effective use of paraprofessionals
DESCRIPTION
Effective Use of Paraprofessionals. Janet McCauslin Central Dauphin School District. Session Content. What a paraprofessional needs to know upon hire Use of paraprofessionals to support diverse learners The decision-making process for use of support staff, When a 1:1 is necessary - PowerPoint PPT PresentationTRANSCRIPT
Janet McCauslinCentral Dauphin School District
Effective Use of Paraprofessionals
Session Content• What a paraprofessional needs to know upon
hire• Use of paraprofessionals to support diverse
learners• The decision-making process for use of support
staff,• When a 1:1 is necessary • Paraprofessional vs. PCA• How to use paraprofessionals in the RtII model• How to develop skills necessary for
paraprofessionals to function in their changing roles.
Demographic Background• School district in suburban Harrisburg, PA• 11,800 students• 1475 special education students• 116 paraeducators• Supporting 13 elementary, 4 middle, 2 high
schools, 4 off-site alternative programs, youth shelter, county prison
• Diverse student population and school make-up including urban, suburban, rural
Paraprofessional Workforce• Paraprofessionals members of collective
bargaining unit• Single job category (ESP)- no PCA designation• Follow same schedule as teaching staff,
including start/end time, required attendance at in-service and summer obligated workdays
• Obligated contractual professional development time for staff significantly exceeds the required hours necessary to maintain qualified status
Classrooms in which paraprofesionals are utilizedAutistic supportEmotional supportIntensive learning supportLearning supportLife Skills supportMultiple Disabilities supportVision supportWork experience
Hiring ParaprofessionalsOverall information related to position provided
by Human Resource department
Job descriptions outlining general roles and responsibilities related to students, classroom, school practices and district expectations; all assignments have some general similarities but unique duties apply in certain classrooms
Yearly performance evaluations completed by building administrator with feedback to paraprofessional
Overall Position InformationSalary/benefitsSupplemental payPay scheduleBenefitsPersonal/sick daysCalendar of
workdaysHours of workAbsence
procedures
Dress codeID badge/building
entryE-mail expectationsProfessional
developmentConfidentialityChain of commandEvaluation
Annual EvaluationThree parts with five categories of rating:Personal characteristics
AttitudeDependability InitiativeAttendance/punctuality
Cooperation with othersJob performance
Task performanceCommunicationTime managementFollowing directionsKnowledge of job
The new role of ParaprofessionalsLess emphasis on clerical tasks of copying,
laminating, materials prep
More expectation of direct involvement with students in remediation, inclusion facilitation, progress monitoring, behavior support
The Paraprofessional in the RTII ClassroomTier II and III SupportMath/Reading Fluency Lab
Read Naturally, Six Minute Solution, K-Pals, FASTT Math, Touch Math
Skills tutoring software programsMy Skills TutorEveryday Math gamesStudy Island
Progress MonitoringDIBELS/DIBELS NextAIMS webFuchs/Fuchs probes
Paraprofessional Support for Learning Focused StrategiesPreview/AccelerationVocabulary preview/reviewBuild background knowledgeGraphic organizersEssential questionsGuided practiceSummarization
Paraprofessionals in the Inclusion Setting
Guided reading assistanceAssist with writing assignmentsSupport assessmentSmall group guided practiceAssist with independent workProvide behavior supportSupport Assistive TechnologyAssist with physical needs
Using paraprofessionals for students with significant delays: Students with autism
Run Competent Learner Model (CLM) formatsProvide guided practice/carryover opportunitiesCollect data/monitor progress for IEP goals
across settingsAccompany students in transition activitiesAccompany students to lunch, recess,
assemblies, inclusion activities, community-based instruction, employment
Create icons and special materialsSet up and review daily schedules with studentsAssist with safe crisis management
Using paraprofessionals for students with significant delays: Students with Intellectual Delay
Provide individual or small group practice instruction in academic skill areas
Assist with semi-independent assignments
Accompany to inclusion settings for modified or parallel activities
Accompany students to lunch, study trips, community-based instruction
Provide job coaching at work sites
Using paraprofessionals for students with significant delays: Students with multiple disabilities Assist students with toiletingAssist students with feeding or eating in cafeteriaComplete positioning transfers Carry out OT/PT/SLP goals in daily practice activitiesCreate communication tools (icons; communication
books)Collect data, complete progress monitoring of goalsAccompany students to inclusion opportunities and
facilitate interactions with instructors/studentsWork with students on guided practice of academic
skills or goal areasAid students with Assistive Technology
Using paraprofessionals for students with significant needs: Students with Emotional Disturbance
Complete point sheets/behavior tracking formsRedirect behavior across settingsMonitor students in time-out spaceAccompany students in transition activities
(special subjects, lunch, class changes) and general education subjects, as necessary
Complete ABC data collection, progress monitoringParticipate in Safe Crisis Management techniquesConduct room clearsAssist with guided practicePartner with mental health therapist to relieve
teacher for meetings, professional development
Assisting Significantly Disabled Students in General Education SettingsOpportunity to meet with general education
teacher outside of classroom timeUse of technology to access curriculumFamiliarity with students’ communication
devicesModified content, materials, expectations
provided by general/special education teachers
Regular data collection on goals and student needs in the classroom
Facilitation of socialization opportunities
Determination of paraprofessional use at the building levelBasic/primary duties established by Special
Education office at district levelCoverage schedules determined at building
level by administrator/special education teacher for students involved in general education setting
Individual schedules determined at building level by special education teacher for special education setting
Determination of need for 1:1 assistanceResearch on the use of 1:1 paraprofessionalsParaprofessional support is not tied to
student achievementParaprofessional support fosters
dependence unless it is carefully scaffolded to include fading
Student communication and socialization is reduced with the addition of a 1:1 adult
Consideration of 1:1 AssistanceFor students with paralysis interfering with use
of arms/hands or who cannot maneuver own wheelchair, need multiple positioning/physical assistance throughout the day
For students who are blindFor students who have extraordinary cognitive
delay in general education classroomsFor portions of the school day for other
students with unique needsMultiple Disabilities Autism Emotional
DisturbanceCognitive Delay Physical Disabilities Vision
needs
Skill development of paraprofessionalsAchieving qualified statusIn-district training modules
Trainer costApproved materialsAssessment
IU training sessionsFor-fee training and assessment
PaTTAN webinarsTraining at own paceRequires oversight by supervisor and
performance evaluation
Maintaining Qualified StatusIn-service, summer days when allowable Webinars/self-facilitated power pointTraining loops during school dayIn-class coachingConsultation services before/after school
dayConferences/seminars out of district
Questions?