTS TO:Principal/Assigned Teacher

JOB DESCRIPTION:

Instructs small groups of students under direction of teacher.

SPECIFIC DUTIES AND RESPONSIBILITIES:

Assists in tutoring students under the direction of the teacher.
Provides positive reinforcement for students.
Assists the teacher in maintaining proper classroom control.
Escorts students from place to place on and off campus.
Supervises students during lunchand recesses, as assigned.
Works assigned schedule and is punctual.
Assists in special class presentations, field trips, and activities as requested.
Maintains confidentiality.
Demonstrates professional and personal demeanor.
Handles routine clerical work as assigned (ie. DSC, copying documents, data collection).
Prepares instructional materials as requested by the teacher.
Assists in lifting and bathrooming students as necessary.
Follows and enforces school and District regulations and policies.
Assists willingly in other programs.
Performs health aide services as assigned.
Takes initiative and performs independently.
Performs other duties as may be assigned by the supervisor.

WHAT ARE MY RESPONSIBILITIES OR DUTIESAS AN INSTRUCTIONAL ASSISTANT?

The Instructional Assistant MAY:

Assist students in performing activities that have been initiated by the teacher.

Assist with group and individual activities concerning academic instruction.

Assist students by following the Individual Education Program (IEP) under the supervision of the teacher.

Supervise students moving from place to place on and off campus. (i.e. field trips, community based activities)

Assist in organization and preparation of instructional materials.

Assist in educational demonstrations for the class or small group.

Provide special instructional help to specific students.

Assist in supervising free time activities, recess, hall monitoring, etc.

Assist teacher in scoring objective tests and papers and keeping appropriate records.

Escort students on educational field trips outside the classroom with the regular or special ed teacher.

Assist with classroom management; work together in rewarding appropriate behavior, following teachers discipline procedures.

Supervise individual activities and maintain group focus while the teacher works with individual children.

Attend staff meetings as directed by supervisors (principal, teacher, and special education administrator).

Assist with healthcare of each student, i.e., tube feeding, hygiene, oral feeding, diaper changing, etc.

Assist in lifting students as necessary, following proper lifting techniques.

Submit logs and documentation needed to create billing claims for the Medicaid Direct Service Claiming (DSC).

NON-CRISIS INTERVENTION

If you have been trained, then you must use the techniques for Non-Crisis Intervention with students. If you have not been trained in the correct procedures by the proper district personnel, you may not use the techniques.

NON-AVERSIVE BEHAVIOR MANAGEMENT

Following are some techniques for maintaining control when you work with students.

Tell them what you are going to be doing.

Set up rules and behavior before you start.

Stick to the rules.

Provide proximity (quietly move toward the child’s space).

A touch on the shoulder or arm, a meaningful glance in the direction of the offender or a pause, will often be enough of a reminder that a behavior rule is being broken.

Don’t threaten unless you can and will carry out the threat. If you threaten non-participation from the group for an action and the action is repeated, you had better be ready to exclude the student from the group. It is always better not to threaten. Do not put yourself on the spot.
Ignore as much “incorrect” behavior as you can as long as it does not interfere with the objective set up for the group. For example, if a student chooses to do math problems from the bottom of the page to the top, ignore it as long as the problems are being done.

Observe and discuss with your teacher the techniques he/she is implementing in the classroom for maintaining discipline. You follow through or carry out the same management program so that consistency is accomplished.

HANDLING UNACCEPTABLE BEHAVIOR

Even in a classroom with a well-prepared instructional assistant there will still be instances of unacceptable behavior displayed by some students. The guidelines presented here will help you to handle such situations with a minimum of conflict and will enable you to retain the respect and the trust of the students. Whatever the age of the students, the location of the school or the specific duties assigned to you, students are more likely to cooperate if you keep these guidelines in mind:

Be calm and objective.
Calm down the student or the group.
Determine the facts rather than the opinions.
Help the student(s) evaluate the problem.
Give the student(s) the benefit of the doubt.
Drop the matter when it is settled.
Be dignified and firm. Expect cooperation.
Take the offender aside and speak to him/her in private.
Keep your sense of humor.
Separate your attitude toward the student from your attitude toward the behavior.

BEST PRACTICES FOR BEHAVIOR MANAGEMENT

Crisis management in the context of behavior management is defined as the methods used by school personnel to respond to imminent danger to the student, other students or staff. The two most commonly used methods of crisis management are restraint (either physical or mechanical) or seclusion of the student.

Use of Seclusion

**must be approved by teacher, or principal, or designee

The use of seclusion is to be used only when student is disrupting the educational process with severe behavior such as physical or verbal outbursts (i.e. screaming, kicking, hitting towards self or others)

Designated area at school site used for seclusion must be free of objects that could cause harm, must provide for adequate visual and audio supervision of the student, must provide adequate lighting and ventilation, and must not be locked.

Any area used for seclusion must comply with State Fire Code.

School personnel must observe the student at all times during the seclusion period and reassess the child every thirty (30) minutes. When seclusion continues beyond the second assessment, a supervisor must review and approve continued seclusion.

The student must be released from seclusion as soon as the student regains self-control. The student may use calming skills to gain self-control before leaving seclusion.

If seclusion is necessary, parents and administrators must be notified within the same school day and a written notice that includes the circumstances that preceded the behavior, the behavior, the length of time the student was secluded, the location of the seclusion, and the person who observed the student during the seclusion must follow. When a student has been in seclusion for longer than one (1) hour, parent contact must be initiated immediately.

A debriefing with affected staff, parents, and if appropriate, the student shall be conducted with in 2 school days. During the debriefing, a determination must be made regarding the need for a functional behavior assessment (FBA).

Each incident must be recorded in teacher designated documentation log.

A student who has required crisis management by the school staff more than (3) times ina semester must have a functional behavior assessment (FBA) and, if appropriate, a behavior intervention plan (BIP) within a reasonable time following the third (3rd) incident.

Prohibited Uses of Seclusion

Seclusion is not to be used as punishment for violations of school rules, for repetitive behaviors, or because of teacher/staff anger toward the student.

Seclusion is not to be harsh, severe, or out of proportion with the offense committed and the age and physical condition of the student.

Seclusion is not to be used to prohibit reasonable access for the care of the student’s bodily needs.

Seclusion must not deny a free, appropriate public education to students with disabilities through excessive or extensive use.

Use of Physical and Mechanical Restraints

**must notify teacher, or principal, or designee

Physical restraint is defined as the application of physical force by one (1) or more individuals that prevents or significantly restricts a student’s movement.

Mechanical restraint is defined as the restriction of movement by devices such as straps, duct tape, cords, or garments. Not to be included in this definition are:

Restraints used in schools for the purpose of providing support to students’ orthopedic and assistive technology needs in order to permit them to learn and participate in school activities as identified in an individualized education program (IEP).
Restraints, such as weighted vests or blankets, identified by an IEP team as appropriate for a student to enhance participation in learning activities. Teacher must approve the use of such restraints. Example: weighted blanket for sensory input that a student requests.
Vehicle safety restraints used in accordance with state and federal regulations.

Physical restraint is to be a last resort emergency safety measure used only in a n emergency situation when a student is imminently dangerous to him/herself or others. Instances where reasonable and appropriate restraint may be used include, but are not limited to:

Breaking up a fighting;
Taking a weapon away from a student;
Briefly holding a student to clam and comfort the student;
Applying minimum contact necessary to physically escort a student from on area to another;
Assisting a student in a completing a task or response if the student does not resist or resistance in minimal in intensity or duration;
Momentarily holding a student in order to prevent an impulsive behavior that threatens the student’s safety, the safety of others, or the destruction of property.

Personnel using the restraint must take extreme care to provide for the safety and comfort of the student during the restraint procedure.

Personnel authorized to use restraints must have been extensively and repeatedly trained by personnel who have maintained approval by a training program to provide training (NCI) in:

Alternatives to restraint (e.g. de-escalation strategies, and problem-solving techniques);
The proper use of the restrain, and;
Safety precautions and procedures for continuous monitoring of a student by a third party during restraint.

The student must be released from the restrain as soon as the student regains self-control.

If restraint is necessary, parents and administrators must be notified within the same school day and a written notice that includes the circumstances that preceded the behavior, the behavior, the length of time the student was restrained, the location of the seclusion, and the person(s) who observed the student during the restraint.

A debriefing with affected staff, parents, and if appropriate, the student shall be conducted with in 2 school days. During the debriefing, a determination must be made regarding the need for a functional behavior assessment (FBA).

Each incident must be recorded in teacher designated documentation log.

A student who has required crisis management by the school staff more than (3) times ina semester must have a functional behavior assessment (FBA) and, if appropriate, a behavior intervention plan (BIP) within a reasonable time following the third (3rd) incident.

Prohibited Use of Physical and Mechanical Restraints

Physical and mechanical restraints, such as prone restraint, that places excess pressure on the chest or back or impedes the ability to breathe or communicate are prohibited.

The use of mechanical restraint by staff member who has not been trained in the use of restraints is prohibited except when the case is one presenting extreme danger to the student or to others, and:
The restraint is not out of proportion to the danger, the age, and the physical condition of the student;
The restraint is not used to prohibit reasonable access for the care of the student’s bodily needs.
Restraints that provide support to a student’s orthopedic needs shall not be used as a means of punishment for noncompliant behaviors.

Corporal Punishment

Corporal punishment is defined as the deliberate infliction of pain intended to discipline or reform a person’s bad attitude and/or behavior.

Corporal punishment is prohibited.

REPORTING SUSPECTED CHILD ABUSECASES

All school personnel are legally obligated to report ALL suspected incidences of child abuse. All suspected cases SHOULD BE REPORTED TO YOUR SUPERVISOR IMMEDIATLY!

The Instructional Assistant SHALL NOT:

Be responsible for the diagnostic and programmatic functions of the classroom.
Be responsible for preparing lesson plans and initiating original concept instruction.
Be responsible for assigning grades to a student.
Treat injuries or other medical needs of students without permission from appropriate personnel.
Regulate pupil behavior by using own disciplinary plan without permission from the appropriate personnel.
Leave students who need supervision unattended at anytime.
Relate any student information to persons who are not directly working an individual student.
Discuss student educational information with anyone other than with supervising teacher.

CELL PHONE USE

Cell phones are not to be used during working hours. The phone must be kept out of site and not to be used around students. Prior permission to use may need to be obtained by your building principal.