Introduction:

Welcome to our new AI-powered Special Education Law & Process Assistant! This tool is designed to provide quick, accurate, and reliable answers to your questions about Kansas special education law and processes.

How It Works

This Assistant is a secure chatbot built using NotebookLM, an AI tool by Google. It has been trained exclusively on official Kansas special education statutes, regulations, and guidance documents. This means every answer you receive is grounded directly in official source materials.

Simply type your question into the chat interface, and it will provide a response. You'll often see citations or links back to the original documents so you can review the source information yourself.

Because it is "source locked," it will not function like ChatGPT or similar systems.  It will not access any information aside from what it has been trained on, which makes it very reliable, but also limits its ability to respond to questions that can't specifically be answered by the sources provided.

Plain Text Only

Unlike ChatGPT, Notebook LM can't handle any input other than plain text - if you put in such input, or more content than it can handle in a single inquiry, the submit function will be greyed out until resolved.  That means if you try to copy/paste from WebKIDSS, or from MSWord for instance, you may get stuck. The same information, including scores from a table, etc. that has been turned into plain text will work, though.

Consider these approaches:

• The culprit is usually rich text format.  Anything cut/paste into https://copypro.io/rtf-to-txt.html automatically outputs to plain text, fast and reliably.

• https://convertcase.net/plain-text-converter/ is a comparable site but preserves the formatting to make sense of bullets, tabled info, etc. If copypro doesn't do the trick, try this site.

One Way to Ask Effective Questions

The more specific your query, the better the answer you'll receive, especially when you include related keywords. For example:

• "What are the requirements for conducting a reevaluation in Kansas?"

• "Summarize the parental consent rules for initial evaluations."

• "What is the process for a manifestation determination?"

• "When is an FBA required?"

Beyond Keywords: Using Everyday Language

You don't always need to cite the 'official' legal term or perfect keyword to get a useful answer. It's designed to understand everyday language and common scenarios. Don't hesitate to phrase questions naturally, as if you were talking to a colleague.

Here are some examples of questions you can ask using your own words:

• "A kid just transferred here from another state and the parents say he has an IEP, but we haven't seen it yet. What should I do next?"

  • You should get: Steps on requesting records, providing comparable services, and establishing timelines for review or reevaluation for out-of-state transfers.

• "We've got a student with an IEP who keeps getting into trouble for throwing things. Some want to suspend him. Is there anything special we have to do because of his IEP?"

  • You should get: Information about Manifestation Determination Reviews (MDRs), changes in placement due to disciplinary actions, and the importance of a Functional Behavioral Assessment (FBA) and Behavior Intervention Plan (BIP).

• "How fast do we have to do an eval once the parents say okay?"

  • You should get: The specific timeline (e.g., 60 school days in Kansas) for completing an initial evaluation after receiving parental consent.

• "Who all needs to be at the IEP meeting? Do we need the principal every time?"

  • You should get: A list of required IEP team members and clarification on the role of the LEA representative (who must be qualified, but isn't always the principal).

What is the Source Focus?

The interface will show you the sources. It has been trained on the federal and Kansas state legal framework and practical guidance for special education services, covering identification, evaluation, service provision, and procedural safeguards for students with exceptionalities in Kansas, for instance,

• Section 504

• Kansas Special Education Process Handbook

• Child Find & GEI

• Dyslexia Screening

• Evaluation & Eligibility Including State Eligibility Indicators

• Evaluation Reports

• Individualized Education Programs (IEPs)

• Accommodations/Services Documentation

• Alternate Assessments (DLM) including the 1% Threshold

• Summary of Performance (SOP) for students exiting special education

• Dispute Resolution

• Confidentiality (FERPA/IDEA)

• Medicaid Billing

• ECKCE's Gifted Guidelines, Rubric, Guidance on use of Index Scores

Data Privacy & FERPA: Important Guidelines

While Google states that data input into the chat interface will not be used to train its AI models, it still passes through their systems. Thus, it is crucial that you DO NOT input Personally Identifiable Information or other sensitive student data. Your responsibility to protect student privacy and adhere to FERPA remains paramount.

What this means for your questions/queries is:

• Never type a student's full name or any other direct identifier. Avoid including details that, even without a name, could identify a student within your context.

• Frame your questions using hypothetical situations rather than specific details of an individual student.

  • Instead of: "What should I do about John Smith's reevaluation being overdue?"

  • Ask: "What are the procedures for a reevaluation that has gone beyond its due date?"

• Focus on process, not individual records: The Assistant is designed to explain laws, policies, and procedures, not to review individual student records or provide specific guidance based on a student's unique case details.

• De-identify information: If you must refer to a characteristic of a student for a hypothetical scenario, de-identify it as much as possible.

  • Instead of: "My student, Jane Doe, who has a speech impairment and also has a heart condition..."

  • Ask: "If a student has a speech impairment and a co-occurring health impairment, what guidance applies to their IEP team composition?"

Adhering to these guidelines ensures we maintain full compliance with FERPA and uphold our commitment to student confidentiality."

Disclaimer

Though a powerful informational tool, it does not replace the guidance of ECKCE's leadership, school psychologists, or case managers. For critical decisions, complex scenarios, or situations requiring official interpretation, always consult with your building's school psychologist or the appropriate ECKCE leadership.

Feedback:

Your feedback helps us improve this resource! If you encounter an issue or have a suggestion for the AI Assistant, please email Jim Persinger jpersinger@eckce.com

Introduction:

Welcome to our new IEP Writing assistant!  This will help you turn assessment data into IEP content, especially Present Levels of Academic Achievement and Functional Performance, and individualized goals.

How It Works

This Assistant is a secure chatbot built using NotebookLM. It has been trained exclusively on the most popular and current IEP-writing guides and textbooks on the market, as well as 1000+ IEP goals as exemplars to help generate your own.  All information you receive is grounded directly in these source materials and the content of your chat session.

Because it is "source locked," it will not function like ChatGPT or similar systems.  It will not access any information aside from what it has been trained on, which makes it very reliable, but also limits its ability to respond to questions that can't be answered by the sources provided.

Use your own words.  Just describe the situation as you would to a colleague or when talking about a student in a team meeting. The chatbot will understand common scenarios and everyday language.

Plain Text Only

Unlike ChatGPT, Notebook LM can't handle any input other than plain text - if you put in such input, or more content than it can handle in a single inquiry, the submit function will be greyed out until resolved.  That means if you try to copy/paste from WebKIDSS, or from MSWord for instance, you may get stuck. The same information, including scores from a table, etc. that has been turned into plain text will work, though.

Consider these approaches:

• The culprit is usually rich text format.  Anything cut/paste into https://copypro.io/rtf-to-txt.html automatically outputs to plain text, fast and reliably.

• https://convertcase.net/plain-text-converter/ is a comparable site but preserves the formatting to make sense of bullets, tabled info, etc. If copypro doesn't do the trick, try this site.

How to Get the Most Accurate and Helpful PLAAFP Language

Provide a thorough, yet de-identified, description of the student's current performance, with the request it suggest PLAAFPs. Provide info for the key areas of the student's educational needs impacting the PLAAFP's, so for instance you might include:

• Current academic performance:

  • Strengths and weaknesses in specific subject areas (e.g., reading fluency, math calculations, writing mechanics).

  • Current grade equivalents, scores, or performance levels from assessments (standardized, curriculum-based, informal).

  • Impact of disability on academic progress.

• Functional performance:

  • Social-emotional development (e.g., peer interactions, self-regulation, coping strategies).

  • Behavioral observations (e.g., attention, task completion, transitions).

  • Daily living skills, if applicable.

  • Impact of disability on functional skills.

• Previous interventions and their effectiveness: Briefly describe what has been tried and the results.

• Parent/guardian and student input (de-identified): Summarize their concerns, strengths, and preferences.

Offer Specifics:

• Be specific and descriptive: Instead of "The student is behind in math," try "The student can accurately solve single-digit addition problems with 80% accuracy but struggles with regrouping in two-digit subtraction, achieving 40% accuracy."

• Use data points (de-identified): "On the recent reading assessment, the student scored in the 25th percentile for comprehension."

• Focus on observable behaviors: "During group activities, the student frequently calls out answers without raising their hand."

Requesting Goal Language

When asking for goal suggestions, the more precise your request, the better the output will be. Think about the SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound).  Include as much of this as possible:

• Area of need: Clearly state the academic or functional area you want a goal for (e.g., reading comprehension, written expression, social skills, math fluency).

• Current baseline: Briefly mention the student's current performance level in that area. This helps NotebookLM tailor the goal to the student's starting point.

• Desired skill/behavior: Describe what you want the student to be able to do.

• Measurement criteria (if you have an idea): How will you measure progress? (e.g., percentage, number of trials, frequency).

• Context/conditions: Under what conditions will the student perform the skill? (e.g., "Given a ____," "During ____," "With ____ support").

Example Goal Requests

• "Suggest a reading comprehension goal for a student who can identify main idea in simple paragraphs with 60% accuracy. I want a goal for independent application with complex texts."

• "I need a math goal for a student who can add and subtract within 20 with 70% accuracy. Focus on a goal for problem-solving with word problems up to two digits."

• "Provide a social-emotional goal for a student who frequently interrupts peers during discussions. The goal should focus on turn-taking."

Iterate and Refine

Don't expect the first suggestion from NotebookLM to be perfect. Use the initial output as a starting point and refine your prompts.

• If the output isn't quite right: Rephrase your original request, adding more detail or specifying what was missing. For example, "That goal is too broad. Can you make it more specific about the type of texts?"

• Ask for variations: "Can you give me another option for a written expression goal focusing on sentence structure?"

• Combine and adapt: Take elements from different suggestions to create the best fit for your student.

Review and Personalize

Remember, this is a tool to assist you, not replace your professional judgment. Always review and personalize the suggested language.

• Ensure alignment with student needs: Does the language truly reflect the student's unique strengths and challenges?

• Verify measurability: Are the goals truly measurable and realistic for the student?

• Add your professional voice: Tailor the language to your specific writing style and the nuances of the student's needs that only you, as their teacher, understand.

Data Privacy & FERPA: Important Guidelines

While Google states that data input into the chat interface will not be used to train its AI models, it still passes through their systems. Thus, it is crucial that you DO NOT input Personally Identifiable Information or other sensitive student data. Your responsibility to protect student privacy and adhere to FERPA remains paramount.

What this means for your questions/queries is:

• Never provide a student's full name or any other direct identifier. Avoid including details that, even without a name, could identify a student within your context.

• Frame your questions using hypothetical situations rather than specific details of an individual student.

  • Instead of: "What should I do about John Palmer's level of performance for the social domain?

  • Ask: "For a student with these characteristics, suggest a PLAAFP for the social domain."

• De-identify information: If you must refer to a characteristic of a student for a hypothetical scenario, de-identify it as much as possible.

Adhering to these guidelines ensures we maintain full compliance with FERPA.

Feedback:

Your feedback helps us improve this resource! If you encounter an issue or have a suggestion for the AI Assistant, please email Jim Persinger jpersinger@eckce.com

Introduction:

Welcome to our new interventions assistant!  Our chatbot is here to help you brainstorm evidence-based practices for student social-emotional, behavioral, mental health, and academic concerns. Think of it as a knowledgeable colleague who can quickly sift through our extensive resources to suggest what intervention, accommodation, etc. might work best for a child.

How It Works

This Assistant is a secure chatbot built using NotebookLM. It has been trained exclusively on evidence-based practices which span academic, social-emotional, mental health, and behavior resources used in special education and tiered services. Every answer you receive is grounded directly in these source materials.

Because it is "source locked," it will not function like ChatGPT or similar systems.  It will not access any information aside from what it has been trained on, which makes it very reliable, but also limits its ability to respond to questions that can't specifically be answered by the sources provided.

Plain Text Only

Unlike ChatGPT, Notebook LM can't handle any input other than plain text - if you put in such input, or more content than it can handle in a single inquiry, the submit function will be greyed out until resolved.  That means if you try to copy/paste from WebKIDSS, or from MSWord for instance, you may get stuck. The same information, including scores from a table, etc. that has been turned into plain text will work, though.

Consider these approaches:

• The culprit is usually rich text format.  Anything cut/paste into https://copypro.io/rtf-to-txt.html automatically outputs to plain text, fast and reliably.

• https://convertcase.net/plain-text-converter/ is a comparable site but preserves the formatting to make sense of bullets, tabled info, etc. If copypro doesn't do the trick, try this site.

How to Get the Best Answers

Use your own words.  Just describe the situation as you would to a colleague or when talking about a student in a team meeting. The chatbot is designed to understand common scenarios and everyday language. The better you describe the situation, the more relevant and helpful the suggestions will be. Think about these details to include:

• Student Characteristics:

  • Age/Grade Level: Is it a 1st grader, a middle schooler, or a high school student? (e.g., "7-year-old boy," "10th-grade student")

  • Specific Concerns: What are the exact behaviors, emotions, or academic struggles? (e.g., "struggles with reading comprehension," "frequent tantrums," "difficulty initiating tasks," "social anxiety," "disruptive outbursts")

  • Underlying Diagnoses/Eligibility Category When Applicable: (e.g., "has a specific learning disability in math," "has dyslexia," "diagnosed with ADHD," "on the autism spectrum," "history of trauma")

  • Current Strengths: What is the student good at or interested in? This can sometimes help tailor interventions. E.g., "loves art," "strong peer relationships," "excels in math."

• Setting:

  • What tier or other context?  For instance "a universal approach," "a tier 2 intervention," "a group counseling intervention," "an accommodation the paraprofessional can assist with"

  • Where is the concern happening? (e.g., "in the classroom," "during transitions," "at recess," "at home," "during independent work")

  • Who is involved? (e.g., "with peers," "with specific teachers," "when alone")

• Level of Detail Needed:

  • Do you need a general idea, or a specific step-by-step approach? (e.g., "general strategies," "specific techniques," "materials needed")

  • Are you looking for something low-cost, easy to implement, or requiring specialized training? You can ask for this explicitly!

Examples of Effective, Specific Questions

• "What are some evidence-based interventions for a 9-year-old girl in 4th grade who is experiencing social anxiety in the classroom, specifically avoiding group work and presenting verbally? We need strategies that can be implemented by the general education teacher without pull-out."

• "My 2nd-grade student with suspected ADHD is having significant trouble completing independent work in the general education classroom. Specifically, he gets up from his seat frequently, distracts peers, and doesn't turn in assignments. What are some classroom-based interventions that focus on on-task behavior and work completion, and what simple visual supports might be helpful?" 

• "We have a middle school student (7th grade) who is experiencing peer rejection and difficulty initiating social interactions during unstructured times like lunch and recess. They also monopolize conversations when they do try to engage. What social skills interventions or small group strategies could we implement, and what's the evidence base for these?"

• "A high school junior has recently disclosed feelings of overwhelming anxiety and has had panic attacks during presentations and tests. This is starting to impact their attendance. What are some school-based strategies for managing anxiety in the moment, and what resources should we consider for crisis de-escalation or referral to outside mental health support?" 

• "For a preschooler (4-year-old) who is largely non-verbal and communicates primarily through gestures and crying when frustrated, especially during playtime with peers, what early intervention strategies can we use to promote functional communication skills? Are there specific visual communication systems or communication aids that are recommended for this age group and concern?" 

Refine and Follow Up

If the first answer isn't exactly what you need, ask follow-up questions!

• "Maybe I should add, the student has recently started to bully others / they love soccer / they seem really motivated by teacher approval.  Does that change any of the interventions you proposed?

• "Can you give me more details about [specific intervention]?"

• "I need more strategies for [student concern] that require minimal staff time."

• "In their work with the social worker, the student has made great progress on emotional regulation.  Does that change your answer?" 

• "What are the pros and cons of [intervention A] compared to [intervention B]?"

• "Can you adapt these suggestions for a student who has serious social anxiety?"

What is the Source Focus?

The interface will show you the sources which include 

Academic

• Academic Skills Problems Fifth Edition Workbook

• Essentials of Dyslexia Assessment and Intervention

• Essentials of Evidence-Based Academic Interventions

• Motivating Struggling Learners: 10 Ways to Build Student

• School-Based Interventions for Struggling Readers, K-8

• Understanding Assessing Intervening Reading

Behavioral

• The Anger Workbook for Kids: Fun DBT Activities to Help You

• Applied Positive School Psychology

• Behavior Management: From Theoretical Implications to Practical Applications

• Behavioral Interventions in Schools: Evidence-Based Positive

• Behavioral Interventions in Schools: Tiered

• Building Behavior: The Educator's Guide to Evidence-Based Initiatives

• Children with Emotional and Behavioral Disorders: Systemic

• Cognitive and Behavioral Interventions in the Schools

• Collaborative Home School Interventions: Evidence-Based

• Cultivating Behavioral Change in K–12 Students: Team-Based

• Don't Suspend Me! An Alternative Discipline Toolkit

• Evidence-Based Interventions for Children with Challenging Behavior

• Evidence-Based Practice in School Mental Health

• Family–School Success for Children with ADHD: A Guide for Intervention

• Fostering Resilience and Well-Being in Children and Families

• Handbook of Applied Behavior Analysis Interventions for Autism: Integrating Research into Practice

• Handbook of Evidence-Based Interventions for Children and Adolescents

• Handbook of Resilience in Children

• How to Reach and Teach Children with Challenging Behavior

• Learning to Breathe: A Mindfulness Curriculum for Adolescents

• Mindfulness for Children, Adolescents, and Families: Integrating Research into Practice

• Practical Strategies for Supporting Emotional Regulation in Students with Autism

• Self-Regulation Skills in Young Children

• Self-Regulation and Mindfulness: Over 82 Exercises &

• Still Quiet Place

• Teen Self-Injury

• The Restorative Practices Playbook: Tools for Transforming

• The Self-Regulation Workbook for Kids: CBT Exercises

• The Special Educator’s Guide to Behavior Management

• Trauma-Informed Social-Emotional Toolbox for Children

Combined Academic & Behavioral Sources

• Academic and Behavior Supports for At-Risk Students: Tier 2

• Collaborative Home School Interventions: Evidence-Based (Note: the majority of this source is behavioral, but one form directly supports academic homework completion)

• Effective School Interventions, Third Edition

• Evidence-Based Instruction in Special Education

• Interventions II

• Mindful Interventions in Special Education

• Handbook of Evidence-Based Interventions for Children and Adolescents

• Mindfulness & Acceptance for Positive Psychology (primarily discuss psychological theory and general approaches, which underlie both academic and behavioral applications.)

• Evidence-Based Positive Psychological Interventions in Schools

Data Privacy & FERPA: Important Guidelines

While Google states that data input into the chat interface will not be used to train its AI models, it still passes through their systems. Thus, it is crucial that you DO NOT input Personally Identifiable Information or other sensitive student data. Your responsibility to protect student privacy and adhere to FERPA remains paramount.

What this means for your questions/queries is:

• Never type a student's full name or any other direct identifier. Avoid including details that, even without a name, could identify a student within your context.

• Frame your questions using hypothetical situations rather than specific details of an individual student.

  • Instead of: "What should I do about John Smith's attention-seeking behavior?"

  • Ask: "For a child with the following characteristics, propose tier 1 and tier 2 interventions to address his attention-seeking behavior."

Adhering to these guidelines ensures we maintain full compliance with FERPA.

Disclaimer

Though a powerful informational tool, it does not replace the guidance of ECKCE's leadership, school psychologists, or case managers. For critical decisions, complex scenarios, or situations requiring official interpretation, always consult with your building's school psychologist or the appropriate ECKCE leadership.

Feedback:

Your feedback helps us improve this resource! If you encounter an issue or have a suggestion for the AI Assistant, please email Jim Persinger jpersinger@eckce.com

Paraprofessional Evaluation Tool

Medicaid Parent Consent Form - Access via WebKIDSS

Special Education Planning Tool:  Template

Assistive Technology Steps Flowchart

Kansas Assistive Technology Guide - 2024

KSDE recommends use of the Wisconsin Technology Initiative forms and processes for teams considering AT as a related service

As highlighted by TASN in a series of workshops in 2024, School Mental Health Quality Assessment, SHAPE, has a library of free mental health assessments and resources.  From the University of Maryland's National Center for School Mental Health, it was primarily developed with federal grant funds and has great resources for any interested in school mental health from a tiered perspective.

Authorized staff only - email jpersinger@eckce.com to request access.

Differentiation Between Teacher and Paraprofessional Responsibilities

Supervising Teacher Responsibilities

1. Diagnoses educational needs associated with testing and other types of assessment.

2. Plans instructional programs and process; copies, transcribes

3. Grades students’ performance

4. Takes responsibility for teaching new concept and skill in classroom activity

5. Revises instructional programs

6. Designs instructional materials

7. Designs and implements behavior intervention plan

8. Communicates with parents

9. Implements behavior programs

Paraprofessional Responsibilities

1. Scores and compiles data

2. Assists with the planning files, etc.

3. Checks and scores student work

4. Reinforces and reviews concepts and skills. Assists students in per-forming activities initiated by the supervising teacher

5. Monitors student progress in instructional programs and relates findings to supervising teacher

6. Helps develop instructional materials designed by the supervising teacher

7. Monitors and reinforces student performance on behavioral interventions through observation; may assume data collection and other record keeping duties

8. Maintains records associated with the parent conferencing procedures; may confirm conference dates

9. Manages students during times when the teacher is involved in the regular performance of professional duties or has emergency reasons for being out of the classroom; plays supportive management role when supervising teacher is present

The Paraprofessional May:

1. Be left alone in the classroom for short periods of time when the supervising teacher is away. The supervising teacher remains responsible for the

classroom at all times and must remain accessible.

2. Work without direct supervision with individuals or

groups of students.

3. Have specific tutorial and management responsibilities for the students.

4. Be involved in student staffing.

5.Be used to support the integration of exceptional students into regular classes by tutoring these students

in regular class assignments and giving tests orally, etc.

6.Be assigned record keeping tasks relevant to the

classroom assignment

7. Assist the supervising teacher in supervision assemblies and group field trips. Take individual students on job related activities, job interviews, curriculum-based recreation, shopping ect.

The Paraprofessional May Not:

1. Be used as a substitute for a certified teacher.

2. Teach independently new concepts and skills.

3. Be given primary responsibility for working with individual students

4. Be assigned to attend a student staffing in lieu of the

supervising teacher.

5.Be given primary responsibility for mainstreaming one or more students or used to teach regular

curriculum content to non-exceptional students **(see below).

6.Be used to carry out clerical responsibilities usually

assigned to other staff.

7.Take full responsibility for supervising field trips, assemblies or other on teaching duties usually assigned to teacher, e.g., hall duty, extra duty, school clubs, ect.

Establish Teamwork

Teachers often have not had the opportunity to supervise other adults. The following list suggests things teachers can do to establish a good working relationship with a para.

1.   Communicate daily; this is essential to building a program which is responsive to handicapped learners.

2.   Listen to suggestions or ideas. Be careful not to hurt feelings if the suggestions or ideas are not taken.

3.   Give the para feedback about his/her performance.

4.   Model professionalism at all times.

5.   Discuss problems IMMEDIATELY. Do not let them grow by ignoring them.

6.   Give instructions that are clear and can be followed.

7.   Remember all final decisions are up to the teacher.

8.   Do not talk about problems with a para to other paras!

9.   Ask for feedback, it helps in communication.

10.   Make sure you teach classroom procedures (i.e. to restroom, recess, lunch, drinks, and fire drills) to the para.

11.   Help the para become familiar with the types of children served in the classroom.

12.   Help the para become familiar with your academic approach.

13.   Help the para become familiar with the various types of academic equipment and materials used in the classroom.

14.   Mutual respect and support between the teacher and the para must be shown at all times.

15.   Work with the para on consistency in handling rules and rewards in the classroom.

16.   If work problems arise and you have discussed them unsuccessfully with your para, discuss it with the building principal. This is a personnel issue and must be handled professionally.

Para's Checklist

The following list may be used to help the teacher develop an initial working relationship with a para new to the classroom.

1.   What are your special and regular duties?

2.   What records are you responsible for keeping?

3.  What special services are available to the classroom and the school in which you work?

4.  What schedules are you responsible for following?

5.  What emergency provisions apply to your situations?

6.  When do pupils come? When do they leave?

7.  Where and when will the pupils in your classroom play?

8.  What are the most significant playground regulations?

9.  For what lunchtime activities will you be responsible?

10.   Where are the supplies kept and how are they obtained?

11.   What equipment is available and how is it obtained?

12.   What is the line of communication and authority you are to follow?

13.   If you are responsible for working with more than one teacher, how is your time divided?

14.   What pupil records are available to you?

15.   To whom should you direct questions concerning school policy?

16. With whom should you discuss a problem concerning relationships?

17.   What should my response be when a parent raises a question on their child's functioning in the classroom?

18.   What is expected of you in terms of pupil discipline?

19.   What course should you follow if you feel that you do not have enough to do?

20.   How does your teacher view the teacher/para relationship?

Access to the paraprofessional evaluation tool is here.

Paras will be evaluated by their supervising teacher, in collaboration with their building principal when appropriate, no later than March 31 using the evaluation form found on the ECKCE website. The evaluation must be reviewed with the para and both teacher and para will sign the document, which is then sent to the ECKCE office to be placed in the paras employment file. The paraprofessional may respond to the evaluation on the form itself, or they may attach their own response at any time. Paras receiving unsatisfactory evaluation in one or more areas may be subject to corrective action, up to and including termination at the discretion of the principal and the director.