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  • 1. Paraeducator/ Teacher Teams: Two-Steppin’ in the Right Direction! Dawn WhiteTexas’ Statewide Access to theGeneral Curriculum (AGC) Network• Statewide leadership in addressing identified areas of need in special education services is provided through eleven functions and five projects directed by various ESCs. Their primary responsibility is to provide leadership, training, technical assistance, and the dissemination of information throughout the state. The ESCs coordinating these statewide leadership functions and projects are responsible for the implementation of many of the state’s continuous improvement activities.• Though both functions and projects provide statewide leadership, ESC function leads establish and coordinate a 20- region network. This ensures ongoing communication among ESCs about state-level needs assessment processes and planning, as well as implementing and evaluating statewide activities. Project leadership focuses on a specific activity.• Education Service Center, Region 20 provides statewide leadership in the area of Access to the General Curriculum (AGC). 1
  • 2. Joint Projects• Joint projects of AGC Network and TEA: – Online Module: Standards-Based IEPs • Revisions/Updates in progress (likely for 2012-2013 school year) – Annual Goal Development Q&A Document • Updates posted February 2012 – LRE Q & A Document • Updates in progress – Preschool Least Restrictive Environment/SettingsJoint Projects• Joint projects of AGC Network and TEA: – Co-Teaching Guidelines • Posted December 2011 – Paraprofessional Guidelines • Final edits in process (likely posted for 2012-2013 school year) – Specially Designed Instruction vs. Differentiated Instruction Resource • Development in process; Scheduled to be posted 2012-2013 school year 2
  • 3. Joint Projects• Everything is free!• www.esc20.net/agcnetworkACCESS TO THE GENERALCURRICULUM 3
  • 4. What is AGC?• Access to the general curriculum – Aligning instruction with enrolled grade- level content expectations – Using accommodations and modifications when needed (or as required by a student’s IEP)AGC vs. Inclusion• Inclusion – Every student is, first and foremost, a full member of the school community – Every student has a right to be included (as much as possible) with “typical” peers 4
  • 5. Inclusion vs. Hosting• Hosting: Student is “there” but not included in some aspects of the class.• Inclusion: Student is included in all instruction and activities.Continuum of Services• IEP teams must determine the appropriate “setting” (least restrictive environment) for the student (at least annually)• The decision must be made individually, based on the student’s needs• Not all students will need “full” inclusion 5
  • 6. AGC vs. Inclusion• AGC takes place • Inclusion takes in ALL settings place in general education (and community) settingsEngagement• Shows responsibility for all students• Show that the student is a full member of the classroom/community• OUTCOME: – More successful students“Working with Paraprofessionals” Educational Leadership– Teaching All Students, October 2003, Volume 61,Number 2, pages 50-53 6
  • 7. Micah Fialka-Feldman• “Mainstreaming is like visiting. Inclusion is belonging.”The Evolution of SpecialEducation• In the same school• In the same classroom• In the same classroom& learning the same content 7
  • 8. WHAT IS MY ROLE IN AGC? 8
  • 9. What is my role?• Ensure all students are truly included and have access to the general curriculumStrategies• What are some ways you can positively impact a student’s access to the general curriculum? 9
  • 10. Teachers’ Thoughts…• Relief!!!! – However, assumptions abound…“Working with Paraprofessionals” Educational Leadership– Teaching All Students, October 2003, Volume 61,Number 2, pages 50-53Assumptions…• Paraeducators have specialized training for working with students with disabilities – And this training takes place BEFORE the paraeducator is assigned to the classroom/student“Working with Paraprofessionals” Educational Leadership– Teaching All Students, October 2003, Volume 61,Number 2, pages 50-53 10
  • 11. Assumptions…• The paraeducator is working from a plan created by the special educator “Working with Paraprofessionals” Educational Leadership – Teaching All Students, October 2003, Volume 61, Number 2, pages 50-53Students’ Thoughts• Parent/Caretaker• Friend• Protector from Bullying• Primary Teacher“Perspectives of Students with Intellectual Disabilities AboutTheir Experiences with Paraprofessional Support”Stephen M. Broer, Mary Beth Doyle, & Michael F. Giangreco Exceptional Children, 2005, , Vol. 71, pp. 415-430 11
  • 12. Thoughts?• How do you think your students feel about the supports they receive from you? Do they understand your role? 12
  • 13. Leadership• “Leadership isn’t a mysterious art practiced by only a select few. It is the daily response of every man and woman who wishes to make a positive difference in the world and make it a little bit better place as a result of their efforts.”• “You Don’t Need a Title to Be a Leader” – Mark SanbornWhat is my role?• Ensure all students are truly included and have access to the general curriculum 13
  • 14. YOUR PLATE Have To Do Want To DoHave No Control Over Have Control Over 14
  • 15. The Varied Roles ofthe Paraeducator• What roles do you play during the work day?% Time Per TaskTask/ “Group” 1:1 OverallCategory Paraeducators Paraeducators “Average”instruction 49.72% 37.43% 47.34%planned byprofessionalbehavior 13.60% 21.58% 19.05%supportself-directed 18.37% 21.58% 17.29%supervision 7.37% 6.59% 6.84%of studentsclerical 8.77% 4.14% 4.40%personal 0.72% 5.13% 3.40%careother 1.32% 0.56% 1.26% Source: “Questionable Utilization of Paraprofessionals in Inclusive Schools: Are We Addressing Symptoms or Causes” Michael F. Giangreco & Stephen M. Broer Focus on Autism and Other Developmental Disabilities – Volume 20, Number 1, Spring 2005 (pages 10-26) 15
  • 16. Use of Time • How can you use your self-directed time to assist students with accessing the general curriculum?The Tree 16
  • 17. Activity vs. Accomplishment • Activity • Accomplishment – Filling time without – Improving the lives impacting other of people with people whom you interact “You Don’t Need a Title to Be a Leader” by Mark Sanborn Have To Do Want To DoHave No Control Over Have Control Over 17
  • 18. Influence• Do you shape your life and career?• Do you affect the quality of others’ experiences?• Do you inspire or influence others?“You Don’t Need a Title to Be a Leader” – Mark SanbornResume vs. LegacyResume LegacyWhat you’ve accomplished What you’ve contributedResults RelationshipsThe money you’ve made The difference you’ve madeThe impression you leave The impact you haveYour career Your organization, family, and communitySelf-improvement Helping others improveFrom “You Don’t Need a Title to Be a Leader”by Mark Sanborn 18
  • 19. Legacies• “In my experience, the marks in life we leave – our legacies – are most often left not in stone and steel, in history and politics, or poetry and literature, but in the lives of other people.”• “You Don’t Need a Title to Be a Leader” – Mark Sanborn 19