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The Technical Assistance must hold teacher certification from the GPSS certification office.  The Technical Assistant (TA) is a position within the Division of Special Education.  The CRT-TA is an itinerant service provider.  The position was developed to provide training and support to school personnel, parents, and other service providers that work directly with students with disabilities. 





Training: to instruct or teach; to make skillful or capable of doing something


Training to School Personnel

An IEP committee may determine that instruction, education, and/or awareness to the educational team is required in order for the personnel to carry out the individualized education program.  Example in IEP:  Training:  autism awareness training for team


The administrator of a school may request, in writing, for training to school personnel that may be unrelated to a specific IEP.  This may be a result of a teacher or faculty need.   For preparation purposes, the Division of Special Education recommends at least two weeks written notice.


Training for Non- Special Education/Certified Teachers

The TA will be responsible for providing annual training to all non-SPED certified teachers or limited term teachers placed in Special Education classrooms. This includes but not limited to areas in Special Education required under IDEA such as the: Disability Awareness, the IEP Process, Writing Effective Goals and Objectives, Accommodations and Modifications and Behavior Management for Educators, etc.


Training to Parents

Training is provided to parents, as per the IEP to:

q   Assist parents in understanding the special needs of their child;

q   Provide parents with information about child development; and

q   Helping parents to acquire the necessary skills that will allow them to support the implementation of their child’s IEP or IFSP.


*Training to parents is considered a related service:

Example in IEP: training to parents by TA, 1x/month for 60 minutes to assist parent in developing and implementing visual schedule in the home.


Training to parents may be delivered by itinerant service providers other than TA’s due to their special expertise in the needed area: 

Example:  physical therapist may provide consultation/training to parents regarding the implementation of exercises in the home.

Possible training areas to teachers, aides, related service providers, other school personnel and parents include the following:

  • Training in disability areas to schools (learning disabilities, mental retardation, etc.;
  • Training in teaching strategies for disability areas to teachers (autism strategies, PECS, etc);
  • Training in modification and accommodations;

§  Training on functional assessments, behavior intervention strategies and developing behavior management plans;

  • Training on documentation and data collection, etc.;
  • Training to parents on child’s disability;
  • Training on Special Education Process;
  • Training on the Child Study Team Process;
  • Training on the IEP process
  • Training on how to Write Effective Goals and Objectives
  • Training on the Paraeducator Determination Process
  • Training on orientation and mobility
  • Alternate Assessment process





Support is defined as “follow up” required to support the training identified.  This is delivered in the form of consultative services.


Consultation, as a support service, is defined as “providing opinion on, based on expertise; to confer with.”   


Example in IEP:  Training on autism strategies.  Consultation by CRT/TA  2x/month to consult on implementation of strategies.  


The service may also specify an amount of time that may be needed initially and will eventually transition to a lesser amount: 


Example:  3x/week, 30 minutes for a 6 week period to support lesson planning; after 6 weeks, consultation to monitor delivery of assignments 1/week for 30 minutes; etc.

Example:  3x/week for 30 minutes to one to one aide to set up binder system, 1x/week for 30 minutes once binder system is in place.


Possible consultation areas to teachers, aides, related service providers, other school personnel and parents include the following:


  • Consult on teaching strategies;
  • Consult on modifications and accommodations;
  • Consult on behavior management;
  • Consult on data collection.


It is not the responsibility of the TA to direct the teacher on WHAT to do with the student.  It is, rather, the responsibility of the TA to SUPPORT the teacher in what he/she has decided to do, base on his/her expertise.


In addition to IEP stipulated services, all TA’s are designated as the “RESOURCE PERSON” for their school in regards to any and all supports to school personnel as they relate to students receiving special education and/or possible students that may need special education. 


This may be in the form of, but not limited to, participation at a child study team, modeling teaching strategies, observations, modeling behavioral interventions, working with peer groups, etc.

  • Consulting is the means by which YOU can help other professionals meet a student’s IEP goals and objectives.
  • The recipient of consulting is not the student, but another professional.
  • Consulting is a service delivery that is best used to insure that a student has multiple opportunities in a day to use a particular skill or opportunities to generalize the use of skills.
  • Consulting is the means by which a student receives MORE, not less service.
  • GOOD consulting will include observation of and interaction with ALL students with disabilities.  A good consultant will know the students as well as they would if providing direct service.


Each TA is required to document all consultative services provided on the “Consultation Log” form.




It is the responsibility of the TA to conduct observations, interviews and assessments on all requests for adult support.  Each TA is required to complete all forms, necessary observations, and interviews as stipulated in the Paraeducator Determination Process packet.




The TA will be responsible for creating a list of all paraeducators in each school with the following information: who the assigned student is, if paraeducator is assigned to another student other than the student that he/she was assigned to by SPED, document who the student is; verify what training(s) the paraeducator is in need of and conduct.  




For cases involving legal matters that require Training and Support, each TA must ensure that they have a full understanding of the following:

  1. Formal Complaint
  2. Settlement
    1. Training and Support-Conduct training and provide documentation for services rendered.
    2. Provide support to educational team upon completion of training(s).




Transition of services is crucial to the success of any program.  The transition may be any one of the following: 

  1. Student is transitioning from one grade level to the next:
  2. Student is transitioning from elementary to secondary level:
  3. Student is transitioning from school year to summer program:
  4. Student is transitioning from summer program to new school year:
  5. Student’s case is transitioning from one TA to another TA:


Requirements for Students with Autism:

Because students with autism require additional supports for transitioning, each TA’s servicing students with autism must ensure that the following procedures take place:


§  Inform/attend transition “staffing” meeting

§  Inform/Meet with receiving TA

§  Send/Receive appropriate documents


Requirements for Students with Medical Needs:

For students with health needs, each TA must ensure that the following procedures take place:

§  Required CPR/First Aid training

§  Appropriate feeding techniques

§  Appropriate lifting techniques

§  Implementation of Standard Operating Procedures (as identified in the student’s IEP) for students who experience seizures







**See Paraeducator Determination Flowchart in appendix




All TA’s adhere to the Department of Education Personnel Rules and Regulations.


Duty hours:

TA’s adhere to the school calendar and its holidays and/or any adjustments relevant to the Division of Special Education (make up days, Staff Development, etc.).


TAs may service both the elementary and secondary schools.  Duty hours reflect the schedule of the school being serviced on that specific day.  If both and elementary and secondary school are being serviced on one day then the TA must ensure that “teacher hours” are completed. 


The Division of Special Education operates on the Elementary level schedule (8:00 am to 2:00 pm).  For those days in which the TA works out of his/her “base,” the duty hours are 8:00 am to 2:00 pm, unless otherwise changed by the Division.


Parent Teacher Conference and Professional Development days are considered work days.  TA’s should service those schools that are not scheduled for conference/staff development day unless they are involved in the staff development day. 


School assignments are made by the Program Coordinator based on the need of the population of students being serviced. 



All TA’s are required to submit a weekly schedule to the unit secretary indicating their location for the week.  Changes to the submitted schedule have to be “called in” and written revisions to schedule must be submitted within that week.



Mileage forms are available for TA’s to claim mileage reimbursement for itinerant services.  Villages, school sites, odometer readings, and daily total miles must be specified on the mileage form.  Mileage must reflect the schedule in the monthly TA log.  Submission of completed mileage forms to the unit secretary is due every first of the month.   


Leave Requests:

TA’s are to adhere to all procedures regarding leave requests indicated in the DOE Personnel Rules and Regulations. 

Required Reports:


  1. Documentation of Services Rendered:  Each TA is required to submit documentation of  training that is IEP stipulated to document “services identified and services rendered” immediately after the service has been completed.
    • Example:  Case Manger’s Notes:  “As per J.C.’s IEP, team attended autism training on November 1, 2005.  Team attended a total of 6 hours of autism awareness and strategies.  In addition, support was implemented to follow up on training via consultation.  See consultation log attached. This is document services rendered.” 

Timeline:  Immediately after service has been completed.

*Forms B1, B2, and B3


  1. For IEP stipulations:  Each TA is required to provide TA reports on TA services identified as a support, that are IEP stipulated on a quarterly basis and/or otherwise specified in IEP. 

Timeline:  quarterly unless otherwise stipulated.


  1. End of the Year Report: Each TA is to submit an end of the year report for each school/student describing what training/services were provided by the TA.

Timeline: End of the School Year 

*Form C



  1. Professional Development Activities Log: TA’s must submit a report of the status of their assigned schools to their immediate supervisor.  It should indicate a description of the services provided to the school (via consult logs), status, and recommendations for “next steps.”

Timeline: Monthly

*Form D


  1. End of the Year Clearance Form: Each TA must ensure that they complete “Clearance Procedures” prior to the end of the school year.  The Program Coordinator will be responsible for relaying specific procedures.

Timeline: End of the School Year

*Form E (ask Judy)





For IEP stipulated services, TA service is implemented at the beginning of the school year.  Consultation services are documented using the Consultation Log Form.


For any barrier that contributes to the delivery of the TA service, a memorandum is submitted to the principal, via Program Coordinator, indicating the concern and recommendations. 




The Program Coordinator will be responsible for providing staff development to all TA’s that is separate from school’s Staff Development Days.


 Direct Services


 Training and Supports




«student profile

(that includes but not limited to)

What are the needs of the child?


What are the services that the student receives?


What / Who are the natural supports at the school?


Is the child making progress towards goals and objectives?


If the child is not making progress towards goals and objectives what are the other factors that affect it?


Summary or copies of evaluations.



ëParent input

People that directly work with the student

Who are the related service personnel that work with the student?


What are the goals that they are working with the student?


Do the goals overlap with other service providers?


If some goals overlap, is there collaboration between the service providers on how it’s supposed to be worked out?


Develop collegiate interdependency to work towards building capacity


What are the supports that they can give the teachers, para educators or the school community?


Work with administrators on how they can support the student AND actively participate in “capacity building”

Who would be receiving training and supports

What are the justifications for the training? (ie. Is it based on the needs of the child? Is it for related services to train teachers / para educators to provide quality services for the student? Is it for the school community to have a better understanding of the disability and how it affects the student?, etc.)


Training should be tailored towards the target audience and emphasize on how the training relates to the needs and disability of the student?


As part of the training, an action plan or service plan  should be put it in place to assure that the goals and objectives of the training were met


How can they provide resources for the schools

Binder of resources / Bag of tricks that they can readily give the teachers (include the team—teachers, counselors, nurse, related services, etc..)


A home base that TAs can come together to discuss cases and collaborate on training


A library that can be accessed by teachers and other members of the educational team

(*This can be a collaborative effort you lead and have  the team build)