Top 10 Tips for Top 10 Tips for ParaprofessionalsParaprofessionals

Blueprint for Educational ExcellenceBlueprint for Educational ExcellenceNational InstituteNational Institute

Reading, MAReading, MAApril 15, 2011April 15, 2011

S. Lanzo (Pupil Services), S. Lanzo (Pupil Services), J. Buckley (RMHS) J. Jeffery (Wood End) J. Buckley (RMHS) J. Jeffery (Wood End)

J. Kobrenski (Barrows) M. Deligianidis (RISE)J. Kobrenski (Barrows) M. Deligianidis (RISE)

Introductions, Purpose, and Introductions, Purpose, and Parking LotParking Lot

Who are we?Who are we? Who are you?Who are you? What do you wish to get out of today’s What do you wish to get out of today’s

presentation?presentation?

Top 10 Tips…Top 10 Tips…

Tip # 1: Get to know everything about your positionTip # 1: Get to know everything about your positionTip #2 : Behavior=CommunicationTip #2 : Behavior=CommunicationTip #3: I.E.P. BasicsTip #3: I.E.P. BasicsTip #4: Responding to BehaviorTip #4: Responding to BehaviorTip #5: Understanding ConsequencesTip #5: Understanding ConsequencesTip #6: Communicating with ParentsTip #6: Communicating with ParentsTip #7: Classroom CommunicationTip #7: Classroom CommunicationTip #8 : Communicate with ChildrenTip #8 : Communicate with ChildrenTip #9: Providing inclusion supportsTip #9: Providing inclusion supportsTip #10: Take care of yourself!Tip #10: Take care of yourself!

Tip #1: Get to know your positionTip #1: Get to know your position

Understand the disability, the program, Understand the disability, the program, and the student:and the student: Review the IEP and Classroom SummaryReview the IEP and Classroom Summary Commit essential accommodations to memoryCommit essential accommodations to memory Establish a consistent time for consult, even if Establish a consistent time for consult, even if

only for five minutes a weekonly for five minutes a week Ask questions!Ask questions!

Tip #2 Behavior = CommunicationTip #2 Behavior = Communication

All kids misbehave - plan accordingly!All kids misbehave - plan accordingly! TRY NOT TO TAKE IT PERSONALLY!TRY NOT TO TAKE IT PERSONALLY! All behaviors have a function or reason (some have All behaviors have a function or reason (some have

more than one). more than one). In order to change a behavior, you first need to find the In order to change a behavior, you first need to find the

function of the behavior (why the student is displaying it). function of the behavior (why the student is displaying it). There are four main functions of behavior: Tangible, There are four main functions of behavior: Tangible,

Escape, Attention, and Sensory.Escape, Attention, and Sensory.

With any problemWith any problem behavior you will need to identify:behavior you will need to identify: AAntecedentntecedent BBehavior ehavior CConsequenceonsequence

Tip #3 I.E.P. BasicsTip #3 I.E.P. Basics

Student Strengths: Focus on what the Student Strengths: Focus on what the student can do!student can do!

Accommodations: have to, not want toAccommodations: have to, not want to

Understand our obligations to meet student Understand our obligations to meet student goals/benchmarks goals/benchmarks

Tip #4: Tips for Responding to Tip #4: Tips for Responding to BehaviorBehavior

Help – Prompt – Wait (QBS)Help – Prompt – Wait (QBS) Individual plansIndividual plans Be clear and concise (First-Then)Be clear and concise (First-Then) Ignoring isn’t ignoring… there is a purpose Ignoring isn’t ignoring… there is a purpose

behind it!behind it!

Tip #5: Understanding Tip #5: Understanding ConsequencesConsequences

Goal: increase positive behaviors, Goal: increase positive behaviors, decrease negative behaviors, and decrease negative behaviors, and substitute behaviorssubstitute behaviors

individualized and meaningfulindividualized and meaningful Reinforce appropriate behaviors at all Reinforce appropriate behaviors at all

timestimes Provide consistent implementation of Provide consistent implementation of

behavior interventions for challenging behavior interventions for challenging behaviorsbehaviors

Tip #6: Communicating with Tip #6: Communicating with ParentsParents

Rule of thumb: 2 positives for every 1 negative, Rule of thumb: 2 positives for every 1 negative, include how a negative situation was resolved include how a negative situation was resolved (especially when writing in communication (especially when writing in communication books)books)

Do not discuss when the student is within Do not discuss when the student is within earshotearshot

When in doubt, try a one-liner:When in doubt, try a one-liner: ““I’ll get back to you on that”I’ll get back to you on that” ““That sounds like a teacher question”That sounds like a teacher question” ““I’ll ask ___ to follow up with you”I’ll ask ___ to follow up with you”

Tip #7: Classroom CommunicationTip #7: Classroom Communication

Be open and specific about how the teacher can Be open and specific about how the teacher can help you do your jobhelp you do your job

Maintain the student’s dignity; avoid the “rap Maintain the student’s dignity; avoid the “rap sheet”sheet”

Teachable momentsTeachable moments Less is more with promptingLess is more with prompting Use different words and varying tone of voice Use different words and varying tone of voice

when providing verbal reinforcement when providing verbal reinforcement Use nonverbal cues when the teacher is talking Use nonverbal cues when the teacher is talking

Tip #8 Communicating with Tip #8 Communicating with StudentsStudents

Build a relationship/unconditional caringBuild a relationship/unconditional caring Talk less, listen moreTalk less, listen more

The fewer words, the better / no helicopters!The fewer words, the better / no helicopters! Try writing insteadTry writing instead ““You need to” or “It’s time to”You need to” or “It’s time to” Wait timeWait time Be specific with praise (e.g., “I like the way you___”)Be specific with praise (e.g., “I like the way you___”) Label the behavior, not the studentLabel the behavior, not the student Polite redirection back to topicPolite redirection back to topic

Neutral and consistentNeutral and consistent Take a break when neededTake a break when needed

Tip #9: Providing Inclusion supportsTip #9: Providing Inclusion supports

A structured environmentA structured environment Visual Schedule (classroom or individual)Visual Schedule (classroom or individual) Give transition warnings (5 minutes until…)Give transition warnings (5 minutes until…) Visual Aides/manipulatives to support instructionVisual Aides/manipulatives to support instruction Increased time for processing and responding Increased time for processing and responding Break down directions/tasks into smaller steps or Break down directions/tasks into smaller steps or

chunkschunks Use declarative language (e.g., instead of giving Use declarative language (e.g., instead of giving

demands, encourage students to notice their demands, encourage students to notice their environment “I noticed that the class is lining up for environment “I noticed that the class is lining up for lunch”lunch”

Assist the student; resist the urge to shorten the Assist the student; resist the urge to shorten the process…no helicopters!process…no helicopters!

Tip #10: Take care of yourself!Tip #10: Take care of yourself!

CommunicateCommunicate Use your support systemUse your support system Boundaries/self careBoundaries/self care Keep your sense of humorKeep your sense of humor

You ARE appreciated!!!You ARE appreciated!!!