Paraeducator Workshop PowerPoint

p ara p rofessionals: an Important Part of the Facilitated by Jen Farr, ONC BOCES

“ Everybody can be great… because anybody can serve . You don’t have to have a college degree to serve . You don’t have to make your subject and verb agree to serve . You only need a heart full of grace. A soul generated by love. ” Martin Luther King, Jr. Quote

The History of p ara p rofessionals
1950s --Traditional clerical service role
1970s --Transformed into an instructional role
1 993-2000 --Classroom paraprofessionals increased by 65%
2000s --Most paraprofessionals work in inclusive or other classrooms to support students with disabilities
Others are assigned to work with students in Title 1 or ESL classrooms, computer labs, and libraries

K ey T opics T o B e C overed
Collaborative Teamwork
Inclusive Education
Characteristics of Children and Youth with Various Disabilities
Roles and Responsibilities of p ara p rofessionals
Implementation of Teacher-planned Instruction

C ollaborative T eamwork

C ollaborative T eams are I mportant because they…
facilitate communication among members
utilize the various skills of members
help members solve challenges
encourage members to “pull” in the same direction
promote group ownership of student goals
contribute to a sense of individual and group accomplishment
promote positive outcomes for children and their families
reduce errors based on individual judgment
maximize use of scarce resources

I n A n I ne ffective C ollaborative T eam…
Goals are unclear
Members are unprepared
Commitment is lacking
Leadership is ineffective
Feelings are ignored
Communication generally funnels in one direction

A n E ffective C ollaborative T eam “ As team members we join together in a cooperative, problem-solving process to reach a shared goal that is clearly defined for all team members.”

http://www.youtube.com/watch?v=lNnGHazHT60

C haracteristics of E ffective C ollaborative T eam M embers…
they are flexible (especially when faced with internal or environmental stressors)
they are able to obtain gratification from a wide variety of sources
they are active, participatory, and productive
they accept, respect, and appreciate differences in others
they are willing learners
they are competent in their own field
they are willing to share responsibilities, accolades, failures, etc .

C ollaborative S kills P racticed by E ffective T eam M embers…
criticism is geared toward ideas, not individuals
several opinions are integrated in a single position
when probing for additional information questions are posed in a positive manner
actions are built on team member’s ideas or conclusions
ideas are expressed from others’ perspectives

W hen Y ou P rovide and R eceive F eedback C onsider…
thinking before speaking
getting to the point
speaking only for yourself
others’ perspectives
actively listening
acknowledging others’ feedback
summarizing or restating points
asking for clarification

Confront problems honestly and openly
Compromise as team members (but do not compromise the quality of instruction)
Reach Consensus when making group decisions
R emember the T hree C ’s Y ou need to use when W orking as a T eam

B reaking into T eams Please take your Collaboration note page to the team location in the room that matches the sticker on the back of your handout. Taking The Red Eye (6:26) http://www.freeplay.com

C ollaborate to D raw a n E ffective C ollaborative T eam M ember

http://www.youtube.com/watch?v=SII1EU3huuE

Inclusive Education

I nclusive E ducation
"The true essence of inclusion is based on the premise that all individuals with disabilities have a right to be included in naturally occurring settings and activities with their neighborhood peers, siblings, and friends" (Erwin, 1993, p. 1).

I nclusive E ducation
“ Inclusion is recognizing our universal ‘oneness’ and interdependence. Inclusion is recognizing that we are ‘one’ even though we are not the ‘same’.” (Shafik Abu-Tahir, New African Voices, Philadelphia, PA)

http://www.youtube.com/watch?v=ji3R30PT1PQ

C haracteristics of I nclusion
All students are welcome in general education. The general education classroom (with support) is the first option considered regardless of disability type or severity.
Students are educated in classes where the percentage of those with and without disabilities is proportional to those percentages in the general population.

Shared educational experiences take place in settings predominantly frequented by people without disabilities .
Students are educated with peers in the same age groupings available to those without disability labels.
Students with varying characteristics and abilities participate in shared educational experiences while pursuing individually appropriate learning outcomes with necessary supports and accommodations .

Educational experiences are designed to enhance individually determined life outcomes for students, striving for a balance between academic/functional and social/personal aspects of schooling.
Students usually receive support from typical supports (classroom teacher, other students, etc.) as well as specialized supports (therapists, special education teachers, and paraprofessionals).

B enefits of I nclusion for C hildren with D isabilities
Realistic preparation for adult life
Presence of appropriate role models
Opportunities to learn in natural settings
Raised expectations and increased challenges
Equal opportunities
Possibilities for diverse friendships
Linda Rammler (1992), modified by Kirker-Stewart (1997)

B enefits of I nclusion for “ T ypical C hildren”
Increased acceptance of and respect for human diversity
Access to curricular modifications and instructional supports that meet their individual needs
New skill acquisition
Increased variety of settings and opportunities for learning and success
Possibilities for diverse friendships.
Linda Rammler (1992), modified by Kirker-Stewart (1997)

B enefits of I nclusion for T eachers and S taff
A decreased sense of isolation
More opportunities to reflect
Shared responsibility
Opportunities to model accepting attitudes toward diversity
Opportunities to learn and model how to cope with change

C hallenges for P aras in an I nclusive C lassroom
Educators may become more dependent on you than they should (does the teacher speak to your child or you, the Para?)
Para is sometimes viewed by student as a “parent” figure (which could lead to resentment)
Para’s may foster dependence if they are always telling the student what to do next ( velcro or hovercraft effect )

C hallenges for P aras in an I nclusive C lassroom
Students may lean on you for communication with peers
Lack of appropriate training…you are often expected to work with the most needy student(s) in the district, using most instructional expertise
Lack of co-planning time

http://www.youtube.com/watch?v=g9-XX9227ek

Inclusive Education
K ey T opics T 0 B e C overed

http://www.youtube.com/watch?v=uhKMouRaWcY

A ll C hildren and Y outh…
have likes and dislikes
have dreams and fears
do some things well and struggle with other things
become participating and valued members of the community
are unique individuals that develop at their own pace

A ll C hildren and Y outh…
can teach and learn from each other
learn from their environment
have unique personal strategies for learning
learn from taking risks and have the right to succeed and fail when they take those risks

W hy do we use L abels to D escribe D isabilities ?
Society uses descriptors to identify and distinguish people from one another.
Educators use labels to identify students with learning, physical, and behavioral characteristics who need specialized instructional services.

W hile L abels may be V iewed as N egative …
in the United States they are used in education because current funding of many educational and social services is based on labels, which identify the people who are eligible for services.

some labels will be used to characterize students through out a lifetime (like blind, deaf, etc.), while other labels may be temporary (like speech or language impaired). Consider the fact that…

G eneral S uggestions that may help as you W ork with S tudents with D isabilities
If you can't understand what a student with a disability says, ask him or her to repeat it or use a different form of communication (e.g., writing, gestures).
Treat all students in age-appropriate ways (don't "baby“ disabled students or ask them to engage in activities that are not common with their peers).
Don't patronize students with a disability by praising them when they have not earned the praise.

When speaking about a student with a disability, always put the student first and the disability second. For example, say, “student with autism” --- NOT “He’s an autistic student.”
Always introduce a student with a disability the same way you would any other student---don't refer to the disability; and always use his or her name.

Be a role model for other students and adults by showing respectful behavior toward the students you work with.
Don't mention a student's disability if it is not relevant to your conversation.
Talk directly to a student with a disability---not to his or her wheelchair or interpreter or assistant.

Remember…all students (including students with disabilities) are unique and have individual strengths and areas of need.
Avoid stereotyping as you form expectations about what a student with a disability can or cannot do.
Allow students with disabilities to take risks. Make sure safety is considered, but be careful about overprotecting a student.

S ites W here you can Dig into the S pecific C haracteristics of Y outh with D isabilities
The Morgan Project – a portal of links to various sites
Children’s Disabilities Information
PBS Children with Disabilities
National Dissemination Center for Children with Disabilities

A P ortal S ite W here you can Dig into the S pecific C haracteristics of Y outh with D isabilities http://farr-integratingit.net/Theory/SpecialNeeds/

http://www.youtube.com/watch?v=iIWdJ6nDO1o

Inclusive Education

Implementation of teacher-planned instruction
Supervision of students
Clerical and general duties
Behavioral and social support
Supporting individual student needs
R oles and R esponsibilities of a P ara- P rofessional often vary, but may include…

G eneral D elineation of P ara-educator and T eacher R oles… Teacher Role Para-Professional Role Classroom Organization Plans weekly schedule, lessons, room arrangements, learning centers, and activities for individuals and the entire class. Implements plan as specified by the teacher. Assessment Administers and scores formal and informal tests. Administers informal tests. Setting Objectives Determines appropriate objectives for groups and individual children. Carries out activities to meet objectives. Teaching Teaches lessons for the entire class, small groups, and individual children. Reinforces and supervises practice of skills with individual and small groups. Behavior Management Observes behavior, plans and implements behavior management strategies for entire class and for individual children. Observes behavior, carries out behavior management activities.

Engage only in non-instructional and instructional activities for which qualified or trained.
Do not communicate progress or concerns about students to parents.
Refer concerns expressed by parents, students, or others to your teacher or supervisor.
Recognize that the supervisor has the ultimate responsibility for the instruction and behavior management of children and follow the directions prescribed by him/her.
G eneral E thical R oles and R esponsibilities of a P ara- P rofessional…

Discuss a child's progress, limitations, and/or educational program only with the supervising teacher in the appropriate setting.
Discuss school problems and confidential matters only with appropriate personnel, and only when students are not present.
Refrain from engaging in discriminatory practices based on a student's handicap, race, sex, cultural background or religion.
Respect the dignity, privacy, and individuality of all students, parents, and staff members.
Present yourself as a positive adult role model.
Use behavior management strategies which are consistent with standards established by the local school district and classroom teacher.
E thical R esponsibilities of a P ara- E ducator toward S tudents and F amily M embers of S tudents …

Inclusive Education

Assist in organizing field trips.
Read aloud or listen to children read.
Assist students in performing activities that have been initiated by the teacher.
Hand out papers and collect paper work.
Assist with supplementary work for advanced pupils.
Provide special help such as drilling with flash cards, spelling, and play activities.
Assist in preparing instructional materials.
I mplementation of T eacher-planned I nstruction: S ample D uties…

Reinforce learning with small groups.
Assist children in learning their names, addresses, telephone numbers, birthdays, and parents' names.
Supervise free play activities.
Prepare flash cards and charts.
Prepare art supplies and other materials.
Hear requests for help, observe learning difficulties of pupils, and report such matters to teachers.
Score objective tests and papers and keep appropriate records for teachers.
I mplementation of T eacher-planned I nstruction: S ample D uties…

The overall purpose of behavior management is to aid students in displaying behaviors conducive to learning. The table below illustrates possible teacher and paraeducator roles in behavior management. Roles in Planning and Implementation Paraeducator Teacher Establishes classroom rules X Establishes class schedules and activities X Observes student behavior – click here to test your powers of observation X X Designs behavior management plans X Establishes objectives for student behavior X Selects appropriate reinforcers X Records & charts student behavior X X Provides consequences according to behavior management plan X X Provides praise to students X X Evaluates intervention effectiveness X Provides feedback regarding appropriate behavior X X

Instructional methods are ways that information is presented to students. Such methods fall into two categories: teacher-centered approaches and student- centered approaches. There is not one "best" approach to instruction, however there are some strategies that may work better for special needs students.

S ome I nstructional M ethods P ara’s M ay be A sked to S upport or U se…
Task Analysis
Chaining
Errorless Learning
Cue Redundancy
Shaping
Prompts and Cues
Time Delay

Task Analysis – A procedure in which all the steps of an activity or task are identified in the order they occur.

Chaining – the reinforcement of successive elements of a behavior chain.

Errorless Learning – teaching procedures that are designed in such a way that the learner does not have to – and does not – make mistakes as he or she learns new information or new procedures. Errorless learning may be more effective for students who frequently make mistakes, who lack confidence (or may be frankly anxious), and/or who do not remember their learning experiences and the feedback that they receive . Visit the following site to learn more: http://projectlearnet.org/tutorials/errorless_learning.html

Cue Redundancy – To be learned, concepts need to be revisited many times and in a variety of contexts. Cues can be used repeatedly to help students as they learn new concepts.

Shaping – Stimulus shaping appears to be a highly successful way to teach discrimination skills. In stimulus shaping, the topographical configuration of a stimuli is gradually changed over trials so that discrimination is at first easy, and then gradually more difficult. Stimulus shaping procedures might also be effective for training visual-motor tasks. Example: introducing a face clock with an extremely shortened minute hand and gradually lengthening the hand until it is a normal size.

Prompts and Cues – Cues or prompts are used for teaching, guiding, or supporting a student while participating and learning during an activity. These may include physical prompts, verbal prompts, shadowing, coactive movement, modeling, touch, hand under hand, and others. An approach that uses the least intrusive cues or prompts possible is always preferred. As a student's participation increases or abilities develop, attempts should be made to fade prompts or systematically reduce the student's reliance on support.

Time Delay – time delay utilizes predetermined periods of waiting for the child to respond to a question. Time delay also starts with the adult looking expectantly, however, the ensuing waiting period is carefully chosen. Prompts may be used if the child does not respond correctly after the designated time, and the time delay used at the next session may be increased. For example, the adult may start with a waiting period of 10 seconds. If the child requires prompting, at the next session the adult may add two seconds so that the waiting period is now 12 seconds long. At each session following one in which the child did not respond correctly, the waiting period may be lengthened, or kept the same, depending on the schedule determined in advance. http://aac.unl.edu/yaack/d3.html

G athering I nstructional M aterials
I have, who has – a great review strategy
Mini-books
Dice and card games to spiral math skills
Puppets to support and tell stories
More ideas on Jen’s site: http://www.oncboces.org/webpages/jfarr

If you don’t know how to implement lessons provided by a teacher ask for clarification, ask the teacher to model the strategy, speak up!

Closing thoughts… “ The true teacher defends his pupils against his own personal influence.” A. Bronson Alcott “ Setting an example is not the main means of influencing another, it is the only means.” Albert Einstein

http://www.youtube.com/watch?v=quZTdeUgiV8

Sources Used to Develop this Workshop…. Glossary of Instructional Strategies http://glossary.plasmalink.com/glossary.html#R About the PRLC http://www.uvm.edu/~cdci/prlc/about.html National Joint Committee on Learning Disabilities (NJCLD) http://www.ldonline.org/pdfs/njcld_factsheet.pdf National Resource Centers for Professional http://www.nrcpara.org/ Disability Solutions http://www.disabilitysolutions.org/ Instructional Strategies Online http://olc.spsd.sk.ca/de/pd/instr/index.html Project Connect III http://connect.ocde.us/Strategies.htm

Behaviors…. Observable? Measurable? You Decide!

A little clarification first… A key element in making an observations consistent is the definition of the exact behaviors being observed. The accuracy of the observation is improved if the behaviors being observed are defined so that they are observable and measurable

An observable behavior…
can be noted through one of the senses (seen, heard, tasted, smelled, or felt).
can usually be described by action words such as touching, walking, saying, or writing.
NOTE: These do not include feelings or intentions which are inferred from other behaviors.

A measurable behavior…
Must be observable.
In addition, an observer must be able to clearly determine whether the behavior is occurring, count the occurrences of the behavior and/or time the duration of the behavior.
Behaviors which have a discrete beginning and ending are the easiest to measure.

Johnny calls Mary Lou stupid. And the answer is…

Al is out of his assigned seat. And the answer is…

Alvin does not understand a concept presented by the teacher And the answer is… NEITHER!

Laura dislikes the other students in her group. And the answer is… NEITHER!

Dana writes six correctly spelled words. And the answer is…

Reece is not attending to his assignment. And the answer is… NEITHER!

Irvine is unhappy on the playground. And the answer is… NEITHER!

Barbara speaks without permission. And the answer is…

Toni raises her hand to ask for additional help from her teacher. And the answer is…

Janet doesn’t like to work with the other students in her class. And the answer is… NEITHER!

Donna enjoys reading. And the answer is… NEITHER!

Lee hits Sheldon in the face. And the answer is… And the answer is…

Jill taps her pencil on the desk. And the answer is… And the answer is…

Allen does not complete his worksheet within the class period. And the answer is…

Jon is surly in class. And the answer is… NEITHER!

Herbert is lazy. And the answer is… NEITHER!

Charlie participates in class discussion. And the answer is…

Lynn is unpopular. And the answer is… NEITHER!

Polly talks to the teacher. And the answer is…

Sharon looks at the teacher. And the answer is…

Karen cries during reading class. And the answer is…

Vicki sucks her thumb during personal reading time. And the answer is…

David takes Mary’s paper off her desk. And the answer is…

Darin asks for teacher instructions to be repeated. And the answer is…

Mary leaves the room. And the answer is…

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Paraeducator Workshop PowerPoint

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Paraeducator Workshop PowerPoint — Presentation Transcript