Classroom Paraprofessionals: The structure for some of our special education self-contained classrooms within the Rochester City School District (RCSD) have additional paraprofessional support built into the classroom ratio. In such classrooms, paraprofessionals are often assigned to provide additional support to students. The exact ratio of staff to students is outlined in the child’s Individual Education Program (IEP), which is a personalized document that guides the student's education plan.

The ratio of students to staff can vary depending on the specific needs of the students in the class. To determine the appropriate class size for an individual student, the CSE must consider the management needs of the student (i.e., the environmental modifications, adaptations, or, human or material resources required to meet the needs of any one student in the group) as well as the student’s need for individualized instruction. The goal is to ensure that each student receives the appropriate level of support to succeed in their learning environment. If you have specific questions or concerns about your child's IEP or the staff support, it would be helpful to reach out to the school directly for more detailed information on how these supports are implemented in your child's class.

Understanding special class ratios and the number of staff:

If a 12:1+3 special classes ratio is listed on your child's IEP then that class is supported by four RCSD staff members.

• One Special Education Teacher
• One Special Education Teacher Assistant
• Two additional professionals

Considerations for Determining if a Student Needs a Shared or One to One Aide

Rochester City School District (RCSD) follows the New York State Education Department (NYSED) Guidance of:

• One to one aides should always be considered a time-limited recommendation 
• One to one aides may not be used as a substitute for certified, qualified teachers for an individual student
• One to one aides may not be used as a substitute for an appropriately developed and implemented behavioral intervention plan or as the primary staff member responsible for implementation of a behavioral intervention plan. 

CSE/CPSE must consider when determining if a student needs a one to one aide:

Each decision to recommend a one-to-one aide must consider the student’s individual needs and the available supports in the setting where the student’s IEP will be implemented. 

There are a number of important considerations that must be made by the CPSE/CSE in regard to each of these factors. These include, but are not limited to, consideration of each of the following: 

• What the student’s individual needs are require additional adult assistance beyond the classroom staff.
• The skills and goals the student is planned to achieve that will reduce or eliminate the need for the one-to-one aide.
• The specific role (e.g., instructional, assistance with personal hygiene) that the aide will provide for the student.
• Other accommodations and/or services that could support the student to meet these needs (e.g., behavioral intervention plan; environmental accommodations or modifications; changes in scheduling; instructional materials in alternate formats; assistive technology devices; peer-to-peer supports). 
• The extent (e.g., portions of the school day) or circumstances (e.g., for transitions from class to class) the student would need the assistance of a one to one aide beyond what the classroom staff provide. 
• The special class size the CSE/CPSE has recommended for the student. Special class size recommendations are made in consideration of the students’ management needs. For a student in a special class, an additional aide should only be recommended for specialized circumstances based on a student’s individual needs and when it has been discussed and determined by the CPSE/CSE that the recommended special class size in the setting where the student will attend school, other natural supports, a behavioral intervention plan, etc., cannot meet these needs. 
• The potential benefits from assignment of the one-to-one aide and how these will be measured to determine continuation of the recommendation.
• The potential negative impact of assignment of a one-to-one aide for the student (e.g., self-image, isolation and/or development of independence). 
• Consideration of a shared aide verses a one to one aide.

Resouces:

NYSED Guidelines for Determining a Student with a Disability’s Need for a One-to-One Aide