Individual Paraprofessional Support Consideration Guidelines
The intent is to establish a uniform procedure for the assignment of adult support for a student as part of the Individual Education Program (IEP) process. These procedures provide guidelines for the decision-making process of incorporating Individualized Paraprofessional Support (IPS) into the student IEP and Behavior Intervention Plan if needed, as well as defining how to establish a student independence plan to monitor student progress toward independence as their need for adult support decreases.
The need for individual paraprofessional support, like any provision
of special education and related services, must be determined on an individual
basis. Whether IPS is necessary for a student to benefit from education
is determined by the IEP team through assessment procedures set forth
in IDEA and Education code (34 CFR § 300.15, Ed. Code § 56320).
If the IEP team determines that a less intensive support is appropriate,
i.e., accommodations, use of existing staff, Behavior Intervention Plan,
etc., an explanation of those services should be discussed at an IEP meeting
and outlined in the IEP document. The IEP team considers the implementation
of IPS when less intensive supports have been exhausted.
Download the "Guidelines for Consideration of Individual Paraprofessional Support" packet below.