Middle Schools

East Middle School—268-6500

North Middle School—268-6525

High Schools

C.M. Russell High School—268-6100

Great Falls High School—268-6250

Paris Gibson Education Center—268-6600

A complete list of District schools, offices, and staff, along with contact information, is available on the website.

THE BOARD OF TRUSTEES

The Board of Trustees is composed of seven elected officials who serve as the governing body for the District. They establish the broad operating policies under which the District functions, drawing on the counsel and advice of the District’s chief administrator, the Superintendent of Schools.

Administration of the District’s operations is delegated by the Board of Trustees to the Superintendent of Schools. The Superintendent is assisted in this task by a staff of District educational, business, and financial administrators; managers; supervisors; professionals; and others in a variety of areas.

The Board of Trustees meet the 2^nd and 4^th Mondays most months of the year. A listing of meetings, agendas and minutes can be found at this website:

http://www.gfps.k12.mt.us/DistrictInformation/Board/MeetingsAgendas.html

BOARD PERSONNEL GOAL

The Board believes that highly skilled and committed personnel are the District’s greatest asset. Therefore, the District will provide leadership in human resource and personnel practices that make the District the employer of choice in Montana. The Board seeks always to employ highly qualified individuals for all positions in the District.

GENERAL EXPECTATIONS

· Always be prompt both in reporting for work and in completing assigned tasks. If an emergency makes it necessary for you to be late to work or leave early from work, notify or ask your supervisor for permission as soon as possible.

· Establish a good attendance record. Only be absent from work when it is absolutely necessary or when you are on a pre-approved leave.

· Courtesy and cooperation are two basic elements of success in your job and every job in the District. Be courteous and cooperative with the public, fellow workers, prospective employees, teachers, students, and parents who are all a part of the District you serve.

· Maintain open lines of communication. If any instructions given by your supervisor are not clear, ask for further explanation to make certain that you understand exactly what is expected of you.

· Try to be as clear and concise as possible when explaining matters to the public and to your fellow employees. Use language that can be understood by everyone and avoid using slang or jargon.

· Always try to work carefully. Mistakes can be costly and at times, dangerous. If you make a mistake, be sure to find out exactly what happened and how to avoid making the same mistake again. Notify your supervisor of the mistake.

· Remember to keep all District business confidential. While many things that happen at the District are a matter of public record, releasing information about them is the responsibility of specific offices and individuals. Refer any unusual requests for information to the appropriate authority.

· Dress appropriately for your type of work. Maintain a well-groomed, modest, clean, neat, and business-like appearance at all times. Remember, you are representing the District to students and the public.

· GFPS believes that employees’ concerns are usually most effectively addressed at the lowest possible level within the organization. Therefore, employees are ordinarily expected to address issues and concerns with their immediate supervisor first. If the issue cannot be resolved at that level, the employee should move to the next level within that employee’s chain-of-command. Board Policy 5215 further delineates the formal Complaint Procedures.

SPECIFIC OPERATIONAL INFORMATION

ABSENCES

Notification of Absences

It is extremely important that you do the following for any unanticipated absence:

· Notify your supervising teacher. Phone ________________________

· Call 268-6029 to notify the Paraeducator Substitute Clerk of your need for a substitute. Leave your name, school site, scheduled hours and the name of your supervising teacher.

· Notify the secretary at the school at which you are scheduled to work as notification that you will be out. Phone ___________________________________

For anticipated absences, contact your supervisor in advance to discuss the procedures he or she expects and to complete necessary paperwork.

Bereavement Leave

Paraeducators shall be allowed to use up to five (5) days of bereavement leave for each occurrence of death in the employee's immediate family. Immediate family shall be defined as father, mother, sister, brother, spouse, child, spouse's child, spouse's father, spouse's mother, grandparents, grandchildren, brother's wife, sister's husband, spouse's sister or spouse's brother, child’s spouse, step child’s spouse. An Administrative Approval Form (Appendix A) must be completed for this leave. Vacation or leave without pay may be requested for the death of a person not listed above. Verification for bereavement absences may be requested by the District.

Family Medical Leave (FMLA)

Eligibility

An employee is eligible to take FMLA leave if the employee has been employed for at least twelve (12) months, and has worked at least one thousand two hundred fifty (1,250) hours during the twelve (12) months immediately prior to the date when the leave is requested. Employees will be required to use appropriate paid leave while on FMLA Leave. Workers Compensation absences will be designated FMLA Leave. At the discretion of the Superintendent, medical certification may be required to determine FMLA initial or continued eligibility as well as fitness for duty.

Length/Purpose of Leave

In accordance with provisions of the Family Medical Leave Act of 1993 (FMLA), a leave of absence of up to sixty (60) work days during a twelve-(12)-month period may be granted to an eligible employee for the following reasons: 1) birth of a child; 2) placement of a child for adoption or foster care; 3) a serious health condition which makes the employee unable to perform functions of the job; 4) to care for the employee’s spouse, child, or parent with a serious health condition; 5) because of a qualifying exigency arising out of the fact that the spouse or a son, daughter, or parent of the employee is on active duty (or has been notified of an impending call or order to active duty) in the Armed Forces in support of a contingency operation.

Servicemember Family Leave

Subject to Section 103 of the FMLA of 1993, as amended, an eligible employee who is the spouse, son, daughter, parent, or next of kin of a covered servicemember shall be entitled to a total of twenty-six (26) workweeks of leave during a twelve-(12)-month period to care for the servicemember. The leave described in this paragraph shall only be available during a single twelve-(12)-month period.

(Refer to policy 5328 & 5328P)

Holidays

Paraeducators are paid for the hours normally worked on these holidays in accordance with

MCA 20-1-305: New Year's Day (January 1); Memorial Day (last Monday in May); Independence Day (July 4 and only if working immediately before and after July 4); Labor Day (first Monday in September); Thanksgiving Day (fourth Thursday in November); and Christmas Day (December 25).

Jury/Witness Duty Leave

A Paraeducator who is summoned to jury duty or subpoenaed to serve as a witness may elect to receive regular salary or to take annual leave. An employee who elects not to take annual leave, however, must remit to the District all juror and witness fees and allowances (except for expenses and mileage). An Administrative Approval Form (Appendix A) must be completed for this leave.

Medical Leave of Absence

Paraeducators may use sick leave for long-term illness or temporary disability, and, upon the expiration of sick leave, the Board may grant a Medical Leave of Absence. A Medical Leave of Absence, if granted, shall commence only after sick leave has been exhausted. The length of the Medical Leave of Absence is for a period of up to one school year, but no longer than the last day of the current school year, and may upon request, be renewed or extended by action of the Board. (Refer to Board Policy 5329 for more information.)

Military Leave

Pursuant to the Uniformed Services Employment and Reemployment Rights Act (USERRA) and the Montana Military Service Employment Rights, the Superintendent shall grant military leave to employees for voluntary or involuntary service in the uniformed services of the United States, upon receipt of the required notice. (Refer to Board Policy 5322 for more information.)

Sick Leave

Paraeducators shall be granted sick leave benefits in accordance with § 2-18-618, MCA. For Paraeducators, “sick leave” means a leave of absence, with pay, for a sickness suffered by an employee or a member of his or her immediate family. The employees’ immediate family shall be defined as father, mother, sister, brother, husband, wife, son, daughter, step-son, step-daughter, spouse’s father, spouse’s mother, grandchildren, grandparents, brother’s wife, sister’s husband, spouse’s sister, spouse’s brother, child’s spouse, step child’s spouse.

Paraeducators are not entitled to be paid for sick leave until they have been continuously employed by the District for ninety (90) days.

A Paraeducator who terminates employment with the District is entitled to a payment equal to one-fourth (1/4) of the accumulated sick leave at the Paraeducator’s hourly rate. Paraeducators are only eligible for this payment after being continuously employed by the District for ninety (90) days.

Abuse of sick leave is cause for disciplinary action or dismissal.

Vacation

Paraeducators shall accrue annual vacation leave benefits in accordance with §§ 2-18-611, 2-18-612, 2-18-614 through 2-18-617 and 2-18-621, MCA. Nothing in this policy guarantees approval of the granting of specific days as vacation leave in any instance. Each request will be judged by the District in accordance with staffing needs. Paraeducators who have worked for the District less than six (6) calendar months will accrue vacation benefits, but cannot use them until after six (6) calendar months.

Annual leave time accrued as per state law and that not used at the time of termination shall be paid to the Paraeducator at the Paraeducator’s hourly rate if the Paraeducator has been employed by the District for six (6) calendar months.

Use of vacation must be requested in advance on the Vacation Request Form. (Appendix B)

Without Pay

Leave Without Pay may not be taken in lieu of accrued sick and vacation leave. If an absence is due to a sickness suffered by an employee or a member of his or her immediate family (as defined in policy), then sick leave must be indicated on the time card. If the employee has met the conditions noted in the vacation policy, has accrued vacation leave and must be gone, then vacation must be indicated on the time card.

BREAKS AND LUNCH

Breaks and lunch must be arranged with the supervising teacher. The time will be dependent on the classroom and building circumstances. Do not include your lunch break in your work hours on your time card.

COMMUNICATION

The District seeks to communicate and collaborate with students, staff, parents and the community at large to ensure sound, trusting relationships. Internal and external communications are important to creating open, two-way communication among the Board of Trustees, administration, staff, students, parents and the GFPS communities.

To that end, Paraeducators are encouraged to access the Newsbits and the District website regularly as they serve as major means of communication for the District.

The District website is: www.gfps.k12.mt.us

Newsbits can be found at: http://www.gfps.k12.mt.us/DistrictInformation/Newsbits/News.html

DISTRICT AND PERSONAL PROPERTY

All staff members are encouraged to exercise continuous and vigilant care of all district-owned property.

Incidents of theft or willful destruction of district property through vandalism or malicious mischief should be reported immediately to the building principal.

It is your responsibility to ensure that your handbag, wallet, and other personal property are kept in a safe place. The District shall not assume responsibility for the maintenance, repair or replacement of any privately-owned property brought to a school or District function unless the use or presence of such property has been specifically requested in writing by the Superintendent. (See Board Policy 8320 for more information.)

CHECK IN/CHECK OUT AND TIMECARDS

Paraeducators are to follow building procedures for checking in at the start of the shift and checking out at the conclusion of the shift. Checking in and out indicates the aide’s actual physical presence and therefore must be done exclusively by the employee. The timecard must coincide exactly with physical presence or with leave taken. Falsifying timecards will not be tolerated and will result in discipline or discharge.

CHILD ABUSE AND MANDATORY REPORTING

Paraeducators who have reasonable cause or reasonable suspicion to believe that any child under 18 years of age with whom he/she has come in contact has suffered abuse or neglect, or that any adult with whom he/she is in contact has abused a child, shall immediately orally report to the Department of Family Services or local law enforcement agency. The building principal is also to be immediately informed. An employee does not discharge the obligation to personally report by notifying the principal. Hot Line # 866-820-5437

Failure to report a suspected child abuse is a violation punishable by law and by District disciplinary action up to and including dismissal. (Refer to Policy 5232)

A staff member who, based on reasonable grounds, participates in the good-faith making of a child abuse report shall have immunity from any liability, civil or criminal, that might otherwise be incurred or imposed as provided by law.

COMPLAINT PROCEDURES

Staff member complaints contending a violation, misinterpretation, or inappropriate application of District personnel policies and/or administrative regulations should be directed to the building principal for informal discussion and resolution.

If the complaint is not resolved informally, formal complaint procedures may be initiated by staff in accordance with Board policy and administrative regulations. (See Board Policy 5215 for more information.)

COMPENSATION

The Board shall determine the salary and wages for classified personnel.

For 2011-2012, the hourly wage schedule is: Level A = $9.88 Level B = $10.20 Level C = $10.54

Employees will move from Step A to Step B on the salary schedule on hire effective date after working during the previous school year as a Paraeducator. Employees will move from Step B to Step C on the salary schedule on hire effective date after working during the previous 5 school years as a Paraeducator.

Payday for Paraeducators shall be the last working day of each month. If payday falls on a holiday or weekend, the last day worked prior to the holiday or weekend will be considered payday.

CRIMINAL RECORDS

Any Paraeducator recommended for hire shall submit to a name-based and fingerprint criminal background investigation conducted by the appropriate law enforcement agency. Employment is contingent upon results of the fingerprint criminal background check, which must be acceptable to the Board, in its sole discretion. Any requirement of an applicant to submit to a fingerprint background check shall be in compliance with the Volunteers for Children Act of 1998 and applicable federal regulations.

DISCIPLINE AND DISCHARGE

Paraeducators who fail to fulfill their job responsibilities or follow the reasonable directions of their supervisors or who conduct themselves on or off the job in ways that affect their effectiveness on the job or in other such ways that the law determines to be good cause shall be subject to discipline. Behavior, conduct or action which may institute disciplinary action or dismissal may include, but is not limited to, reasonable job-related grounds based on a failure to satisfactorily perform job duties, disruption of the District’s operation, or other legitimate business reason. (See Board Policy 5255 for more information.)

DRESS AND GROOMING

Paraeducators are expected to be neat, clean, and to wear appropriate dress for work that is modest, in good taste and suitable for the job at hand.

DRUG-FREE WORKPLACE

All District workplaces are drug- and alcohol-free workplaces. All employees are prohibited from:

· Unlawful manufacture, dispensing, distribution, possession, use, or being under the influence of a controlled substance while on District premises or while performing work for the District.

· Distribution, consumption, use, possession, or being under the influence of alcohol while on District premises or while performing work for the District.

For purposes of this policy, a controlled substance is one which is:

· not legally obtainable;

· being used in a manner different than prescribed;

· legally obtainable, but has not been legally obtained; or

· referenced in federal or state controlled substance acts.

As a condition of employment, each employee shall:

· abide by the terms of the District policy respecting a drug- and alcohol-free workplace; and

· notify his or her supervisor of his or her conviction under any criminal drug statute for a violation occurring on the District premises or while performing work for the District, no later than five (5) days after such a conviction.

District Action Upon Violation of Policy: An employee who violates this policy may be subject to disciplinary action, including termination. Alternatively, the Board may require an employee to successfully complete an appropriate drug- or alcohol-abuse, employee-assistance rehabilitation program. (See Board Policy 5227 for more information.)

EMERGENCY PROCEDURES

Paraeducators should consult with their supervising teacher regarding procedures for emergencies.

ELECTRONIC MAIL AND ON-LINE SERVICES

The District computers, e-mail and Internet/network systems are intended to be used for educational or work-related purposes only. Use for informal or personal purposes is permissible within reasonable limits. All e-mail/Internet/network records are considered District records and should be transmitted only to individuals who have a need to receive them. Additionally, District records, e-mail/Internet/network records are subject to disclosure to law enforcement or government officials or to other third parties through subpoena or other process. Consequently, users should always ensure that the educational information contained in e-mail/Internet messages is accurate, appropriate and lawful. E-mail/Internet messages by users may not necessarily reflect the views of the District.

Abuse of computers, e-mail, Internet, or network systems, through excessive personal use, or use in violation of the law or District policies, will result in disciplinary action, up to or including termination of employment. Each person who uses electronic mail and/or on-line services must read and document in writing understanding and willingness to comply with the Great Falls Public Schools’ “Code of Ethics for Use of Electronic Mail and On-Line Services.” Failure to comply with the “Code of Ethics for Use of Electronic Mail and On-Line Services” may result in disciplinary action up to or including termination of employment.

The District may review e-mail/Internet/network records; users have no right or expectation of privacy in e-mail, the Internet or the network. The District owns the networking system and permits users to access it in the performance of their duties for the District. E-mail messages and electronic records are to be treated like shared paper files, with the expectation that anything in them is available for review. (See Board Policy 5450 for more information.)

EVALUATION

Supervision and evaluation of Paraeducators is intended to be conducted in a positive and helpful manner, with the intent of improving performance. Paraeducators will be evaluated by the Paraeducator’s building administrator or special education coordinator (with input from your supervising teacher). The evaluation process includes scheduled evaluations, on forms applicable to the job classification and description, and day-to-day appraisals.

The administrator/coordinator shall provide a copy of the completed evaluation to the Paraeducator and shall provide an opportunity to discuss the evaluation. The original should be signed by the Paraeducator and filed in the Personnel File at the Human Resource Office. If the staff member refuses to sign the evaluation, the administrator/coordinator should note the refusal and submit the evaluation.

HAZING/HARASSMENT/INTIMIDATION/BULLYING/MENACING

The Board will strive to provide a positive and productive learning and working environment. Hazing, harassment, intimidation, menacing, or bullying by students, staff, or third parties is strictly prohibited in the District and shall not be tolerated.

All complaints about behavior that may violate this policy shall be promptly investigated. Any Paraeducator who has knowledge of conduct in violation of this policy or feels he/she has been a victim of hazing, harassment, intimidation, bullying, or menacing in violation of this policy is encouraged to immediately report his/her concerns to the building principal. Complaints against the building principal shall be filed with the appropriate Assistant Superintendent.

Staff whose behavior is found to be in violation of this policy will be subject to discipline up to and including dismissal. Retaliation is prohibited against any person who reports or is thought to have reported a violation, files a complaint, or otherwise participates in an investigation or inquiry. False charges shall also be regarded as a serious offense and will result in disciplinary action or other appropriate sanctions. (See Board Policy 5226 for more information.)

HEALTH

All staff members are expected to conduct their work in compliance with first aid and infection control procedures established by the district. Staff members are encouraged to maintain optimum health through the practice of good health habits.

An employee with a communicable disease shall not report to work during the period of time in which the employee is infectious. An employee afflicted with a communicable disease capable of being readily transmitted in the school setting (e.g., airborne transmission of tuberculosis) shall be encouraged to report the existence of the illness in case there are precautions that must be taken to protect the health of others. The District reserves the right to require a statement from the employee’s primary care provider prior to the employee's return to work. In all instances, District personnel shall respect the individual’s right to privacy and treat any medical diagnosis as confidential information. (See Board Policies 5130 and 5230 for more information.)

HIGHLY QUALIFIED REQUIREMENTS

All Paraeducators with instructional duties must be highly qualified in the areas of reading, writing and math. In order to be highly qualified, a Paraeducator must demonstrate one of the following:

· Completion of at least two (2) years of study (minimum of 48 semester credits) at an accredited institution of higher education with evidence of successful coursework in reading, writing and math (proof at time of hire required);

· Obtainment of any Associate’s or higher degree (proof at time of hire required); or

· The knowledge of and ability to assist in the instruction of reading, writing, or mathematics or the instruction of the readiness of these subjects as demonstrated by a rigorous standard of quality through a formal local academic assessment. This will be accomplished by taking a proctored on-line assessment (to be passed within 30 days of hire) after completing a preparation course.

For more information about highly qualified attainment, please contact Tammie Shield, Paris Gibson Education Center, 268-6628 or Cindy Gordon, Human Resources, 268-6010.

HOURS

Hours will vary depending on your building and assignment. Be aware of the hours you are scheduled to work each day. You may not exceed the number of hours you were hired to work. You should be ready to begin work at your start time.

MILEAGE

Mileage reimbursement is provided for traveling between work sites, if you work in more than one location. Check with your supervisor or the building computer tech for a computerized version of the mileage program. (See Appendix C.)

PERSONAL CONDUCT

Paraeducators have a professional responsibility to protect a pupil’s health, safety and welfare. All school staff members have the public’s trust and confidence to protect the well-being of all pupils in the District. To that end, all school staff are held to the highest level of professional responsibility in their conduct. Inappropriate conduct and conduct unbecoming a school staff member will not be tolerated. A staff member’s conduct will be held to the professional standards established by the Montana Board of Education. The Professional Educators of Montana Code of Ethics can be found at: http://opi.mt.gov/pdf/cert/EthicsCode.pdf

Administrators and supervisors may set forth specific rules and regulations governing an employee’s conduct on the job within a particular building. Paraeducators are required to report to their building principal any possible violations of this policy. In the event the report alleges conduct by the building principal, the Paraeducator may report directly to the District Office Administration.

PERSONNEL RECORDS

The District maintains a complete personnel record for every current employee and former employee. The employees’ personnel records shall be maintained in the District’s Human Resource Office. An employee will be given access to his or her personnel records upon making an appointment with the Human Resource Office to view the records. (See Board Policy 5231 and 5231R for more information.)

PHONE USE

Personal phone calls should be made on landlines or cell phones only during breaks and lunch. Texting should also only be done when on break or at lunch. Cell phones should be in quiet mode at all times.

PROBATIONARY PERIOD

A 120 working day probationary period is applicable to Paraeducators. A Paraeducator may be discharged during the probationary period for any or no reason.

PROFESSIONAL DEVELOPMENT

The District believes that a well-trained and skilled workforce is its most important asset; therefore the District may provide opportunities for professional development for Paraeducators. Paraeducators are encouraged to take advantage of these opportunities. For more information about on-line professional development opportunities, please contact Tammie Shield, Paris Gibson Education Center, 268-6628.

RESIGNATIONS

Paraeducators intending to resign should notify the Superintendent as early as possible and no less than fourteen (14) days prior to their resignation date. The Board authorizes the Superintendent and/or his/her designee to accept on its behalf resignations from any school district employee. The Superintendent and/or his/her designee shall provide written acceptance of the resignation, including the date of acceptance, to the employee setting forth the effective date of the resignation. Once the Superintendent and/or his/her designee has accepted the resignation it may not be withdrawn by the employee. The resignation and its acceptance should be reported as information to the Board at the next regular or special meeting.

RETIREMENT PROGRAMS

Paraeducators shall participate in retirement programs under the Federal Social Security Act and the Teachers’ Retirement System in accordance with state retirement regulations.

SAFETY

GFPS recognizes the importance of providing a safe learning and working environment for students, staff and visitors. Safety education, accident prevention, and a formal loss control program all play a part in creating a safe environment. Attention to safety on the part of each individual Paraeducator is also an important part of a safe environment. Pro-actively devoting serious attention and effort towards safety and making it an integral part of day-to-day work is expected.

Paraeducators should be familiar with and consult the contents of the Safety Manual that is provided each employee. A building Safety Committee has been established to help implement the District’s safety program and as part of an on-going effort to help ensure the safety and health of students, staff and others while on District property.

All injuries to students, employees, or guests that occur on District property must be reported to the proper authority no matter how trivial they seem. Be alert to safety hazards, the presence of strangers, and other unusual or suspicious situations and immediately report to the proper authority any incidents in which you witness an accident or are yourself injured.

SUBSTITUTING

At times, Paraeducators may be asked to substitute for the special education teachers within their building assignment. This is done through a pre-determined process that the special education teacher is responsible for. If a Paraeducator is assigned the substitute teaching duties, the Paraeducator must call the Paraeducator Sub Clerk in order to secure a Paraeducator substitute.

TOBACCO-FREE ENVIRONMENT

The District maintains tobacco free buildings and grounds. Tobacco includes, but is not limited
to any substance intended for human consumption that contains tobacco, including cigarettes, cigars, snuff, smoking tobacco, and smokeless tobacco.

Use of tobacco products in a public school building or on public school property is prohibited, unless the use of a tobacco product in a classroom or on other school property as part of a lecture, demonstration, or educational forum sanctioned by a school administrator or faculty member, concerning the risks associated with using tobacco products.

For this purpose, “public school building or public school property” means:

• Public land, fixtures, buildings, or other property owned or occupied by an institution for the teaching of minor children that is established and maintained under the laws of the state of Montana at public expense; and

• Includes playgrounds, school steps, parking lots, administration buildings, athletic facilities, gymnasiums, locker rooms, and school buses.

TIME CARD

Using the following steps will help you avoid any problems in filling out your monthly time card. Note the location of the corresponding number on the sample time card and provide the information:

1. Generally your time card will come to you pre-printed with the following information:

a. Last name, First Name

b. Job Title

c. Pay period dates

d. Name of school

e. Name of department

f. Hours/Day (This does not include your lunch time, which is unpaid)

g. Hours/week (This does not include your lunch time, which is unpaid)

If you have a blank timecard, please fill in this information at the top.

2. The Pay Period is monthly. Look in Newsbits for information on the pay period dates and due dates for time cards to be to the school secretary.

3. "Type Hours 1-31" indicates the dates of the month. Carefully fill in the number of hours worked below the corresponding date box on your time card. Please be neat.

4. Use the code at the top of the card to indicate if work was missed for any stated reason (Sick Leave -SL, Vacation-VN, etc.)

5. You MAY NOT exceed the number of hours stated without approval of the Director of Special Education. Also, there should not be less hours per day than indicated. If you are scheduled for 7 hours and you work 5 on a particular day, the other two hours must be accounted for with a leave code. Remember, if you have leave and are qualified to take leave, you cannot take without pay.

6. If there is anything out of the ordinary that needs to be explained, please include information in the “Notes” section on the left.

7. SIGN YOUR TIME CARD! You will not be paid if the time card is not signed.

8. Have your building principal sign your time card. Ask the school secretary what date she wants your time card. Deliver your time card on time to ensure your being paid regularly.

VACANCIES AND TRANSFERS

When the District determines that a Paraeducator vacancy exists, it may be advertised in-District only via Newsbits and/or on the website, or it may be advertised in-District and through other means outside the District. A vacancy need not be advertised if so determined by the District. The District seeks always to employ highly qualified individuals for all positions in the District.

The right of assignment, reassignment, and transfer shall be that of the District. Written notice of a reassignment or involuntary transfer shall be given to the employee, with an opportunity to discuss the proposed transfer or reassignment with the District.

UNEMPLOYMENT

39-51-2108(1) MCA does not allow school employees to draw unemployment benefits, based on school wages, between two academic years or on school breaks when there is reasonable assurance that the employee will continue to work for the school the following year and after the break.

WORKERS’ COMPENSATION

All employees of the District are covered by workers’ compensation benefits. In the event of an industrial accident, an employee should:

1. Attend to first aid and/or medical treatment during an emergency;

2. Correct or report as needing correction a hazardous situation as soon as possible after an emergency situation is stabilized;

3. Report the injury or disabling condition, whether actual or possible, to the immediate supervisor, within forty-eight (48) hours, on the Employer’s First Report of Occupational Injury or Disease; and

4. Call or visit the administrative office after medical treatment, if needed, to complete the necessary report of accident and injury on an Occupational Injury or Disease form.

(Refer to Board Policy 5337 for more information.)

PARAEDUCATOR RESOURCE INFORMATION

ACKNOWLEDGEMENTS

The following employees of the Great Falls Public Schools gave their tireless effort to provide input to and critique the assemblage of information for this resource information:

Colette Corbitt, Coleen Eidel, Sue Naprstek, Michelle Rhoads-Harris, Carol Shipley, Lisa Von Bergen, and Nancy Anderson

In addition we would like to recognize contributions to this resource information which were provided by the Paraeducator Handbook, 2002, compiled and published by the Montana Office of Public Instruction and the Alexandria School District, Alexandria, Minnesota.

LEGAL AUTHORITY

Montana Administrative Statues and Rules (2001):

Recognize a school's employment of a teacher and aide (Paraeducator) or instructional assistants and set forth the responsibilities in Montana schools. It states that instructional assistants do not need to be certified, but supervision is required as follows:

a) Instructional aides assigned, due to classroom size or diversity must be under direct supervision of a certified teacher. This means that the aide must be responsible to a certified teacher who has the legal authority for instruction and assessment of students. The supervising teacher must be available while the aide is fulfilling his/her responsibilities and must not be simultaneously assigned to another teaching duty or preparation time.

b) Instructional aides assigned to assist students with special education needs must be under the supervision of the teacher or other professional designated as primarily responsible for instructional planning for the student. The designated professional has the responsibility to provide regularly scheduled communication and direction to the instructional aide and not to delegate any activity to the instructional aide that requires professional skill, knowledge, and judgment.

c) Instructional aides hired to assist students in gaining specialized knowledge not generally available from a properly endorsed teacher shall be supervised by a teacher certified at the proper level. This certified teacher is responsible for instruction and assessment of students and must not be simultaneously assigned to another teaching duty or preparation time.

Federal Statutes and Regulations of IDEA Related to Paraeducators and Assistants

Paraeducators and assistants are allowed who are appropriately trained and supervised, and in accordance with state law, regulations, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services to children with disabilities.

All states are required through their State Improvement Plan and Comprehensive System for Professional Development (CSPD) to indicate how the state will address the identified needs for in-service and preservice preparation to ensure that all personnel who work with children with disabilities will obtain the skills and knowledge necessary to meet the needs of children with disabilities.

No Child Left Behind Act of 2001

1) In general, each local educational agency receiving assistance under this part shall ensure that all Paraeducators hired after the date of enactment of the No Child Left Behind Act of 2001 and working in a program supported with funds under this part shall have:

o Completion of at least two (2) years of study (minimum of 48 semester credits) at an accredited institution of higher education with evidence of successful coursework in reading, writing and math (proof at time of hire required);

o Obtainment of any Associate’s or higher degree (proof at time of hire required); or

o The knowledge of and ability to assist in the instruction of reading, writing, or mathematics or the instruction of the readiness of these subjects as demonstrated by a rigorous standard of quality through a formal local academic assessment. This will be accomplished by taking a proctored on-line assessment (to be passed within 30 days of hire) after completing a preparation course.

For more information about highly qualified attainment, please contact Tammie Shield, Paris Gibson Education Center, 268-6628 or Cindy Gordon, Human Resources, 268-6010.

2) Exceptions for Translation and Parental Involvement Activities Shall not apply if the person who provides services primarily to enhance the participation of children under this part by acting as a translator or whose duties consist solely of parental involvement

activities.

3) General Requirements for All Paraeducators--Each local educational agency receiving assistance under this part shall ensure that all Paraeducators working in a program supported with funds under this part, have earned a secondary school diploma or its recognized equivalent.

4) Duties of Paraeducators-- A Paraeducator may be assigned:

a) To provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher;

b) To assist with classroom management, such as organizing instructional or other materials;

c) To provide assistance in a computer laboratory;

d) To conduct parental involvement activities;

e) To provide support in a library or media center;

f) To act as a translator; or

g) To provide instructional services to students in accordance with the following additional limitations:

i) May not provide any instructional service to a student unless the Paraeducator is working under the direct supervision of a teacher consistent with Section 1119; and

ii) May assume limited duties that are assigned to similar personnel who are not working in a program supported with funds under this part, including duties beyond classroom instruction that do not benefit participating children, so long as the amount of time spent on such duties is the same proportion of total work time as prevails with respect to similar personnel at the same school.

5) Use of Funds -A local educational agency receiving funds under this part may use such funds to support ongoing training and professional development to assist teachers and Paraeducators in satisfying these requirements.

SPECIAL EDUCATION DISABILITY CATEGORIES

The Individuals with Disabilities Education Act (IDEA) recognizes 13 disability categories. In order for children to be served by special education in school they must meet the criteria set out by the state for a specific disability category (or categories, if they meet the criteria for more than one) AND they must need special education services to allow them to progress academically. Some children may have a disability but not need special education.

Autism

A developmental disability that significantly affects verbal and nonverbal communication, social interaction, generally evident before age 3, and adversely affects a student's educational performance. Other characteristics often associated with autism are:

· Engagement in repetitive activities and stereotyped movements

· Resistance to environmental change or change in daily routines

· Unusual responses to sensory experiences

The term does not apply if a student's educational performance is adversely affected primarily because the child has a serious emotional disturbance.

Child with a Disability

Any child ages 3, 4, or 5 who has evidence of a lack in developmental progress.

Cognitive Delay

Significant sub average general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period that adversely affects a child's educational performance.

Deaf-Blind

Both deafness or hearing impairment and visual impairment and severe communication problems are present that significantly restrict the student's ability to communicate and participate in educational programs solely for students with deafness or visual impairments. Written documentation includes the existence of a hearing impairment, deafness and visual impairments, significant deficits in speech-language performance, and the impact impairments on other developmental and educational problems so severe that the multiple disabilities require special education and related services.

Deafness

A hearing impairment that is so severe that the child's hearing is nonfunctional for the purpose of educational performance.

Emotional Disturbance

A condition exhibiting one or more of the following characteristics to a marked degree and over a long period of time that adversely affects educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances and or a general pervasive mood of unhappiness or depression or a tendency to develop physical symptoms or fears associated with personal or school problems. The category of emotional disturbance includes schizophrenia. The category does not include social maladjustment, unless it is determined that the child also has an emotional disturbance.

Hearing Impairment

An impairment, whether permanent or fluctuating, that adversely affects a child's educational performance, but that is not included within the definition of deafness.

Orthopedic Impairment

A physical disability that negatively affects a child's educational performance such as impairments caused by congenital anomaly (absence of or malformed limb, member), impairments caused by disease (poliomyelitis or bone fractures), and impairments from other causes (amputations, cerebral palsy).

Other Health Impairment

Limited strength, vitality, or alertness due to chronic or acute health problems, such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle-cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes, that adversely affects a child's educational performance.

Specific Learning Disability

A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term does not include children who have learning problems that are primarily the result of visual, hearing, or motor disabilities; cognitive delay; or environmental, cultural, or economic disadvantages, which includes them not having the opportunity to learn.

Speech/Language Impaired

A communication disorder such as stuttering, impaired articulation, or a language or voice impairment, that adversely affects a child's interpersonal relationships or educational performance.

Traumatic Brain Injury

This term refers to damage to the brain that produces impairment of cognitive abilities, speech, behavior or emotional control, or physical functioning, substantially limiting the student's functional or psychosocial ability or both and the student's ability to learn or participate in educational programs. Traumatic brain injury is not appropriate if the disability is primarily due to a visual or hearing impairment, cognitive delay, emotional disturbance, or environmental, cultural or economic factor or the injury to the brain is congenital, degenerative, or caused by birth trauma.

Visual Impairment

An impairment, after correction, that adversely affects a child's educational performance. The term includes partial blindness and blindness.

SPECIAL EDUCATION TERMINOLOGY AND PROGRAM DESCRIPTIONS

Assistive Technology

Any item, piece of equipment or product system that is used to increase, maintain or improve the functional capabilities of a child with a disability.

Child Find

A free service for early identification of preschool-age children (birth to five) suspected of having a developmental disability.

ESY (Extended School Year)

A program available for a portion of the summer to students ages 3-21 who require continuous intervention or will experience unacceptable regression of skills over an extended period of time.

ET (Evaluation Team)

A group of individuals that determines whether a student meets the state criteria for a disability and is eligible for special education and related services provided in the public schools.

FAPE (Free Appropriate Public Education)

Provided at public expense under public supervision and direction an educational program designed to meet the needs of a student with a disability.

Homebound Program

Provides instruction to students K-12 who are unable to attend school due to illness, disability or emotional crisis. A certified teacher provides instruction.

IDEA (Individuals with Disabilities Education Act)

A law to protect students and parents involved in the special education process. Requires public schools to have a practical method to locate, evaluate and identify children who have a disability and need special education services and provide services necessary for a student with a disability to make academic progress.

IEP (Individualized Education Plan)

A specific plan including goals and objectives written/reviewed annually that reflect a particular child's education while in special education.

IFSP (Individual Family Service Plan)

A specific plan for a young child (birth to 3) and his/her family to meet the needs they have as a family and child with a disability. This document helps to ensure a smooth transition from early intervention services into the public school system.

LRE (Least Restrictive Environment)

The environment(s) that allows a student with a disability to participate and demonstrate knowledge in the most typical manner.

OPI

Office of Public Instruction, located in Helena, Montana.

Related Service

Supportive services as are required for a child with a disability to benefit educationally, including speech and language therapy, occupational therapy, physical therapy, adaptive physical education, as well as orientation and mobility training.

Resource Program

Provides special education services to students who benefit from general education with modifications and/or require additional. instruction in a specific academic area. Resource programs are provided at all elementary, middle and high schools in Great Falls.

Self Contained Program

Provides services for students needing more intensive support than a resource program can provide. Programs exist for students with moderate needs and for students with more severe/profound needs. Focus of the program may include language development, academics, life and social skills. Self contained programs are available at the elementary, middle and high school levels in Great Falls.

Special Education

Specially designed instruction to meet the unique needs of a child with a disability.

CODE OF ETHICS

Paraeducators and speech assistants are members of an educational team. As such, they maintain ongoing relationships with their teaching colleagues, therapist supervisors, parents, and many other persons residing in the community. What binds those relationships is an expectation of trust that each person will perform hislher duties to the best of his/her ability following professional and ethical standards.

The philosophy and goals of the school must be understood and reflected in the everyday working experiences of the Paraeducator or speech assistant. By virtue of employment in the school, they become representatives of the school and its educational program. Their interaction with the community, both on-and off-school hours, requires an extreme degree of professional sensitivity. This not only extends to the confidentiality of school records, but to student testing results and family information. This is particularly true for Paraeducators and speech assistants because they maintain daily contact with students and their access to extremely personal academic and social behavior information is greatly enhanced, which necessitates their sharing confidential information only with their supervising teacher(s) or therapy supervisor and those school personnel directly involved with a student's educational program.

Further, the Paraeducator and speech assistant must refrain from airing school problems between and among staff, discussing personalities of administrators, teachers, and staff outside of the school environment, discussing administrative, interdepartmental, and interschool problems in the presence of students, and discussing problems with persons who are not part of the educational team.

Under the direction of the supervising teacher or therapy supervisor, the management of student behavior should be fair to all the students and consistent with appropriate behavior, applicable rules and principles as determined by the school's responsible authorities.

Just as Paraeducators and speech assistants should refrain from expressing differences of opinion or dissatisfaction of school policy or procedures with the community or parents, the same rule applies of refraining to engage in similar discussions with students and their families.

CONFIDENTIALITY

Confidentiality is a very important issue when delivering special education services. The special education Paraeducator, by virtue of the position, has access to a wealth of sensitive information pertaining to individual students. All such information is privileged and confidential, and correspondingly must be managed with extreme care. Confidentiality means that you will not speak about students to anyone who does not have a need to know about that student. This includes the fact that the child is served in special education, as well as any other information specific to that student or his/her family situation. To encourage accountability to confidentiality, all team members may be required to sign off on an agreement to maintain confidentiality. The specific areas of confidentiality within the special education programs are:

IEP (Individualized Education Plan/Program)

The IEP becomes a part of the student's special education records and is placed in a locking filing cabinet. Only persons with a legitimate educational interest can review these records. When these records are removed from the file, the document must be signed and dated, and the reason for reviewing the records must be documented. Some special education departments encourage Paraeducators and speech assistants to read the file, but only if there is a legitimate need to know pertinent information that may affect their working relationship with the student. Having access to this IEP information goes with the understanding the information is to be treated as privileged and a matter of confidentiality.

Individualized Education Plan (IEP) Meetings

The Paraeducator may be asked to attend IEP meetings for students with whom they work. At these meetings, the Paraeducator may be asked to share information regarding the student in the classroom environment. At times, parents may share personal information that assists with programming, but is not documented in the IEP. This information parents share during an IEP meeting is also confidential even though it may not become a part of the official IEP minutes or records.

The School Special Education Program

The school special education program is usually very busy as so many people are involved in determining an appropriate education for a student with a disability. Conversations and consultations frequently take place between team members. Members may include school social workers, school psychologists, school health nurses, and outside consultants. Many school buildings do not have private conference rooms, so conversations and meetings are held in various school areas. These comments and conversations, if overheard, are confidential and should not be discussed with others or in the presence of students.

General Education Classroom

In the past, general education professionals were accustomed to working alone in the classroom setting for the majority of the day. Not all teachers are comfortable with another adult in the classroom assigned by the IEP team. It takes time to build a trust relationship and a confidence base with the classroom teacher. The Paraeducator's role may be to support the special education students in the classroom. The Paraeducator must not discuss specific classroom or student situations with other people not having a legitimate educational need to know.

Parents

Paraeducators will have frequent contact with parents in the school setting and in the community. It is important to remember that confidentiality applies in the community at large, as well as the schools. In the past, lawsuits have been initiated by parents on behalf of students due to this breach of confidentiality. Conversations pertaining to specific students have been overheard in public areas. The best way to avoid any such confrontation is to respect the confidentiality of each student. Conversations regarding specific students must be confined to the school setting and occur only with adults directly and legitimately involved with the student. You will want to discuss with your supervising teacher/therapist what their expectations of your role in referring parents back to them for specific information regarding their child's progress in school.

This is not merely to act in accordance with school policy or state special education regulations, but it is a legal mandate pursuant to the Family Educational Rights and Privacy Act. This law prohibits information disclosure to anyone, other than parents and school persons who have a legitimate educational interest without parent consent. The law is intended to assist in safeguarding the legal rights of both students with disabilities and their parents. Being aware of the restrictions and protection provided by the law will enable Paraeducators to be more responsible in carrying out their prescribed duties.

What Confidentially Stands For:

Control information about the students

Only share information with those who have a need to know and who have proper authorization

Never discuss school information regarding students while attending social events

Forward inquiries regarding students to teachers and supervisory personnel if you are

approached for confidential information

Interact with those who inquire in a manner in keeping with your responsibilities

Don't discuss situations in the staff lounge with staff that have a need to know while others are

present

Explanations for not discussing a student are easier than explanations for inappropriately

divulging confidential information

Not sharing is caring

Think about privacy

It's important that things that happen at school stay at school

Appropriate information exchange carries with it responsibility

Learn how to handle inquiries in positive, courteous, and confidential ways

Identify acceptable ways that the necessary people can be informed

Treat confidential information as if your job depends on it-it does!

You are part of positive public relations for schools.

Confidentiality is a cornerstone. Protect it! (OPI Paraeducator Handbook, 2002)

CONFIDENTIALITY AGREEMENT

Confidentiality is one of the most critical and important aspects of a special education Paraeducator’s job. Students and parents have a legal and ethical right to data privacy. Below are guidelines to consider when working within the Great Falls Public School system:

1. Consider, as a general rule, putting yourself in the student's and parent's position: What information would I want discussed with others regarding my child? In what settings and with whom?

2. Never use other students' names or share information regarding their programs with parents during staffings or other conferences.

3. Information regarding specific students and programs should remain confidential and should not be shared in lunch rooms, staff rooms, or in the community.

4. Paraeducators should question school policies only through the proper school-designated channels, generally beginning with their direct supervisor or, if necessary, the school principal.

5. Paraeducators should have access to special education records in order to be most effective in their jobs. Since the information is confidential, Paraeducators and speech assistants must first discuss with their supervisor(s) the district's procedures for review of such records.

6. Paraeducators need to support teachers' or therapists' techniques, materials, and methods, especially in the presence of students, parents, and other assistants. Questions should be directed to the specific teacher privately.

7. When having conversations or writing confidential information regarding a student or family, be aware of those around you who may be within hearing/reading distance. Look for a more private place within the school building if necessary.

8. The Individualized Education Plan (IEP) is a legal document developed by a team based on the student's needs with goals and objectives in areas of service. Review the content with the special education teacher.

I have read about and been instructed on confidentiality. I understand that a breach of confidentiality may be grounds for termination of my job.

Paraeducator Printed Name _______________________________________________

________________________________________ __________________________

Paraeducator Signature Date

________________________________________ __________________________

Teacher/Supervisor Signature Date

RESPONSIBILITIES

Responsibilities may include:

· Carry out instructional programs and lessons in various learning environments as designated in the instructional plan based on the IEP

· Assist individual students in performing activities initiated by the professional

· Reinforce learning with individuals or in small groups

· Assist the professional in observing, recording, and charting behavior

· Assist the professional with crisis problems and ongoing approaches to behavior management

· Participate in building-level duties as assigned by building administrator or designee

· Score tests and papers and assist in ongoing data collection procedures

· Perform clerical tasks, i.e., typing, filing, and duplicating

· Assist in preparation, production, and maintenance of instructional materials

· Maintain and operate instructional and/or adaptive equipment

· Collaborate with the IEP team in an ongoing review of student programs

· Attend IEP or other staff meetings at the request of teacher, therapist, administrator, or parent

· Assist students with mobility and self-care needs

DO'S AND DON'TS

The Paraeducator may:

· Be left alone in the classroom for short periods of time when the supervising teacher/therapist is away. The supervisor remains responsible for the classroom at all times and must remain accessible.

· Work without direct supervision with individuals or groups of students.

· Have specific instructional and management responsibilities for students.

· Be involved in student planning.

· Support the integration of students with disabilities into general education programs.

The Paraeducator may not:

· Substitute for a certified teacher, unless district criteria are met.

· Independently teach new concepts and skills.

· Assume primary responsibility for working with individual students.

· Be assigned to attend student ET or IEP meetings in lieu of the supervising teacher.

· Be given primary responsibility for teaching general education curriculum to students with disabilities.

REPORTING CHILD ABUSE AND NEGLECT

Reporting is the most critical step in obtaining help for both the child and the family. Under Montana Law, if any school staff member has reasonable cause to suspect that a child is being abused or neglected, it remains that individual's obligation to see that the situation is reported to the local Child and Family Services Division Office, law enforcement or county attorney. Reporting concerns to the supervising teacher (school counselor or school principal if supervisor is unavailable) is the first step in fulfilling your requirement. You will be oriented to these procedures on an annual basis.

The following are indicators of child maltreatment: Physical indicators of child abuse and neglect are usually observable. They may be mild or severe, and they involve the child's physical appearance. They may be skin or bone injuries or evidence of lack of care and attention as manifested in conditions such as nutrition. Child abuse includes emotional maltreatment, physical abuse, neglect, and sexual abuse.

What if a child tells you about abuse or neglect? These general guidelines may help:

· Listen to what is being told to you. Do not project or assume anything. Do not push the child to share more than he or she is willing. The child needs warmth and acceptance, not curiosity. It is not necessary at this time that the child reveal specific or intimate details.

· Be supportive. Remember why the child came to you. The child needs your help, support, and guidance. Be there for him or her.

· Reassure the child that he or she has done the right thing by telling you. Acknowledge the difficulty of the decision and the personal strength shown in making this choice. Make it clear that the abuse or neglect is not the child's fault, that the child is not bad or to blame.

· Keep your own feelings under control. Be calm and non-judgmental. Do not express emotions such as shock, embarrassment, anger, or disgust. Do not criticize or belittle the child's family.

· Use the child's own vocabulary. The child may relate the abuse or neglect to you using family terminology. Do not try to substitute more polite or correct words.

· Do not promise not to tell. Know your limits. This is not a situation you can handle by yourself.

· Tell the truth. Don't make promises you can't keep, particularly regarding secrecy, court involvement, placement and case worker decisions. After abuse or neglect has been disclosed, there may be actions taken over which neither you nor the child has control.

· Assess the child's immediate safety. Is it safe for the child to return home? Is the child in any immediate physical danger? Is it a crisis? Are there in-home protections?

· Let the child know that telling about the abuse or neglect was the right thing to do.

· Report the maltreatment to your immediate supervisor (school counselor or school administrator if supervisor is unavailable). Your supervisor(s) will inform you as to whether you are responsible to contact the local Child and Family Services Office at 1-866-820 KIDS as soon as possible.

· If you are required to contact Family Services, it is important that you know the child's first and last name, date of birth, current address, parent(s) name(s), home and work phone numbers for parent(s), and first and last names of others involved in the child's disclosure. Report information to the intake worker using the child's wording as much as possible.

CONCLUSION

Paraeducators are encouraged to consult with their supervisor any time there are questions about information contained in this Handbook or on other District policies and practices. Paraeducators also may contact their Office of Human Resources for such assistance.

Thank you for being an important part of the educational team for Great Falls Public Schools.

What is Success?

By Ralph Waldo Emerson

To laugh often and much;

To win the respect of intelligent people
and the affection of children;

To earn the appreciation of honest critics
and endure the betrayal of false friends;

To appreciate beauty;
To find the best in others;

To leave the world a bit better, whether by
a healthy child, a garden patch
or a redeemed social condition;

To know even one life has breathed
easier because you have lived;

This is to have succeeded.

Appendix A—Administrative Approval Form

Name_______________________________________ Position___________________________ Bldg._____________________

TYPE OF REQUEST

Complete only when reimbursement occurs.

________ CD Curriculum Development SD Staff Development EC Extracurricular

SB Other School Business

________ JD Jury Duty* WD Witness Duty* MD Military Duty*

*Verification must be attached *Verification must be attached *Verification must be attached

Stipend reimbursement required Stipend reimbursement required

________ PB Personal Business AU Assoc/Union WP Leave Without Pay

(Unit Approval)

________ BE Bereavement BN Non Family

(Relationship) (Certified only)

Justification for Request________________________________________________________________________________________

____________________________________________________________________________________________________________

COMPLETE APPLICABLE SECTIONS

Conference Name_____________________________________________ Transportation $_______________________________

Location_____________________________________________________ Lodging $___________________________________

Work Dates Affected___________________________________________ Per Diem $___________________________________

Conference Starts________ /______ /______ _______ :________ am/pm Registration $_________________________________

mo day year time

Other $______________________________________

Conference Ends________ /______ /______ _______ :________ am/pm

mo day year time

TOTAL_____________________________________

Can District be reimbursed: Yes No

Signature Date Amount $____________________________________

Principal/

Supervisor_______________________________ Date______________ By Whom___________________________________

____________________________________________________________________________________________________________

DISPOSITION OF REQUEST EXPENSES PAID BY DISTRICT

________ Approved - No Loss of Pay All Listed Expenses

________ Approved - Deduction of Pay Transportation

________ Approved - Substitute Cost Deducted Lodging

________ Approved as Non-Duty Day Per Diem

________ Written Report to Superintendent or Asst. Superintendent Registration

________ Not Approved Other_______________________________

Budget Code_________________________________________________ No Expenses Paid

____________________________________________________________________________________________________________

Superintendent, Assistant Superintendent, Human Resources Manager Date

____________________________________________________________________________________________________________

INSTRUCTIONS: Submit all four copies signed by applicant and Principal/Supervisor. Requests for CD, EC, PT and SB - Submit to appropriate administrator. All other requests - submit to Human Resources Office

____________________________________________________________________________________________________________

FINAL DISTRIBUTION: White - Human Resources; Yellow - Business Office; Pink - school or department;

SP-40 (Rev 1/10) Goldenrod - employee

Appendix B—Vacation Request Form

Great Falls Public Schools

Vacation Request

Form must be completed in advance.

Name________________________________ Position_____________________

Request for vacation: Work dates requested_________________________________

Number of days_______________________

_________________________________________ ______________________

Employee Signature Date

_________________________________________ ______________________

Direct Supervisor Signature (when applicable) Date

Approved Not Approved

NCR 2Part Form: WHITE (direct supervisor); YELLOW (employee)

SP41 Rev. (8/04)

Appendix C—Mileage Form

CONFIDENTIALITY AGREEMENT

9. Consider, as a general rule, putting yourself in the student's and parent's position: What information would I want discussed with others regarding my child? In what settings and with whom?

10. Never use other students' names or share information regarding their programs with parents during staffings or other conferences.

11. Information regarding specific students and programs should remain confidential and should not be shared in lunch rooms, staff rooms, or in the community.

12. Paraeducators should question school policies only through the proper school-designated channels, generally beginning with their direct supervisor or, if necessary, the school principal.

13. Paraeducators should have access to special education records in order to be most effective in their jobs. Since the information is confidential, Paraeducators and speech assistants must first discuss with their supervisor(s) the district's procedures for review of such records.

14. Paraeducators need to support teachers' or therapists' techniques, materials, and methods, especially in the presence of students, parents, and other assistants. Questions should be directed to the specific teacher privately.

15. When having conversations or writing confidential information regarding a student or family, be aware of those around you who may be within hearing/reading distance. Look for a more private place within the school building if necessary.

16. The Individualized Education Plan (IEP) is a legal document developed by a team based on the student's needs with goals and objectives in areas of service. Review the content with the special education teacher.

I have read about and been instructed on confidentiality. I understand that a breach of confidentiality may be grounds for termination of my job.

Paraeducator Printed Name _______________________________________________

________________________________________ __________________________

Paraeducator Signature Date

________________________________________ __________________________

Teacher/Supervisor Signature Date