CONSULTING RESOURCE TEACHER - TECHNICAL ASSISTANCE
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 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 on functional assessments, behavior intervention strategies and developing behavior management plans;
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:
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.
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:
Transition of services is crucial to the success of any program. The transition may be any one of the following:
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
PARAEDUCATOR DETERMINATION PROCESS
**See Paraeducator Determination Flowchart in appendix
All TA’s adhere to the Department of Education Personnel Rules and Regulations.
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.
TA’s are to adhere to all procedures regarding leave requests indicated in the DOE Personnel Rules and Regulations.
Timeline: Immediately after service has been completed.
*Forms B1, B2, and B3
Timeline: quarterly unless otherwise stipulated.
Timeline: End of the School Year
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.