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Revised August 2015
Student Support - Education Services
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015
Acknowledgements
Student Support would like to thank all who
have participated in the development of this
Guidebook for Education Assistants and ABA Support Workers.
Table of ContentsTable of ContentsTable of ContentsTable of Contents
Acknowledgments
SECTION ONE Educational Issues Roles and Responsibilities … 5
School Based Support Personnel … 5
District Based Support Personnel … 7
Community Based Support Personnel … 9
Special Education Service Delivery Model – Elementary … 10
Special Education Service Delivery Model – Secondary … 11
Student Descriptors for High Incidence … 12
Student Descriptors for Low Incidence … 14
SECTION TWO EA Practices Ethical Considerations … 17
EA/ABA SW Orientation Checklist … 18
EA/ABA SW Checklist for Non-Academic Learning … 20
EA Checklist for Academic Learning … 22
Promoting Independence: 13 Ways to Step Back … 24
Education Assistant (EA) Sub-Book … 25
Home/School Communication Book … 26
SECTION THREE EA Procedures EA/ABA SW’s Interactions with Parents … 29
Evaluation Process … 30
Hours of Work … 31
Time Sheet/Absence Procedures … 32
Liability Coverage … 33
EA/ABA SW Work Related Liability Issues … 34
Occupational Health and Safety Issues … 35
Due Process … 38
Appendices … 39
EEEEducational Issuesducational Issuesducational Issuesducational Issues SECTION ONE
Roles and Responsibilities …5555
School Based Support Personnel … 5555
District Based Support Personnel … 7777
Community Based Support Personnel … 9999
Special Education Service Delivery Model – Elementary …10101010
Special Education Service Delivery Model – Secondary … 11111111
Student Descriptors for High Incidence … 12121212
Student Descriptors for Low Incidence …14141414
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 5
Roles and Responsibilities
SSSSCCCCHOOHOOHOOHOOLLLL BBBBASEASEASEASEDDDD SSSSUUUUPPPPPOPOPOPORRRRTTTT PPPPEEEERRRRSSSSOOOONNNNNNNNEEEELLLL
PrPrPrPriiiinnnncicicicippppal/al/al/al/VVVViceiceiceice----PrPrPrPriiiinnnncccciiiippppaaaallll
The school Principal/Vice-Principal plays a number of important functions in the education of
students with special needs. These include being available to consult with students or
their parents/guardians concerning their daughter or son’s educational program, and
ensuring that Individualized Education Plans (IEPs) are developed and implemented. In
addition, the Principal or Vice-Principal oversees placement of all students and ensures that
parents/guardians are regularly provided with reports concerning their child’s school progress.
ChChChChilililildddd////YouthYouthYouthYouth CCCCaaaarererere WorWorWorWorkekekekers rs rs rs ((((CCCC////YCWYCWYCWYCW)))) //// Inner City Secondary School Workers Inner City Secondary School Workers Inner City Secondary School Workers Inner City Secondary School Workers ((((ICSSWICSSWICSSWICSSW))))
C/YCW/ICSSWs provide short and long-term interventions to students who are experiencing
difficulty adjusting to school:
• CCCConnonnonnonneeeeccccttttiiiiononononssss PrPrPrProgogogogrrrraaaammmm YCWs/ICSSWsYCWs/ICSSWsYCWs/ICSSWsYCWs/ICSSWs provide school-based, long-term, strategic support
to students within the Connections Program classroom. In addition, transitional
support is provided to Connections Program students who are transitioning into a
regular classroom.
• SSSSoooociaciaciaciallll DDDDeveeveeveevellllopopopopmmmmeeeennnntttt CCCCCWsCWsCWsCWs provide long-term intervention as well as support for
students transitioning into regular classrooms.
CCCClasslasslasslassrrrroooooooommmm TTTTeeeeacacacachhhheeeerrrr The classroom teacher is central to the collaborative team that supports the inclusion of a
student with special needs and is responsible for the planning, implementation and
assessment of the student’s educational program. The Education Assistant (EA) works
closely with the classroom teacher to assist with designated aspects of the program delivery.
Student Support personnel (e.g., Integration Support Teachers [ISTs]) also assist the
classroom teacher.
EEEEdddduuuucacacacattttiiiioooonnnn AAAAssisssisssisssisttttaaaannnntttt ((((EEEEAAAA)))) / / / / Applied Behaviour Analysis Support Worker (ABA SW)Applied Behaviour Analysis Support Worker (ABA SW)Applied Behaviour Analysis Support Worker (ABA SW)Applied Behaviour Analysis Support Worker (ABA SW) EAs and ABA SWs play a key role in supporting the educational and social/emotional needs
of students with special needs. EAs/ABA SWs may assist in the collection of data for
tracking student progress, may be required to provide personal care assistance with dressing,
toileting, feeding a n d / or mobility. Also, EAs and ABA SWs play an important role in
fostering independence, by facilitating social interactions and supporting adaptations or
modifications that help to ensure that the student is working at a meaningful instructional level.
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 6
EEEEA / ABA Peer Support FacilitatorA / ABA Peer Support FacilitatorA / ABA Peer Support FacilitatorA / ABA Peer Support Facilitator The EA / ABA Peer Support Facilitator provides assistance to peers in an elementary or
secondary school involving school related paraprofessional services, including basic life
skills, age appropriate academic assistance, and on-site assistance to student in work
experience programs. The work involves providing assistance throughout the District and not
for a particular school or a restricted set of duties. The EA / ABA Peer Support Facilitator reports to the District Principal, Student Support.
IIIIntntntnteeeeggggrrrraaaattttiiiioooonnnn SSSSuuuupppppopopoporrrrtttt TTTTeaeaeaeacccchhhheeeerrrrssss (ISTs)(ISTs)(ISTs)(ISTs)
Integration Support Teachers facilitate a proactive process where the classroom teacher,
parents/guardians, home personnel and support staff work together to design an effective
educational program for a student with low-incidence special needs. They facilitate the
development of the Individual Education Plan and provide resources/materials for adapting
and modifying curriculum as appropriate. In addition, integration support teachers provide
information or in- service to students or staff, help develop strategies and resources to
support inclusion, assist in developing behaviour or safety plans as needed and may also
communicate with associated professionals and members of agencies that are working with a
particular child.
SSSScccchoohoohoohoollll----BBBBasasasaseeeedddd CCCC/YCWs/YCWs/YCWs/YCWs provide school-wide support for students who exhibit behavioural
challenges, with the goal of assisting them in successfully participating and learning within
the regular school setting.
SSSScccchoohoohoohoollll CCCCoooouuuunnnnselselselsellllloooorrrr
The school counsellor may play a significant resource to the student with special needs.
Counselling services focus on enhancing the students’ social/emotional development,
assisting with the development of an inclusive school culture, and empowering positive
change. In addition, counsellors collaborate with students, other educators, parents,
community agency personnel and other professionals to plan goals and effective strategies that promote student development.
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 7
DISTRICT BASED SUPPODISTRICT BASED SUPPODISTRICT BASED SUPPODISTRICT BASED SUPPORT PERSONNELRT PERSONNELRT PERSONNELRT PERSONNEL
AAAAugugugugmmmmeeeennnnttttaaaattttiviviviveeee CCCCoooommmmmmmmununununicicicicaaaattttiiiioooonnnn SSSSppppececececiiiialisalisalisalisttttssss (AAC)(AAC)(AAC)(AAC)
AACs provide consultation and training in the use of augmentative or alternative
communication systems for students who have difficulties in producing or understanding
oral communication. This may include visual supports, communication boards and books, or
voice output communication systems. AACs collaborate with the school speech and
language pathologist, teachers, education assistants, parents/guardians and integration
support teachers to design an appropriate communication system for a particular student.
DDDDisisisisttttrrrricicicictttt BBBBeeeehhhhaviaviaviavioooouuuurrrr SSSSppppeciaeciaeciaeciallllisisisisttttssss (DBS)(DBS)(DBS)(DBS)
DBSs have responsibilities in relation to children requiring intensive behavioural support.
This may include direct involvement with the students placed in social development
classes and follow-up (bridging) when they transition to other programs. In addition,
behavioural support may be provided to students with significant behavioural concerns,
when placement in a regular school setting is not possible.
DDDDisisisisttttrrrricicicictttt RRRReeeessssouououourrrrcccceeee CCCCoooouuuunnnnselselselsellllloooorrrrssss (DRC)(DRC)(DRC)(DRC)
DRCs participate on district and community committees. Responsibilities include: consultation with school and district personnel regarding at-risk students, resolving level two suspensions, supporting school-based Crisis Response and programs concerned with students at risk of not completing school. In addition, DRCs are part of multidisciplinary threat assessment teams focused on student safety and emotional well-being, networking with elementary/secondary counsellors, and providing leadership to district programs.
DDDDisisisisttttrrrricicicictttt TTTTeaceaceaceachhhheeeerrrrssss ooooffff ththththe e e e DDDDeaeaeaeaffff aaaannnnd d d d HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg (TDHH)(TDHH)(TDHH)(TDHH) TDHHs provide direct and consultative itinerant services to students who are deaf or hard of
hearing. Direct services are provided once or twice weekly. The intensity of service is determined by the goals documented in a student’s Individual Education Plan (IEP). IEP
goals may address audiology, academics, social/emotional development, listening,
communication, speech reading, advocacy, etc. In addition, TDHHs facilitate family
networking with various support programs and community agencies.
DDDDisisisisttttrrrricicicictttt TTTTeaceaceaceachhhheeeerrrrssss ooooffff ththththe e e e VVVViiiissssuuuuallallallallyyyy IIIImmmmppppaiaiaiairrrreeeedddd
District Teachers of the Visually Impaired provide specific support relating to students with
visual impairments and consult with school-based, district and outside agency personnel. Working with a collaborative team, Teachers of the
Visually Impaired either directly support or monitor students and will help develop an IEP,
assist in developing modified or adapted curriculum, teach social interaction skills and
provide assistance with regard to special equipment or technology needs. In addition,
Teachers of the Visually Impaired assist students with orientation and mobility.
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 8
Learner Support Team Helping TeachersLearner Support Team Helping TeachersLearner Support Team Helping TeachersLearner Support Team Helping Teachers (LST HT(LST HT(LST HT(LST HT))))
The Learner Support Team Helping Teachers (LST HTs) play an active role in identification,
assessment, planning, implementation, reporting, evaluation, and case management for
learners who are struggling and yet do not have a special needs designation, and English
Language Learners. LST teachers are a resource to classroom teachers and students.
SSSScccchoohoohoohoollll PPPPssssyyyycccchhhhoooollllooooggggisisisisttttssss
School psychologists support children in meeting challenges through their specialized
training in mental health, child development, learning, behaviour, and motivation. They use
their training and skills to work collaboratively and provide consultation to school-based and
district personnel, parents/guardians, and outside agency personnel with regard to psycho-
educational assessment. School psychologists understand school systems and are an integral
part of the school team that attempts to establish appropriate support strategies for students with special needs.
SSSSppppeciaeciaeciaeciallll EEEEdddduuuucacacacattttiiiioooonnnn HHHHelelelelppppiiiinnnngggg TTTTeaeaeaeacccchhhheeeerrrrssss (SPED HT)(SPED HT)(SPED HT)(SPED HT)
SPED HTs provide district leadership in the provision of services for elementary and
secondary students with low-incidence special needs as well as those secondary students
with Intellectual Disabilities. SPED HTs’ responsibilities include assisting in the placement
of students with special needs, acting as a liaison between Student Support, administrators,
parents and community agencies and providing collaborative consultation with the student’s
support team. In addition, SPED HTs provide in-service and workshops to school-based
personnel on a wide variety of topics related to supporting students with special needs.
SSSSppppeeceeceeceechhhh----LLLLaaaannnngggguuuuaaaaggggeeee PPPPaaaatttthhhhoooollllooooggggisisisisttttssss (SLP)(SLP)(SLP)(SLP)
SLPs provided services that are designed to support students whose educational and/or
social progress is adversely affected by communication difficulties. Speech-language
pathology services may include a full range of services encompassing screening,
assessment, direct instruction, consultation, and collaboration with other educators regarding
the student's needs in the classroom and other school environments, in-service training,
information sharing with families and other service providers.
VVVVisiisiisiisittttiiiinnnngggg TTTTeeeeaaaacccchhhheeeerrrrssss (VT)(VT)(VT)(VT)
VTs provide instruction to students K-12 at home or at another location (e.g., library, Student Support). These students have social/emotional concerns that interfere with their ability to experience success in a regular educational setting. Often, these students are on waiting lists for Connections Programs or Social Development programs. VTs typically meet with a student twice a week. All referrals for visiting teacher services are made through a district resource counsellor.
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 9
COMMUNITY BASED SUPPCOMMUNITY BASED SUPPCOMMUNITY BASED SUPPCOMMUNITY BASED SUPPORT ORT ORT ORT PERSONNELPERSONNELPERSONNELPERSONNEL
NNNNuuuurrrrsisisisinnnngggg SSSSuuuuppppppppoooorrrrtttt SSSSeeeerrrrvicevicevicevicessss CCCCoooooooorrrrddddiiiinnnnaaaattttoooorrrrssss Nursing Support Services Coordinators develop, in consultation with a support team, a
health care plan for students who require health care procedures such as tube feeding,
catheterization etc. The Nursing Support Services Coordinators will train, certify and
monitor education assistants who carry out specific health care procedures.
OccOccOccOccuuuuppppaaaattttiiiiononononaaaallll TTTThhhheeeerrrraaaappppisisisisttttssss
Occupational Therapists work to promote, maintain, and develop the skills required by
students to function in a school setting. The services provided by the Occupational
Therapist may include consultation, program planning, assistance in diagnosis, and
selection/adaptation of equipment.
PPPPhhhhysiysiysiysiooootttthhhheeeerrrraaaappppiiiissssttttssss
Physiotherapists provide services to children with orthopedic, neurological, muscular, spinal,
joint or sensory challenges. These services include assistance with physical positioning to
promote optimal physical access, assistance in maximizing independence for students who
have limited mobility and development of movement function. The services performed by a
Physiotherapist may include screening, consultation, program planning, assistance with
diagnosis, selection/adaptation of equipment, administration, education and research.
Sensory Sensory Sensory Sensory OccOccOccOccuuuuppppaaaattttiiiiononononaaaallll TTTThhhheeeerrrraaaappppisisisisttttssss
Sensory Occupational Therapists work as a member of a collaborative team to screen for
sensory issues, provide consultation in relation to sensory issues, or conduct assessments,
select equipment, and develop programs that address students who have sensory needs.
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 10
Special Education Service
Delivery Models
ELEMENTARY LEVELELEMENTARY LEVELELEMENTARY LEVELELEMENTARY LEVEL
FuFuFuFullllllllyyyy IIIInnnntttteeeeggggrrrraaaatttteeeedddd LLLLoooowwww IIIInnnnciciciciddddeeeennnncccceeee School District No. 36 (Surrey) supports the belief that students with special needs
are usually best served in a classroom setting with peers. Teachers of students with
special needs receive support through Student Support with regard to Individual Education Plan development, program implementation strategies, and paraprofessional
support (when appropriate).
LLLLeaeaeaearrrrnnnneeeerrrr SSSSuuuupppppopopoporrrrtttt TTTTeaeaeaeammmm
Learner Support Teams provide support to:
a) students with mild to moderate learning difficulties and/or students at risk of not completing school;
b students with learning disabilities or mild intellectual disability (elementary only) and other categorical or non-categorical students as appropriate;
c) students who are English Language Learners (ELL).
SSSSppppeciaeciaeciaeciallll PrPrPrProgogogogrrrraaaammmmssss
� DDDDeaeaeaeaffff oooorrrr HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg OOOOrrrraaaallll aaaannnnd d d d SSSSiiiiggggnnnn RRRReeeessssouououourrrrcccceeee PrPrPrProgogogogrrrraaaammmmssss
Location: Bear Creek Elementary (Oral)
� Intensive Literacy ProgramsIntensive Literacy ProgramsIntensive Literacy ProgramsIntensive Literacy Programs (Grades 4-6)
Location: Bonaccord Elementary, Boundary Park Elementary, H.T. Thrift Elementary,
Creekside Elementary, and Cloverdale Traditional
� LoLoLoLowwww IIIInnnnciciciciddddeeeennnncccceeee SSSSppppecieciecieciaaaallll CCCClasslasslasslasseeeessss
Location: Simon Cunningham Elementary, George Greenaway Elementary, and David
Brankin Elementary
� SSSSoooociaciaciaciallll DDDDeveeveeveevellllopopopopmmmmeeeennnntttt PrPrPrProgogogogrrrraaaammmmssss
Location: 13 elementary schools throughout the school district
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 11
Special Education Service
Delivery Models SECONDARY LEVELSECONDARY LEVELSECONDARY LEVELSECONDARY LEVEL
LLLLeaeaeaearrrrnnnneeeerrrr SSSSuuuupppppopopoporrrrtttt TTTTeaeaeaeammmm
Learner Support Teams provide support to:
a) students with mild to moderate learning difficulties and/or students who are at risk of not completing school;
b) students with learning disabilities, and students who do not have a special education designation, as appropriate;
c) students who are English Language Learners.
BBBBuuuuililililddddiiiinnnngggg AAAAccccaaaaddddeeeemmmmicicicic,,,, SSSSoooociaciaciaciallll aaaannnnd d d d EmEmEmEmppppllllooooyyyymmmmeeeennnntttt SSSSkillkillkillkillssss ((((BABABABASESSESSESSES))))
BASES provides services to students with a mild to severe intellectual disability or autism.
Intensive Support & Intervention ProgramsIntensive Support & Intervention ProgramsIntensive Support & Intervention ProgramsIntensive Support & Intervention Programs
Intensive Support & Intervention programs provide services to students who require more
support than is provided in a BASES program. Generally, students have a moderate to severe
cognitive disability and physical or sensory disability, or autism that occurs
concomitantly with a moderate to severe intellectual disability. Location: Frank Hurt, L.A. Matheson and North Surrey Secondary
SSSSppppeciaeciaeciaeciallll PrPrPrProgogogogrrrraaaammmmssss
� CCCConnonnonnonneeeeccccttttiiiiononononssss PrPrPrProoooggggrrrraaaammmmssss (fo(fo(fo(formrmrmrmeeeerrrrllllyyyy AAAAlllltttteeeerrrrnnnnaaaatttteeee))))
Location: 5 secondary schools throughout the district
� DDDDeaeaeaeaffff oooorrrr HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg OOOOrrrraaaallll RRRReeeessssouououourrrrcccceeee PrPrPrProoooggggrrrraaaammmm Location: Queen Elizabeth Secondary
� FoFoFoFouuuunnnnddddaaaattttiiiioooonnnnssss Location: Queen Elizabeth Secondary
� IIIIntntntnteeeerrrr----AAAAggggeeeennnnccccyyyy BBBBeeeehhhhaaaavvvviiiiouououourrrr////EmEmEmEmototototiiiiononononaaaallll SSSSuuuupppppopopoporrrrtttt PrPrPrProgogogogrrrraaaammmmssss
Location: 16 programs throughout Surrey
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 12
Student Descriptors
for
High Incidence and
Low Incidence Programs
Adapted from the Special Education Services - A Manual of Policies, Procedures and
Guidelines, (July 2013) www.bced.gov.bc.ca/specialed/
HIGH INCIDENCE CATEGHIGH INCIDENCE CATEGHIGH INCIDENCE CATEGHIGH INCIDENCE CATEGORIESORIESORIESORIES (letters below correspond to Ministry codes)::::
GiGiGiGiftftftfteeeedddd ((((PPPP))))
A student is considered gifted when she/he possesses demonstrated or potential abilities
that give evidence of exceptionally high capability with respect to intellect, creativity, or
the skills associated with specific disciplines. Students who are gifted often demonstrate
outstanding abilities in more than one area. They may demonstrate extraordinary
intensity of focus in their particular areas of talent or interest. However, they may also
have accompanying disabilities and should not be expected to have strengths in all areas
of intellectual functioning.
Identification and assessment should involve the use of multiple criteria and information
from a variety of sources and include several of the following:
• teacher observations (e.g., anecdotal records, checklists, and inventories);
• records of student achievement (e.g., assignments, portfolios, grades, audio or
video recordings, records of accomplishments);
• nominations by educators, parents, peers and/or self;
• interview of parents and students; and/or
• formal assessment results (e.g., Level C cognitive ability, academic achievement).
LLLLeaeaeaearrrrnnnniiiinnnngggg DDDDisisisisaaaabbbbililililiiiittttieieieiessss ((((QQQQ))))
The term Learning Disabilities (LD) refers to a number of disorders that may affect the
acquisition, organization, retention, understanding or use of verbal or nonverbal
information. These disorders affect learning in individuals who otherwise demonstrate
at least average cognitive abilities essential for thinking and/or reasoning. Learning
disabilities result from impairments in one or more processes related to perceiving,
thinking, remembering or learning. These include, but are not limited to: language
processing, phonological processing, visual spatial processing, processing speed,
memory and attention, and executive functions (e.g., planning and decision-making).
Learning disabilities range in severity and may interfere with the acquisition and use of
one or more of the following:
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 13
• Oral language (e.g., listening, speaking, understanding)
• Reading (e.g., decoding, phonetic knowledge, word recognition, comprehension)
• Written language (e.g., spelling and written expression)
• Mathematics (e.g., computation, problem solving)
MMMMilililild d d d IIIIntntntntelelelelllllececececttttuuuuaaaallll DDDDisisisisaaaabbbbililililiiiittttieieieiessss ((((KKKK))))
Students with a mild intellectual disability have lowered intellectual functioning (Standard
Score [SS] 55-73) as measured on a norm referenced Level C assessment and adaptive
behaviour of a similar degree (SS<70) in at least two domains on a norm referenced
measure of adaptive behaviour. While individual needs differ, many will require specific
instruction for the acquisition of gross and fine motor skills, academic skills,
communication skills, assistance with development of social skills, including personal
independence, social responsibility and life skills.
ModModModModeeeerrrraaaatttteeee BBBBeeeehhhhaviaviaviavioooouuuurrrr SSSSupupupupppppoooorrrrtttt oooorrrr wwwwiiiitttthhhh MMMMeeeennnnttttaaaallll IllIllIllIllnnnneeeessssssss ((((RRRR))))
Students can experience behaviour, social/emotional or mental health concerns that range
from mild to serious. Most students with social/emotional difficulties can be supported in
school through counselling and school-based support services. A smaller number of
students require more intensive support. Students who require behaviour supports are
students whose behaviours reflect inappropriate interactions between the student and one
or more elements of the environment, including the classroom, school, family, peers and
community. Behaviour disorders vary in their severity and effect on learning, interpersonal
relations and personal adjustment.
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 14
LOW INCIDENCE CATEGOLOW INCIDENCE CATEGOLOW INCIDENCE CATEGOLOW INCIDENCE CATEGORIESRIESRIESRIES (letters below correspond to Ministry codes)::::
LLLLeveeveeveevellll IIII::::
PPPPhhhhysicallysicallysicallysicallyyyy DDDDeeeeppppeeeendndndndeeeennnntttt ((((AAAA))))
Students considered Physically Dependent are completely dependent on others for meeting
all major daily living needs and will require assistance at all times for feeding, dressing,
toileting, mobility and personal hygiene.
Deafblind (B)Deafblind (B)Deafblind (B)Deafblind (B)
Students considered Deafblind have a visual impairment (partial sight to total blindness)
and a hearing impairment (moderate to profound hearing loss). The degree of impairment
results in significant communicative, educational, vocational, and social difficulties.
LLLLeveeveeveevellll IIIIIIII::::
AAAAututututisisisismmmm SSSSppppeeeeccccttttrrrruuuummmm DDDDisisisisoooorrrrddddeeeerrrr ((((GGGG))))
The term Autism Spectrum Disorder (ASD) is used to describe a group of
neurodevelopmental disabilities characterized by the manifestation of behavioural
characteristics across multiple areas of functioning (e.g., socialization, communication,
sensory responsiveness). Behavioural characteristics exist in varying degrees.
DDDDeaeaeaeaffff oooorrrr HHHHaaaarrrrdddd ooooffff HHHHeaeaeaearrrriiiinnnngggg ((((FFFF))))
A student is placed in this category if he/she has a medically diagnosed hearing loss, which results in such substantial educational difficulty that requires direct services
on a regular, frequent, and ongoing basis by a qualified teacher of the deaf or hard of
hearing.
ModModModModeeeerrrraaaatttteeee ttttoooo PrPrPrProfofofofoooouuuunnnndddd IIIInnnnttttelleelleelleelleccccttttuuuuaaaallll DDDDisisisisaaaabbbbiliiliiliilittttiiiieeeessss ((((CCCC))))
Students considered as having a Moderate to Profound Intellectual Disability have
significantly impaired intellectual functioning (SS<55) as measured on a norm referenced
Level C assessment and delayed adaptive behaviour and functioning of a similar degree
(SS<55) on a norm referenced measure of adaptive behaviour. These students require
support in the development of academic skills, communication skills, cognitive skills, fine
and gross motor skills, self-care, life skills and socialization skills. Generally, a student
with this level of intellectual functioning is also significantly delayed in social-emotional
development. Students considered as having a moderate to profound intellectual disability
may also be accompanying sensory, physical and health concerns.
PPPPhhhhysicaysicaysicaysicallll DDDDiiiissssaaaabbbbililililiiiittttieieieiessss oooorrrr CCCChhhhrrrrononononiiiicccc HHHHealealealealtttthhhh IIIImmmmppppaiaiaiairmrmrmrmeeeentntntntssss ((((DDDD))))
Students are considered as having a Physical Disability or Chronic Health Impairment
when their education is adversely affected by one or more of the following:
SECTION ONE:
EDUCATIONAL ISSUES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 15
• Nervous system impairment that impacts movement or mobility;
• Musculoskeletal condition; and/or
• Chronic health impairment that seriously impacts students’ education and
achievement.
VVVVisisisisuuuuaaaallll IIIImmmmppppaiaiaiairmrmrmrmeeeennnnttttssss ((((EEEE))))
The generic term visual impairment includes individuals who are legally blind, partially
sighted, have low vision, or are cortically visually impaired. For educational purposes, a
student with visual impairment is one whose visual acuity is insufficient for the student to
participate with ease in everyday activities. The impairment interferes with optimal
learning and achievement and can result in a substantial educational disadvantage, unless
adaptations are made with respect to the presentation of learning opportunities, the nature
of the materials used, and/or the learning environment.
To be considered visually impaired, a student must have:
• a visual acuity of 6/21 (20/70) or less in the better eye after correction;
• a visual field of 20 degrees or less;
• a progressive eye disease with a prognosis of becoming one of the above in the
next few years;
• or
• a visual problem or related visual stamina that is not correctable and that results
in the student functioning as if his or her visual acuity is limited to 6/21 (20/70)
or less.
LLLLeveeveeveevellll IIIIIIIIIIII::::
IIIIntntntnteeeennnnsivsivsivsiveeee BBBBeeeehhhhavavavaviiiiouououourrrr IIIIntntntnteeeerrrrvevevevennnnttttiiiioooonnnnssss oooorrrr SSSSeeeerrrriiiiououououssss MMMMeeeentntntntaaaallll IllIllIllIllnnnnesesesesssss ((((HHHH))))
Students identified as requiring Intensive Behaviour Intervention or having Serious Mental
Illness exhibit extremely disruptive behaviour in school and other environments or have
severe mental health conditions that manifest themselves in profound withdrawal or other
internalizing behaviours. These students have needs that extend beyond the normal
capacity of the school to manage. Accordingly, educators and community partners must
collaborate with community partners (e.g., Child and Youth Mental Health, Maples
Adolescent Treatment Centre) to develop and implement educational programs.
EA/ABA SW Practices SECTION TWO
Ethical Considerations … 11117777
EA/ABA SW Orientation Checklist … 11118888
EA/ABA SW Checklist for Non-Academic Learning … 20202020
EA Checklist for Academic Learning … 22222222
Promoting Independence – 13 Ways to Step Back … 22224444
Education Assistant (EA) Sub-Book … 22225555
Home/School Communication Book … 22226666
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 17
Ethical Considerations
Communication... EA/ABA SWs maintain professional communication with teachers. They remember that
communication with parents is the responsibility of the teacher. They respect the
confidentiality of students, staff and parents.
Respect... EA/ABA SWs maintain respectful and professional relationships with students, staff and
parents. They are clear about their roles and responsibilities. When problems arise, they
understand due process (see page 38) and the procedures they are to follow.
Responsibility... EA/ABA SWs are responsible in their actions, appropriate appearance and professional
attitude. They are reliable and work independently under the direction of the teacher. They
work with the team to follow student learning, safety, medical, behavioural and personal care
plans.
Ethical Conduct... EA/ABA SWs are ethical in all aspects of dealing with staff, students, parents and district
staff.
Facilitation... EA/ABA SWs facilitate social inclusion of students with special needs by providing the
optimal level of support needed for students to achieve their individual educational goals.
They help students realize their potential for self-determination and independence.
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 18
EA/ABA SW
Orientation Checklist
SSSScccchoohoohoohoollll PPPPeeeerrrrssssononononnnnneeeellll
• Who are the administrators, secretaries and custodians for the school and how do I
address them during school hours?
• Who are the other adults in the school and how do I address them?
• How does the classroom teacher want to be addressed in the classroom?
• Have I discussed with the classroom teacher how I should be addressed? SSSScccchoohoohoohoollll RRRRoooouuuuttttiiiinnnneeees/s/s/s/RRRRuuuulllleeeessss (to be discussed with the classroom teacher)
• What is the bell schedule for the school?
• What time is the recess and lunch break?
• What are the fire and emergency evacuation procedures?
• What are the school rules for conduct in the library/gym/computer room etc.?
• What are the rules for hallway and washroom use?
• What are the playground rules and routines?
• What are the classroom teacher’s goals for the class and/or a specific student?
• What are the classroom rules and consequences for inappropriate behaviour?
• What is the procedure for notifying the office that assistance is needed immediately?
• What is the emergency coded message for staff on the PA? What is the consequence?
Lockdown? Fire drill?
• How do I access teacher/learning materials and resources at the school?
• Where are and how do I access the audio-visual materials and classroom supplies?
• What are the special forms that I will be using?
SSSStudtudtudtudeeeennnntttt SSSSppppeeeeciciciciffffiiiicccc IIIInnnnffffoooormrmrmrmaaaattttiiiioooonnnn (to be discussed with the classroom teacher)
• What time does the student arrive and depart?
• What time does the bus/taxi arrive and depart?
• Are there any eating/feeding conditions that I need to be aware of (e.g., who feeds?
How fed, etc.)
• Who is responsible for supervising the arrival and safe departure of the student?
• How do I access the IEP?
• Are there any medical, behavioural, safety plans, plans of supervision, gradual
entry/reintegration plans for any of the students? If so, what are my responsibilities
with respect to its implementation?
• Is there a Care Plan in place for this student: If so, what are my responsibilities with
respect to its implementation?
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 19
EAEAEAEA/ABA SW/ABA SW/ABA SW/ABA SW SSSSppppecieciecieciffffiiiicccc IIIInnnnfofofoformrmrmrmaaaattttiiiioooonnnn ((((ttttoooo bbbbe e e e rrrreviewevieweviewevieweeeedddd wiwiwiwitttthhhh tttthhhheeee PPPPrrrriiiinnnncccciiiippppalalalal)))) refer to current
CUPE contract
• What are my hours of work? Coffee and lunch breaks?
• Who do I give my time sheet to?
• What is the procedure for checking in/out?
• What is the procedure for reporting absences and requesting a float?
• Where will I store my Sub Book so that the EA float has easy access?
• What is the procedure when using my car for a community visit? What forms are
required? Kilometerage?
• What is the consultation/collaboration time? Altered calendar time?
• If I am assigned to a specific student and he/she is absent, who do I report to?
Effective communication can eliminate problems.
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 20
EA / ABA SW Checklist
for Non-Academic Learning
More information about “Priority 1”, “Priority 2” referenced below is contained in the EA
Planning Tool for Principals.
PRIORITY IPRIORITY IPRIORITY IPRIORITY I
� HHHHealealealealtttthhhh CCCCaaaarrrreeee aaaannnndddd HHHHyyyyggggiiiieeeennnneeee
EA ONLY:
• Review the Care Plans; be aware of the procedures for seizure management.
• Assist with personal care (catheterization, etc.)
EA/ABA SW:
• Help with mobility where required.
• Assist with positioning in order to promote independence.
• Assist with toileting when required.
• Assist with the preparation of food and/or feeding.
• Assist with dressing if required.
• Provide assistance for washing hands/face, when required. � Supporting Supporting Supporting Supporting Social/Emotional or BehaviourSocial/Emotional or BehaviourSocial/Emotional or BehaviourSocial/Emotional or Behaviour RRRRoutinesoutinesoutinesoutines
EA/ABA SW:
• Follow any safety and/or behaviour plans that are in place.
• Reinforce and model appropriate behaviour and language.
• Encourage age appropriate positive student behaviour.
• Supervise students to ensure they complete tasks and meet deadlines set by the
teacher.
PRIORITY PRIORITY PRIORITY PRIORITY IIIIIIII
� School and School and School and School and CCCCommunity ommunity ommunity ommunity AAAActivities to Enhance Lifectivities to Enhance Lifectivities to Enhance Lifectivities to Enhance Life SkillsSkillsSkillsSkills
EA/ABA SW:
• Provide responsibility training (jobs around school) as outlined in the IEP.
• Plan shopping trips to promote the skills set out in the IEP.
• Implement cooking programs to promote the skills set out in the IEP.
• Participate in leisure training (swimming, horseback riding) as requested by IEP
team.
• Provide experience using public transportation (schedules, riding bus and/or sky
train) as requested by IEP team.
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 21
� Transportation Transportation Transportation Transportation RRRRequirementequirementequirementequirement
• Become familiar with how the student is transported to/from school (parents, taxi,
etc.).
• Become familiar with how student is transported from one school to another.
• Become familiar with how student is transported into the community.
� EEEEA/ABA SWA/ABA SWA/ABA SWA/ABA SW Preparation for Meetings/Preparation for Meetings/Preparation for Meetings/Preparation for Meetings/DDDDiscussionsiscussionsiscussionsiscussions
• Be familiar with student (e.g., what’s going well, needs, possible
recommendations).
• Have samples of student’s work at hand, if requested.
• Have documentation (scatter plots, ABC charts) prepared, if requested.
• Be prepared to participate, contribute to IEP planning and review sessions.
• Assist with daily planning.
A clear understanding of our roles and responsibilities helps build a strong support team.
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 22
EA Checklist
for Academic Learning
More information about “Priority 3” referenced below, is contained in the Planning Tool for
Principals.
Items related to academic learning need to be discussed with the classroom teacher. Under
teacher direction, the EA may assume responsibility for: Materials PreparationMaterials PreparationMaterials PreparationMaterials Preparation (for example):
• Locate instructional materials.
• Duplicate materials.
• Adapt instructional materials to meet student’s needs.
• Make instructional games to support classroom and adapted materials.
Remember… materials prepared for the student are to be left for student’s use. PRIORITY PRIORITY PRIORITY PRIORITY IIIIIIIIIIII
� Supporting Supporting Supporting Supporting AAAAcademic Learningcademic Learningcademic Learningcademic Learning
• Supervise independent and small group work.
• Assists student with assignments and/or projects, reinforcing the concepts
presented by the teacher.
• Assists student with special needs on one-on-one basis (as requested by the
teacher or IEP).
• Read to students.
• Listen to students read.
• Promote independence.
� Supporting Learning through TechnologySupporting Learning through TechnologySupporting Learning through TechnologySupporting Learning through Technology
• Assists student’s with technology (e.g., iPad, computer, computer programs,
switches, head pointer, etc.)
• Assists student’s with positioning and access issues related to the use of the
student’s technology.
• Help the student access the computer programs as stated in the IEP.
• Provide guided practice as the student becomes familiar with the
equipment/programs.
• Work with the team to request updated programs to support the classroom
curriculum (when appropriate).
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 23
� Technical / Technical / Technical / Technical / NNNNonononon----Technical Communication MaterialsTechnical Communication MaterialsTechnical Communication MaterialsTechnical Communication Materials
• Assist with the implementation of a picture schedule system for daily classroom
activities.
• Assist with the preparation of a format to support choice making.
• Assist with the design and implementation of student’s communication books,
boards, wallets and/or technical devices.
• Assist with the design and implementation of conversation and/or remnant books.
• Actively maintain and update the student’s communication systems for classroom
use.
• Actively use the technical and non-technical devices to assist the student in
communicating his/her needs.
• Provide daily practice with the communication materials. � RRRRoutine outine outine outine RRRRecord ecord ecord ecord KKKKeepingeepingeepingeeping
• Observe and record observations utilizing data collection tools provided by the
classroom teacher or IST or LST.
• Complete informal objective checks of student progress.
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 24
Promoting Independence:
13 Ways to Step Back
1. Give wait time; pause before answering or helping.
2. Introduce assistance only as needed. 3. Sit further away. If you have been within arm’s reach, sit just within earshot. If you have
been sitting just within earshot, sit across the room. 4. Focus on positives. 5. Create a community - encourage class buddies. 6. Encourage independence. Teach “Thanks, but please let me try it by myself.” 7. Remind yourself that you are to step back so that students can become independent. 8. Ensure that the team members (especially the Principal) know the plan and understand
why you are stepping back. 9. Monitor how long it takes for students to do things independently. The extra time to start
zippers, pick up dropped papers, or find page numbers is well invested. 10. Tell other adults in the classroom that you’re going to step back and ask them to remind
you when you should do this. 11. Remember, the classroom teacher is central. 12. Let your students make and learn from mistakes. 13. Ask yourself: “What am I doing to encourage independence?”
Paving the road to independence is a valued endeavour!
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 25
Education Assistant (EA) Sub-Book All EAs must work with their teacher and administrator to complete/update a Sub-Book for
their position. A smooth transition from one EA to another depends on a clearly written
Sub-Book that is readily available. A template is available on the Hub or through your EA
Peer Support Facilitator.
The Sub-Book mmmmaaaayyyy contain the following information:
PositionPositionPositionPosition IIIInnnnfofofoformrmrmrmaaaattttiiiioooonnnn
• Names of supervisory teachers.
• School hours, hours of work, schedule of breaks.
• Timetable for self and student(s).
• Map of the school with pertinent classrooms.
• Fire and emergency procedures.
• Summary of the Day. CCCChhhhilililildddd SSSSppppeeeeciciciciffffiiiicccc IIIInnnnffffoooormrmrmrmaaaattttiiiioooonnnn (complete for each child as necessary)
• Important medical or safety alerts. Also post separately *
• Behaviour and/or safety plans in place. Also post separately *
• Personal care needs.
• Feeding information.
• Communication needs/systems (e.g., picture exchange system).
• Teacher’s methods for communicating with parents.
• Information on how to access/troubleshoot technology used by student.
• Preference profile – likes and dislikes; reinforcement procedures in place.
• Instructional information – IEP related.
****WWWWhhhheeeennnn ppppoooossssttttiiiinnnngggg pppplalalalannnnssss iiiinnnn ththththeeee oooofffffffficeiceiceice,,,, uuuusssseeee aaaa ccccooooveveveverrrr sssshhhheeeeeeeetttt wiwiwiwitttthhhh nnnno o o o nnnnaaaammmmeeee tttto o o o eeeennnnssssuuuurrrreeee ccccoooonnnnffffiiiiddddeeeentntntntiiiialialialialittttyyyy....
A great guide is one that is concise and contains only important information!
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 26
Home/School Communication Book
An EA/ABA SW may be requested to assist in the preparation of a Home/School
Communication Book.
A Home/School Communication book is aaaa ssssyyyysssstttteeeemmmm ooooffff exexexexcccchhhhaaaannnnggggiiiinnnngggg iiiinnnnfofofoformrmrmrmaaaattttiiiioooonnnn. It should:
1. mediate communication between the home and school;
2. provide opportunities for the student to engage in communication and conversation
about his/her experiences;
3. stimulate and expand functional language, communication, reading, writing and
academic development.
It should be a communication device that allows teachers, and parents to find out more about an individual and his/her life experiences.
A Home/School Communication Book is a document under the Freedom of Information Act
and can be requested as evidence through written permission. Therefore, it should be
carefully set up, written in and signed by the classroom teacher. It should not be a list of
the day’s events or a list of the student’s negative behaviours but rather it should include
information about a special event or a positive message of personal encouragement to the
child. It is important to note that the student may have access to the information. A Home/School Communication Book is particularly important for:
• students who are non-verbal;
• students with health concerns (seizures, nebulization needs, bathroom and feeding
issues);
• students who have social/emotional needs and/or difficulty regulating their behaviour.
SECTION TWO:
EA/ABA SW PRACTICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 27
Ideally, the Home/School Communication Book should:
• follow the same home/school communication format as peers (e.g., School Planner);
• have a predetermined format that is user friendly (fill in the blanks, paste in the
pictures);
• provide a large space on the page for the student to share exciting events and activities
that happened at home/school;
• provide an area for parents to inform the school of particular setting events that may
have an impact on the child’s day and/or to share health concerns;
• provide a space for the teacher to communicate with the parents.
EA/ABA SWs will:
• only place information in the book that has been agreed upon by the classroom teacher;
• have the classroom teacher read and sign the book before it goes home;
• not send the book home if the classroom teacher has not read and signed the book.
Remember! The Communication Book is a document under the Freedom of Information Act.
EA/ABA SW Procedures SECTION THREE
EA/ABA SW’s Interactions with Parents … 22229999
Evaluation Process … 33330000
Hours of Work … 33331111
Time Sheet / Absence Procedures … 33332222
Liability Coverage … 33333333
EA/ABA SW Work Related Liability Issues… 34343434
Occupational Health and Safety Issues … 33335555
Due Process … 33338888
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 29
EA/ABA SWs
Interactions with Parents
EAs may be approached by parents of students with special needs. The EA is employed to
assist teachers in carrying out their responsibilities and duties under the School Act. When
meeting a student at the door or when delivering the student to the caregiver, ththththeeee EAEAEAEA sssshouhouhouhoulllldddd
nonononotttt ddddiiiiscscscscuuuussssssss any of the classroom tasks or educational concerns with the parent or caregiver.
This is the classroom teacher’s responsibility. In the capacity of support to the classroom
teacher with integrating the student with special needs, the EA is not to report on the
student, discuss the student’s program or support the home program. Any parental concerns
must be directed to the classroom teacher. EAs should not be placed in a position or
assume a position that interferes with the communication between the parent and the
teacher.
The best plans are proactive rather than reactive!
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 30
Evaluation Process
For further addition information, please refer to the CUPE, Local 728 Collective Agreement
Assigned DutiesAssigned DutiesAssigned DutiesAssigned Duties
When an EA successfully posts into a position, they are posting to a site (not a specific
student) and should anticipate working with various students in various programs, as
assigned by the Principal.
PrPrPrProbobobobaaaattttiiiioooonnnnaaaarrrryyyy PPPPeeeerrrriiiioooodddd
A probationary period is a four (4) month period served by an employee to determine his/her
general suitability to become a regular employee. Such a period may be served
simultaneously with a trial period.
TTTTrrrriaiaiaiallll PPPPeeeerrrriiiioooodddd
A trial period is a three (3) month period served by an employee to determine his/her
suitability in a particular classification. Once an employee has successfully served a trial
period, it need not be repeated at a later date. Such period may be served simultaneously
with a probationary period.
EEEEvalvalvalvaluuuuaaaattttiiiioooonnnn PPPPeeeerrrriiiioooodddd
All employees who transfer to a new location by promotion, demotion or transfer shall serve
an evaluation period of up to but not exceeding one (1) month, except by consent of the
Union.
EEEEvalvalvalvaluuuuaaaattttiiiioooonnnn ReportsReportsReportsReports
Reports on an employee’s performance will be discussed with the employee by the evaluator.
The employee may respond and the response will be attached to the report. Both the
employee and the evaluator are expected to sign the report and the response, if any. This
will acknowledge that the report has been discussed, but does not indicate agreement or
disagreement. Refusal by an employee to sign an evaluation form will be noted in the
employee’s file. A copy of the report and response will be given to the employee before it is
forwarded to the Human Resources Department to be placed in the employee’s personnel
file. The Human Resources Department will forward a copy to the union office. When an
employee is on probation or a trial period, only the last evaluation will be retained.
Per Collective Agreement Article 2.33: “Employees who have been evaluated in accordance
with (2.31) and (2.32) and remain at the same location thereafter, will be evaluated on
performance every two years from the date of previous evaluation.”
Remember – postings are based on school and program need.
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 31
Hours of Work
SSSScccchhhheeeedddduuuulilililinnnngggg ooooffff EEEEAAAA HHHHouououourrrrssss ooooffff WWWWoooorrrrkkkk
Once the total number of hours of EA time at a school has been established, the Principal of
the school, the teachers affected and the EAs will determine the most effective scheduling
of assigned hours in order to meet the needs of the students. In the event of a
disagreement on the scheduling of hours the administrative officer will decide the schedule.
HHHHouououourrrrssss ooooffff WWWWoooorrrrkkkk,,,, RRRResesesestttt aaaannnnd d d d LLLLununununcccchhhh BBBBrrrreakeakeakeakssss
Full time Education employees will work six (6) hours and twenty-four (24) minutes per day,
thirty-two (32) hours per week. The daily minimum hours of work for EAs shall be four
(4) hours.
EAs working 30 hours or more are allowed two (2) fifteen minute coffee breaks and an
unpaid half hour lunch break. However, most of the EAs in our district work less than 6
hours per day. If you work more than 3 hours per day, you will be allowed a paid 15-
minute rest break during your shift. If your work day goes into the afternoon but is less
than 6 hours, you will be allowed an unpaid half hour lunch break. The times of the rest
and lunch breaks are to be negotiated by the EA team with the administrative team. The
EA’s scheduled rest and lunch breaks will be posted as per the Collective Agreement.
Remember… the needs of the student and program are paramount in the determination and configuration of the
number of hours of work for EAs.
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 32
Time Sheets/Absence Procedures
TTTTiiiimmmmeeee SSSShhhheeeeeeeettttssss
Time sheets are to be completed daily and submi t t ed week l y . EA/ABA SWs on the
spareboard should use the tan coloured time sheets.
There is currently a timesheet elimination project in process, but this will not be
implemented for EA’s/ABA SWs until sometime during the 2015/16 school year.
For your convenience, EA/ABA SW time sheets may be kept in the school office.
If you are absent due to sickness or personal leaves, you need to notify the school. The
secretary can then fill in your time sheet noting the reason for your absence and put it in the
courier bag to be delivered to the payroll office. This will ensure that your time sheet arrives
in time to meet payroll deadlines. Incomplete or late time sheets may result in errors that
would not be adjusted until the following pay period. RRRReeeepopopoporrrrttttiiiinnnngggg AAAAbbbbsesesesennnntttteeiseeiseeiseeismmmm
If you are absent due to sickness, you will need to contact the board office and provide the
necessary information so that a qualified spare board employee can be dispatched as soon as
possible. There are two options available to you for reporting:
bybybyby PhonePhonePhonePhone: Automated Dispatch System (ADS) - 604604604604----595595595595----9595959595959595 or 604604604604----595595595595----6140614061406140
or
by computerby computerby computerby computer: Employee Self Service (ESS) - https://staff.surreyschools.ca/https://staff.surreyschools.ca/https://staff.surreyschools.ca/https://staff.surreyschools.ca/
You can request a specific substitute only for the purpose of continuing absence in order to
have continuity in the classroom. To request the same relief EA/ABA SW you will need to: 1. Call Dispatch to continue the absence. 2. Listen carefully and follow the instructions. Have the following information ready:
� dates and times of absence, reason for absence � any specialized instructions such as work hours that are different than normal
hour, special events for the day or special circumstances such as seizure management, etc.
3. Remember other personnel listen to the tape so do not leave negative remarks for others to hear (always remain ethical and professional).
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 33
Liability Coverage IIIIndndndndeeeemmmmnnnniiiifffficicicicaaaattttiiiioooonnnn
The employer will defend, save harmless and indemnify all employees from any demands,
claims, writs, actions or other proceedings which may be brought against them and which
arise from the performance of their duties and responsibilities as an employee and for
any cost, loss, damage and liability arising therefrom, including all legal fees and
disbursements incurred in connection therewith. from CUPE, Local 728, Collective Agreement.
KKKKililililoooommmmeeeetttteeeerrrraaaaggggeeee
When employees are directed to use their own vehicle for school district business they shall
receive a kilometerage payment in accordance with Board Policy 4415, Section 5.6. Claim
for authorized travel must be submitted on the prescribed Board form. from CUPE, Local 728, Collective Agreement.
All claims must be completed monthly and approved by the Principal.
Business InsuranceBusiness InsuranceBusiness InsuranceBusiness Insurance
Where “business use” rated insurance is required but not provided directly by the School
District through a special auto plan policy, employees shall be reimbursed if travel in the
employee’s position reasonably demonstrates the need for “business” use” rated insurance
(drive for work and are paid kilometerage more than six (6) time in a month). from CUPE, Local 728, Collective Agreement.
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 34
EA/ABA SW Work
Related Liability Issues
CCCCoooommmmmmmmununununiiiittttyyyy OOOOututututiiiingngngngssss
Some students with special needs require experience in their community. If the IEP
prescribes community visits for the student, the following steps will need to be taken:
1. Days and times will need to be arranged.
2. The teacher and/or department head will need to get permission for such outings from
the Principal.
3. The teacher and/or department head will need to provide a school form indicating that
the EA/ABA SW is taking the student off the school grounds on the days and times
stated.
4. The teacher and/or department head will need to have the form sent home, signed by the
parents and filed at the office before the EA/ABA SW takes the student out into the
community.
5. The EA/ABA SW will check directly with the Principal and/or department head before
leaving the school with the student.
6. The EA/ABA SW should meet with the teacher and/or department head following the
outing to provide feedback on how the outing went in order to troubleshoot any situation
that may need to be resolved before the next outing is scheduled.
(These steps will ensure coverage under CUPE Collective Agreement.)
Sometimes an EA/ABA SW may be requested to transport the student with special needs in
the EA/ABA SW’s vehicle. After seeking permission of the Principal, the EA/ABA SW must:
1. Fill out form Transportation of Pupils by Volunteers, prior to your community visit (see
Appendix C).
2. Set your trip odometer from the time you leave the school until you return.
3. Fill out Form Local Travel Expense Claim, indicating your kilometerage during your
outing (see Appendix C).
4. Photocopy the form and keep it for your record.
5. Send the form to the Principal for approval before sending it to Finance for
reimbursement.
(These steps will ensure coverage under CUPE Collective Agreement).
Drivers must ensure that all children are properly secured in certified restraint systems. For
more information, please refer to: ICBC Child Restraint Laws and Obligations of Drivers, Motor Vehicle Act Regulation
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 35
Occupational Health and
Safety Issues
Surrey School District will provide a safe and healthy workplace that minimizes the risk of
injury and disease to its employees, students and contractors. The Occupational Health and
Safety Program is the cornerstone of the district’s effort to establish and maintain superior
standards of occupational health and safety.
Each individual has a responsibility for his or her own safety as well as the health and safety
of his/her fellow employees. All employees are asked to observe the established procedures
and the directions of their supervisor/Principal. They must report unsafe conditions or acts,
and perform their duties in a manner, which will meet the objective to eliminate accidents
and enjoy an injury free workplace. All employees are encouraged to discuss all safety issues
with their immediate supervisor/Principal before bringing them to the attention of the Safety
Sub- Committee at their school.
It is the responsibility of the EA / ABA SW to ensure that required certificates (e.g., Non-
Violent Crisis Intervention Training) be current and to be familiar with Employee Safety Plans.
VVVViiiioooolelelelennnncccceeee iiiinnnn ththththe e e e WWWWoooorrrrkkkkpppplaclaclaclaceeee
An employee who encounters or is involved in an act of violence or a threat of violence must
promptly file a complaint of the incident to his/her administrative officer or excluded
supervisor. The report shall be forwarded immediately to the Workers’ Compensation Board.
A copy of the report shall be sent to the Health, Safety and Safety Department to be put
before the District Health and Safety Committee.
Refer to School District Policy/Regulation 5206/5206.1 and CUPE, Local 728, Collective Agreement for more
information.
Bullying, Harassment and DiscriminationBullying, Harassment and DiscriminationBullying, Harassment and DiscriminationBullying, Harassment and Discrimination
The following applies to all workers, including permanent, temporary and casual. It applies to
interpersonal and electronic communication.
A worker has a duty to take reasonable care to protect the health and safety of themselves and
other persons, and as a result, a worker must take all reasonable steps to prevent where
possible, or otherwise minimize workplace bullying, harassment and discrimination.
A worker’s obligation to take reasonable care to protect the health and safety of themselves or
others includes:
• Not engaging in discrimination or bullying and harassment of other workers,
supervisors, the employer or persons acting on behalf of the employer;
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 36
• Reporting if discrimination or bullying and harassment is observed or experienced in
the workplace; and
• Applying and complying with the school district policies and procedures on
discrimination or bullying and harassment.
Refer to School District Policy/Regulation 7210/7210.1 and CUPE, Local 728, Collective Agreement for more
information. First AidFirst AidFirst AidFirst Aid
If first aid is required, employees should report to the first aid attendant. All employees
should report work related injuries to their supervisor. An employee injury/incident report
should be completed and forwarded to the Health and Safety Department. All claims should
be reported to the WCB within 3 days of injury.
SECTION THREE
EA/ABA SW PROCEDURES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 37
Health Issues EAs are expected to surface clean the commode and change tablemat for the student with
special needs who is under their care. When cleaning these items, please adhere to the
following procedures for your own safety:
1. Use the spray provided to the school for surface cleaning (the administrator or custodian
can help you find and store this).
2. Protect yourself by wearing disposable vinyl or rubber gloves.
3. Use paper towels to wipe down the commode or mat.
4. Air dry.
5. Wash your hands thoroughly with soap and water.
If a more thorough cleaning of the commode is required, please ask the administrator to have the custodian clean it at the earliest convenient time. For information on communicable diseases, please refer to the “Communicable Disease Exposure Control Plan” found in the Human Resources webpage on the Hub.
Safety Issues
As an EA, you may find you have posted into a school where a student with special needs
may be potentially dangerous to themselves or to others. Yours and the student’s safety
will be addressed at the school level and a child specific Safety Plan will be developed by
trained District staff in collaboration with the administrator, the parent and staff working
directly with the student. This plan will itemize the specific actions to be taken by the
adults in the classroom so as to help prevent behaviour that may lead to inquiry and/or
mitigate risk. You will need to review this plan and sign it, indicating that you are aware of
the measures you need to take when working with that child. The Safety Plan promotes a
safe and healthy environment in which to work.
APPENDICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 38
Due Process
Due process refers to the idea that when you encounter difficulties within a system there is
a process that has been laid out for you to follow and that it is your right to follow in order
to resolve your difficulties. The shop steward is available for consultation at any stage of the
process.
As an EA/ABA SW, you will be required to work closely with and under the direction of a
qualified teacher. Should you have a disagreement with your supervising teacher or with any
other colleague, it is important that you follow a process in the settling of the problem.
1. First, address your concern to the classroom teacher or the other colleague. Most
problems can be resolved at this level if you are willing to communicate with the
individual involved. It is important to describe the situation and how it makes you feel
and why. Avoid criticizing the other person.
2. If the disagreement cannot be resolved between those involved, you may request
mediation by the Principal. It is important to inform the other person before you ask for
administrative intervention. This courtesy allows the Principal to deal directly with both
parties and to look for a mutually agreeable solution.
3. Hopefully, steps 1 and 2 will resolve the majority of all disputes. However, should this
not be the case, you must contact your union shop steward for additional advice and
assistance.
Please be sure to follow the above steps in order. This process is designed to settle disputes
as quickly and efficiently as possible and to protect your working relationships with your
colleagues.
The most effective support teams “check things out” with one another before action is taken!
APPENDICES
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 39
AAAAppendppendppendppendiiiixxxx AAAA:::: RRRRoooolllleeees s s s anananandddd RRRReeeessssponponponponssssiiiibbbbiliiliiliilittttiiiieeeessss oooof f f f ththththeeee EAEAEAEA
(i) Do’s and Don’ts
(ii) Roles and Responsibilities
(iii) Maintaining Personal Space When Working with Students
AAAAppendppendppendppendiiiixxxx BBBB:::: SSSSubububub BookBookBookBook
(i) Sample: EA Sub Book
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(i) Application for Leave of Absence - Non-Teaching Staff
(ii) Local Travel Expense Claim Kilometerage Reimbursement
(iii) Volunteer Driver Registration (Elementary)
(iv) Volunteer Driver Registration (Secondary)
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 40
AAAAppeppeppeppennnnddddiiiixxxx AAAA ((((iiii))))
Do’s and Don’tsDo’s and Don’tsDo’s and Don’tsDo’s and Don’ts
TTTThhhheeee EAEAEAEA mmmmaaaayyyy:::: TTTThhhheeee EAEAEAEA mmmmayayayay nnnnooootttt::::
Work as part of the collaborative team. Act independently.
Be left alone in the classroom, for brief periods of time
under the direct/indirect supervision of another teacher
when the teacher is unexpectedly called away.
Be used as a substitute for teachers.
Work with individuals or groups of students without direct
supervision.
Present new concepts and skills without teacher
collaboration.
Be given specific intervention tasks, under the direction of
a teacher.
Be given primary responsibility for student.
Be involved in collaborative team meetings regarding a
specific student.
Be assigned to attend intervention collaborative
meeting in lieu of the teacher.
Be used to support the differentiated instruction in regular
classes, (e.g. class utilizing technology).
Be given primary responsibility for ensuring differentiated
instruction.
Be used to carry out tasks usually assigned to other staff
members in the building (e.g., clerical).
Help the teacher in supervising and arranging assemblies
and group field trips. Take individual students on school-
related errands, to job interviews, for recreation activities or
for shopping.
Take full responsibility for arranging and supervising field
trips, assemblies, or school-related errands.
Grade. Be responsible for assigning grades or marking
assessment (e.g., examinations).
Assist in setting up learning centers and preparing
instructional materials; provide input into the development
of Individual Education/Transition/ABS Plans.
Develop lesson plans, assignments, Individual Education
Plans, Positive Behaviour Support Plans etc.
Conduct observations and record data. Impose disciplinary consequences without consultation
with a teacher or administrator.
Be asked by the administrator to administer medication to
a student or assist with medical needs, (e.g. seizure
management where appropriate instruction has been
provided, insulin).
Treat injuries or other medical needs of a student without
permission from appropriate personnel as per district
policy and regulations.
Work with individual students or groups on language
development, as outlined by the speech/language
pathologist or teacher.
Assist in skill demonstrations with instructional strategies
for the class or small groups.
Design instructional strategies.
Inform classroom teacher or support teacher of student
learning difficulties and requests for help.
Report learning difficulties and requests for support to
anyone except the classroom or support teacher.
Participate in conferences with parents and others, if
requested by the teacher.
Communicate directly with parents and others about
student progress or difficulties (e.g., behaviour consult).
Enter information in a home/school communication book
when directed and signed by the teacher or administrator.
Enter information in a home/school book independently
(e.g., the teacher is responsible).
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 41
Appendix A (ii)Appendix A (ii)Appendix A (ii)Appendix A (ii)
(From Roles and Responsibilities of Teachers and Teacher Assistants: A BCTF/CUPE Joint Paper, 2004)
SSSSppppecieciecieciffffiiiicccc RRRReeeessssppppononononssssiiiibbbbililililiiiittttieieieiessss
The following are some specifics of the roles and responsibilities of teachers and teacher assistants,
and some roles and responsibilities that they share.
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• Designs instructional
program.
• Develops IEPs.
• Identifies responsibilities of
individual members of
student specific support
teams in terms of
participating in the
development,
implementation and
monitoring of the programs
as described in the IEP.
• Discuss learners’ strengths and weaknesses and
consider best possible areas
of program focus.
• Attend program planning
meetings, based on school
and district policies, to
assist with developing IEPs
and transition plans for
children and youth with
special needs.
• Shares relevant information
about the performance and
behaviour of individual
learners to support IEP,
transition and program
design.
• Plans learning activities. • Discuss objectives and goals.
• Discuss and clarify the ways in which the teacher
assistants can assist the
teacher with instructional
programs, classroom
management and
expectation setting for
students.
• Gathers relevant information
through working with student
or students to provide
feedback into the planning
process.
• Determines appropriate
modifications and
adaptations in line with
IEP.
• Work together to
adapt/modify curriculum and
resource material.
• Adapts strategies to accommodate individual
learner needs/styles.
• Provides instructional learning resources.
• Monitors and advocates for
the appropriate resources
necessary for the teacher
assistant to carry out
his/her duties.
• Collaborate in setting priorities for learning
resource development.
• Assists with development of
instructional learning
resources.
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 42
• Reviews and reinforces
learning activities for
concept and skill
development.
• Review learning resources
together to clarify and
share experiences and
expectations.
• Reviews and reinforces
learning activities using
lesson plans and learning
strategies developed by the
teacher/team to help students
master concepts and skills.
• Develops school- based
learning goals for
individuals and groups.
• Plan activities to meet
goals.
• Assists students with learning activities and/or independent
study projects developed by
teacher/team.
• Monitors and reports to
teacher/team on the
implementation of the
program.
• Designs learning and skill
development goals for
worksites and other
community- based settings.
• Plan activities to meet
goals.
• Share resources and concerns.
• Supports learning and skill
development activities in
worksite and community-
based settings.
• Establishes work plan priorities.
• Review plan daily and weekly.
• Set consultative meeting
times.
• Follows priority plan.
• Keeps teacher up to date on the implementation of the
program.
• Provides the teacher assistant with the requisite
information regarding the
classroom management
structure, discipline plan
and expectations for
students.
• Discuss and clarify classroom management
structure, discipline plan
and expectations for
students.
• Carries out work within developed structures and
plans, being consistent with
expectations for students in
the IEP.
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 43
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• Instructs, supervises and facilitates student learning.
• Discuss successful practice. • Facilitates student learning individually and in small
groups.
• Develops individualized, appropriate, behavioural
program.
• Models techniques for
teacher assistants to use in
providing instructional and
behavioural assistance.
• Discuss specific philosophy, techniques, strategies and
appropriate language.
• Implements the techniques
and strategies as
demonstrated.
• Documents, monitors and
reports to teacher/team on
implementation of the
program.
• Defines the use of specific techniques, strategies and
appropriate language, as
required in individual
situations.
• Discuss specific techniques, strategies, and appropriate
language.
• Implements specific
techniques, strategies, and
appropriate language.
• Seeks assistance of administrative officer to
provide a workplace for the
EA.
• Discuss workplace settings • Monitors effectiveness of
workplace settings and
reports changes to teacher
and/or administrative officer.
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 44
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• Ensures assessment and
learner profiles are current.
• Discuss information. • Carries out functional (informal) assessment
activities to assist the teacher
in developing learner profiles.
• Convenes/attends meetings
of student specific support
team.
• Discuss information with
the entire team.
• Attends meetings of student
specific support team during
the school day.
• Evaluates progress according to goals of IEP.
• Exchange information. • Observes and documents
learner strengths,
achievements and needs
through daily learning
activities.
• Assists in the collection of data for evaluating student
progress.
• Reports to parents
(a) informal, ongoing, and
(b) formal written reports.
• Discuss relevant confidential information.
• Provides information to
teacher for home/school
formal/informal
communications.
• Maintains required school,
school district and
provincial records.
• Clarify data requirements. • Assists in maintaining learner
records required by school,
school district or provincial
policy.
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 45
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• Documents and shares
workplace concerns.
• Discuss concerns to facilitate early problem
solving through informal and
regularly scheduled
meetings, during the work
day.
• Documents and shares
workplace concerns.
• Remains current in school,
district and provincial
policies and procedures.
• Reviews and monitors that
policies are being
implemented.
• Shares information.
• Follow guidelines established by the
school/district to protect the
safety and wellbeing of
children, youth and staff.
• Remains current in school,
district and provincial
policies and procedures.
• Reviews and monitors that
policies are being
implemented.
• Shares information.
• Shares current student related information on
behaviour, social,
emotional and physical
health on an as need basis.
• Requests that appropriate health or other training is
provided to support staff.
• Maintain confidentiality.
• Support occupational and physiotherapists, speech-
language pathologists, vision
and hearing impaired
specialists and nurses in the
delivery of required services.
• Follow established protocol
and collective agreements
regarding administration of
medicine and/or medical
procedures.
• Carries out personal and health care routines as
directed.
• Carries out specific procedures only if
appropriate training has been
provided.
• Follows all established
reporting procedures.
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 46
Appendix Appendix Appendix Appendix AAAA (i(i(i(iiiiiiiii))))
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 47
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 48
Appendix B (i)Appendix B (i)Appendix B (i)Appendix B (i)
SSSSaaaammmmpppplllleeee EAEAEAEA SSSSuuuubbbb BBBBooooooookkkk
Every school office should have an up-to-date EA Sub Book available for each student who
has an EA assigned to work with them. Blank EA Sub Books for both Elementary and High
School are available to print from the Surrey Schools Website in the EA Resources Folder:
https://www.surreyschools.ca/departments/EDSC/StudentSupport/SpecialEducation/Pages/defaul
t.aspx
The following sample images are pages from an EA Sub Book.
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 49
Appendix C (i)Appendix C (i)Appendix C (i)Appendix C (i)
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 50
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 51
Appendix C (ii)Appendix C (ii)Appendix C (ii)Appendix C (ii)
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 52
Appendix C (iii)Appendix C (iii)Appendix C (iii)Appendix C (iii)
SD No. 36 (Surrey) EA & ABA SW Guidebook - Revised 2015 53
Appendix C (iv)Appendix C (iv)Appendix C (iv)Appendix C (iv)