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IBB declines to advance formal bargaining on certified staff supervision of paraprofessionals; calls for documentary follow-up
Summary
After robust discussion about roles and responsibilities between certified teachers and paraprofessionals, the IBB group declined to adopt that topic as a work interest but asked that the district’s external review and classified representatives examine onboarding, role clarity, and training to inform future actions.
Roaring Fork School District No. Re-1 interest-based bargaining members discussed, at length, whether to take up a formal IBB interest on clarifying certified staff roles in directing and collaborating with paraprofessionals. The discussion included examples from special‑education teachers, classroom teachers and administrators about inconsistent onboarding, variable supervisory expectations, and differences between buildings.
Why it mattered: Several special-education teachers said they are expected to supervise paraeducators, handle onboarding and provide ongoing training without clear, district-wide guidance. Some teachers said that different schools follow different patterns and that the lack of clarity can cause staff turnover and inconsistent student experiences.
What happened: After extended story-sharing the full IBB placed the item on the agenda for consideration and ultimately recorded that it would not be taken forward as an IBB work interest at this time (the group registered multiple thumbs down). Instead members asked that the external systems review and classified representatives capture the concerns in focus groups and consideration be given to drafting guidance or regulation that clarifies roles without immediately reopened bargaining.
Quotes and context: “I rely on the paraeducator to actually be the teacher under my supervision,” one special-education teacher read from an IEP example, underscoring the complex legal and practice issues involved. Members repeatedly urged that classified staff be part of any solution and recommended that the focus groups include paraprofessionals’ voices.
Next steps: The IBB did not form a committee for this interest. Several members recommended the PCG systems review and district HR engage paraprofessionals and special‑education leaders to document current practice and recommend options — including training, role descriptions, and payroll/assignment practices — that could later be assessed by IBB or labor-management groups.
Ending: Because the group voted not to take the item as an IBB work interest, stakeholders will watch the external review and labor-management committee for follow-up recommendations; IBB members asked that any recommended procedural or regulatory changes be brought back to this forum.
