Auburn Washburn Paraeducator

Please check your email for 2021-22 School Year Information from Dr. McWilliams

New Director of Special Services

Hello and welcome back!


My name is Kevin Raley, and I am so excited to be joining Auburn-Washburn as Director of Special Services. As I write this message in sunny July, I hope that each of you are enjoying some well-deserved time to relax, recharge, and reflect. Last year presented a great number of challenges for all of us, and educators especially had to be even more creative and flexible in order to provide services and support for our students. Therefore, it's important that we look back on the 20-21 school year with a sense of pride! It's essential, though, that we also look towards the future and the new opportunities and challenges that this school year will bring us. As we embrace the 21-22 school year, I look forward to supporting each of you in the amazing work that you do!


Kevin Raley, Ed.D

Director of Special Services

Auburn-Washburn USD 437

raleykev@usd437.net



2021-22 PARAEDUCATOR CALENDAR

2021-22 Para Calendar 2 6-23

Mandatory Inservice

  • August 5 Opening Convocation: until 11:30. Report to home building at 1:00 PM for building Professional Development. (7 hours Inservice for full day)

  • August 11 Inservice Day Day: 8:00-12:00 Para/Teacher Training Day at home building. (4 hours Inservice)

  • April 15 Inservice Day: AWEsome Conference (7 hours Inservice)


**MUST sign provided Sign-In sheets and list each topic on Para Inservice Logs. THIS IS A STATE REQUIREMENT**


Optional Inservice Opportunities


  • CPI Training (referred by the classroom teacher) 14 hours

  • Classroom teacher-guided/site level training (Varies) Teacher MUST provide a Sign-In sheet.


THE PARAEDUCATOR’S ROLE

The paraeducator will assist the teacher in meeting the academic and physical needs of all children, including the educationally and physically handicapped, and help maintain proper classroom atmosphere.


Personal Qualifications

1. Tolerance and understanding of all children. 2. Initiative, so as to take over when needed without direction. 3. Creativity, for positive input into the program. 4. Adaptability, of all new situations and programs. 5. Good judgment, in decision-making situations. 6. Confidentiality, with all information about children and families. 7. Dependability, with regular attendance and punctuality. 8. Courtesy and tact with all other personnel. 9. Good health and appearance.

Teacher Assistance (Classroom)

1. Arrange according to teacher’s plan. 2. Assists in preparation, care and use of instructional materials and equipment. 3. Assists in maintaining good housekeeping standards. 4. Follows instructions under the leadership of the teacher. 5. Be alert in assisting to maintain desirable behavior standards. 6. Assists in detecting any behavioral, health or physical deviations, which warrant the attention of the teacher. 7. Assumes supervisory role during the teacher’s temporary absence. 8. May assist the teacher in checking pupil’s written assignments. 9. Assists in operation and care of standard audiovisual equipment. 10. Performs related duties as assigned.

Pupil Assistance

1. Assists with group and individual activities. 2. Supervises children moving from place to place in a safe, orderly manner. 3. Assists children with personal care and sanitary needs. 4. Assists handicapped children in walking, using wheelchairs and using special equipment. 5. Aids children in using audiovisual equipment. 6. Assists children by following the Individual Education Program under supervision of the teacher. 7. Assists children with the instructional program under the supervision of the teacher. 8. Performs related duties as assigned. 9. Modifications and adaptations may be made under the supervision of the teacher.

Please be aware of a change in philosophy of paraeducator assignments. As we move forward in neighborhood schools and interrelated programs, you will find yourself working in a variety of settings. Included in these settings will be the regular classroom as well as resource rooms. However, a major philosophical change is that you will find yourself becoming less attached to one special education teacher. Instead the philosophy is that a given school has a certain number of positions which are resources to enable more flexible programming for special education students. As a result, you may find yourself working with a number of faculty rather than just one special education teacher. You will continue to be assigned to a special education teacher, but that does not necessarily preclude working only with that teacher