CEAs - Central Okanagan Public Schools

Certified Educational Assistants
Certified Education Assistants (CEAs) are valuable members of the school support team. The support they provide is of significant value to students with diverse needs and plays a considerable role in facilitating the inclusion of all students within a given classroom.

CEAs work under the direction of the classroom teacher and resource teacher/counsellor to implement the student's Individualized Education Program. CEAs work under the general supervision of the school principal. Teachers are responsible for the planning, design, implementation, and assessment of the educational program for students with diverse needs. With the teacher's direction, CEAs contribute to the student's learning by:

implementing the learning accommodations and strategies developed outlined in the student's IEP.
preparing materials for specific students, where appropriate.
gathering evidence of a child's strengths, achievements and needs for review, as part of the IEP planning process.
working collaboratively with the classroom teacher to support all students, within a given classroom.
providing specific and targeted support throughout the day to students who require additional support.
supporting peer relations within the classroom and greater school community
providing 'just the right' level of support based on the student's strengths and needs. At times, CEAs will provide more direct and 1:1 support with the goal of working towards independence. Student agency and self-determination are important goals for every learner

While the CEA is a very important member of the child's school team, parents are encouraged to contact their child's classroom teacher, or case manager (resource teacher or counsellor) if they have questions about their child's educational program. Classroom teacher(s) are ultimately responsible for the educational programming of each student in the classroom so it is vitally important that they know directly from the parent(s) what questions or concerns a parent may have. In all cases, the CBIEP team works collaboratively to ensure parents receive the information they need.

Teachers evaluate student progress and report to parents throughout the year. (i.e., 3 Written Learning Updates/Report Cards, 2 parent teacher conference opportunities and a minimum of 2 CBIEP meetings.)

Some CEAs have specialized training in their role of supporting students with significant vision or hearing needs (i.e., Visual Language Interpreters and Braillists).

The roles and responsibilities of teachers and CEAs are outlined in the following table. More information is available in the BCTF/CUPE Joint Paper.

TEACHER (Classroom Teacher and/or Case Manager)	SHARED	CERTIFIED EDUCATIONAL ASSISTANTS
Designs instructional program Develops IEPs in collaboration with case manager Identifies responsibilities of individual members of the student's support teams in terms of participating in the development, implementation and monitoring of the programs as described in the IEP	Discuss a student's strengths and needs and consider best possible areas of program focus Attend program planning meetings, 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/ goals Discuss and clarify the ways in which the CEA 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 adaptations and modifications 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 CEA to carry out their duties	Collaborate in setting priorities for learning resource development	Assists with development of instructional learning resources
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

Establishes work plan priorities	Review plan daily and weekly.	Follows priority plan Keeps teacher up to date on the implementation of the program
Provides the CEA with the information regarding the classroom management structure, discipline plan and expectations for all 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 (IEP)
Instructs, supervises, and facilitates student learning	Discuss successful practice	Facilitates student learning individually in small groups and whole class activities
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 the teacher and/or case manager on implementation of the program

Assigning Certified Educational Assistants (CEAs)

The school district applies for supplemental funding to support Inclusive Education services, resources and CEA staffing in schools based on the number of students with Ministry of Education and Child Care, Special Education designations in the district. Decisions regarding the allocation of CEA time to schools and students is based on thorough assessments of individual student needs as they present within classroom environment and during specific school activities. These decisions are made in consultation with the school-based team.

In few cases, where a student is dependent for mobility and personal care, CEAs are assigned to support individual students. Most CEAs are assigned to schools where the school-based team, determines the CEA schedules.

Changes in CEAS Assignments

While the school district attempts to prevent changes of CEAs during the school year, there are occasions where change is inevitable (i.e. a staff may go on medical leave or resign). In most instances, schools will ensure more than one CEA works with each student in efforts to reduce the dependency on one staff member and to foster tolerance for change.

Occasionally there may be a change in CEA assignment due to illness. For student with complex special needs, schools ensure there is a trained "back-up" CEA who knows the student's program and is trained to support the student's care plan.

Within the CUPE collective agreement, CEAs have the opportunity to post into positions in other schools. This occurs at the end of the school year.

CEA Handbook