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Edsp 524 or 528 - week 4 -- para educator presentation
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- 5. Para educator Presentation SpeakerNotes Anthony Maiorano Concordia University Online
- 6. Para Educator… Para isa prefix derived from ancient Greek meaning alongside of or akin to. • Behavior Intervention • Career Specialist • Classroom Assistant • Educational Assistant • Educational Paraprofessional • Educational Technician • ELL/Bilingual Assistant • Guidance Specialist • Home Liaison • Instructional Aide • Instructional Assistant • Interpreter • Learning Assistance Program Assistant • Media Center Assistant • Occupational Information Specialist • Outreach Specialist • Job Coach • Para educator • Playground Assistant • Secondary Programs Assistant • Special Education Assistant • Para Pro • Speech/Language Assistant • Supervision Aide • Teacher Assistant
- 7. Four Educational Philosophies •Behaviorism: science of behavior would shape the world to a better place to live • Experimentalism: tinker or experiment & change • Essentialism: conservative view of curriculum holding schools responsible for immediately needed instruction. • Perennialism: teach time-honored curricula with no change
- 8. Practice makes Permanent •Ensure General Educator (GE) and paraprofessional on “same page” as equals – Philosophies • Use in classroom • Use in management of student • Use in other aspects
- 9. Legal Foundations • Brownv. Board of Education of Topeka (1954) – “separate but equal” (i.e., segregation by race) is not constitutional • Pennsylvania Association for Retarded Children v. Commonwealthof Pennsylvania (PARC) (1971) – “uneducable” or “untrainable” students can not be excluded from public education • Mills v. Board of Education (1972) – broadens the scope of PARC to included students with other disabilities – children of school age should be provided with free and suitable public education, and – no exclusion due to insufficient funds
- 10. Practice makes Permanent •Ensure General Educator (GE) and paraprofessional understand – Legal Implications of Special Education • What went wrong to come to litigation in… – Durham County (NC) – Antioch Unified School District (CA) – Manhattan Beach Unified School District (CA) • Discuss in detail & ensure compliance – DOCUMENT…DOCUMENT …DOCUMENT
- 11. Individual Education Plan(IEP) • Present Level of Academic Achievement & Functional Performance current academic & functional performance, behaviors, social/emotional development, & other relevant information – SMART Goals • Annual Goal(s) – Benchmark(s) • Evaluative Instruments • General Education (GE) Accommodations/Modifications: classroom accommodations and modifications – Modified Assignments – Extended Time – Read Aloud – Separate Setting / Small Group – FM System – Multiple Breaks – Copy of Notes – Audio recording of instruction
- 12. Individual Education Plan(IEP) • Testing Accommodations – End Grade Testing • Braille Writing • Extended Time • FM System • Marks in Book • Multiple Breaks • Modified Assignments • Read Aloud • Separate Setting / Small Group • Small Group / 1:1 – Replicate the classroom accommodations • Specifically Designed Instruction – Setting where Exceptional Children services needed • Math • Writing • Reading • Speech/Language • Occupational Therapy • Adaptive PE • Writing • Transportation
- 13. Individual Education Plan(IEP) • Alternative Educational Placements – Least Restrictive Environment: “student with disability should be educated with non disabled peers to the greatest extend possible” • Regular • Resource • Separate
- 14. Individual Education Plan(IEP) • Signature Page • IEP VIOD IF NOT SIGNED BY… • Local Education Agency Representative • Parent – Must be on record as such • Special Education Teacher • General Education Teacher • Speech/Language Pathologist (if needed) • Occupational Therapist (if needed)
- 15. Practice makes Permanent •Review Individual Education (IEP) plans prior to first day – Create chart documenting students • Continuum • Least Restrictive Environment • Accommodations • Modifications • Parental Contact
- 16. Learner Characteristics “must bemotivated to make effort to learn” • Visual – Spatial – Think physical space – Teach with • Drawings • Multimedia • Maps • Bodily-kinesthetic – Body movements – Teach with • Movement • Making things • Touching • Body language • Acting out • Role playing
- 17. Learner Characteristics “must bemotivated to make effort to learn” • Musical – Rhythm & Sound – Teach with • Background music • Lyrics • Tapping Rhythm • Interpersonal – Interacting with others – Teach with • Group Work • Discussion • People Skills
- 18. • Intrapersonal – Understanding –Teach with • Independence • Books • Creative materials • Diaries • Privacy • Linguistic – Languages – Teach with • Read books together • Computers • Games • Multimedia • Books Learner Characteristics “must be motivated to make effort to learn”
- 19. Learner Characteristics “must bemotivated to make effort to learn” • Logical – Mathematical – Concrete Thoughts – Teach with • Logic games • Investigations • Mysteries • Naturalist – Nature – Teach with • Nature • Topics involving nature • Earthly topics
- 20. Assessment IQ: Seventy andbelow COGNITIVE ASSESSMENT – Ravens Matrices • measures the test-taker's reasoning ability – Cognitive Abilities Test • measures verbal, non verbal, quantitative – Woodcock Johnson III • measures intellectual ability, cognitive abilities, oral language, academic achievement SPEECH/LANGUAGE ASSESSMENT – Goldman-Fristoe Test of Articulation • measures articulation ability, & imitative sound production – Oral & Written Language Scales • measures integrated written skills across 3 – 21 age range
- 21. Evaluation • Every three(3) years – Ensure student is still eligible • No Over/Under Serve – Data Driven – Team Created – Use recent results from ‘Assessment’ Practice makes Permanent • GE and paraprofessional – BE AS SPECIFIC AS POSSIBLE – Explain needs and expectations of data – Keep Records – Document…Document…Do cument – Keep in locked area
- 22. Culture, Ethnicity, &Diversity “Although the education system is becoming more diverse, students who come from stigmatized groups (e.g., groups that are the target of negative stereotypes, prejudice, and discrimination) still perceive barriers to education” (Ruggs & Hebl, 2012). Practice makes Permanent • Review with GE & Para educator – Diversity – Stereotypes – Negative Outlook – Discrimination Training • Sign Up for Online DiscriminationTraining and HarassmentTraining Course
- 23. Instructional Effectiveness • ProgressMonitor – Common Core Related • DIBLES • Benchmarks • Reading 3D • M Class • Ready Test – Data Notebook • 1 Page = 1 Student Practice makes Permanent • Consistently review where students are…where students need to be per IEP PLAAFP
- 24. Teaching Strategies • KaganStructures – Cooperative Learning • JIGSAW • Timed Reading • Timed Math Drills • Organization of Class • Management of Class • Schedule/Consistency Practice makes Permanent • Review, model expectation with Para educator • Do not be afraid to admit something doesn’t work • Roll with it
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- 26. Confidentiality, Ethics, &Safety • Family Educational Rights and Privacy Act (FERPA) – Make Smart Choices • Would you want someone to say ‘xx’ about your child? • Ethics – Simply put, if you have none, just get your stuff and go • Safety – #1 Priority: Ensure all students are safe at all times!
- 28. Professional Development • Alwayskeep learning • Hold yourself to same standards as teacher • Keep record of PD credits Practice makes Permanent • If you need something ask (day off) • Perfect your craft of Para educating through Professional Development • Seek out Opportunities – NEA
- 29. Useful Links • NEAPara Educators Handbook URL • North Carolina Department of Public Instruction Exceptional Children (EC) Forms URL
- 30. References • Ashbaker, B.& Morgan, J. (2013). Paraprofessionals in the classroom: A survival guide (2nd ed.). Upper Saddle River, NJ: Pearson • Brown vs. TopekaBoard of Education, 347 U.S. 483 (United States SupremeCourt May 17, 1954) • Ed Source. (2015,April19).Little oversight of restraint practices in special education. RetrievedfromEdSource: http://edsource.org/2015/little-oversight-of-restraint-practices-in-special- education/78040#.VUU_6vlVhBd • E LearningFundamentals. (2015, January1).Lesson 3:Learner Analysis.Retrievedfrom VirginiaTechSchool of Education:http://www.itma.vt.edu/modules/spring11/efund/lesson3/learneranalysis.pdf • Mills v. Board of Education of theDistrict of Columbia, 71-1939 (Federal District Court of Washington DC August 1, 1972). • NationalEducation Association (NEA). (2015, January 01).Para educator Roles and Responsibilities. Retrieved from Education Support Professionals:http://www.nea.org/home/20783.htm • Office of Special EducationandRehabilitationServices. (2003, April1).Individuals with Disabilities Act 1997. Retrievedfrom Ed.gov:http://www2.ed.gov/offices/OSERS/Policy/IDEA/the_law.html • Porter v. Board of Trustees of Manhattan Beach Unified School District et al., 307 F. 3d 1064 (9th Cir. 2002),cert. denied, 537 U.S. 1194, 123 S. Ct. 1303, 154 L. Ed. 2nd 1029 (2003) • Ruggs, E., & Hebl, M. (2012).Diversity, Inclusion, andCultural Awareness for Classroom andOutreachEducation. Assessing Woman and Men in Engereering, 16. • WRAL. (1998, August 18).Durham Schools Settle With Special Ed. Parents. RetrievedfromWRAL Local News:http://www.wral.com/news/local/story/131678/ • Images – Bodily – Kinesthetic : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg – Clock: https://sp.yimg.com/ib/th?id=JN.Sb%2bibRn6pgOSnUvhbMsK7w&pid=15.1&P=0 – Continuum of Student Needs: http://ok.gov/sde/sites/ok.gov.sde/files/styles/large/public/Continuum%20of%20Student%20Needs%20Chart.jpg – Data Notebook: https://sp.yimg.com/ib/th?id=JN.k07disBEJT8mN2PLRsgQYg&pid=15.1&P=0 – Gaval: https://sp.yimg.com/ib/th?id=JN.IKqBh10R86TJg6AcfyBgMA&pid=15.1&w=180&h=119&p=0 – Goal: http://globaltrendtraders.com/wp-content/uploads/2009/12/goal.gif – IEP Photo: http://www.pubcentral.com/wp-content/uploads/2013/03/education-tag-cloud.png – IEP Hierarchy: http://www.examiner.com/images/blog/wysiwyg/image/build-IEP(1).jpg – Interpersonal : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg – Intrapersonal : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg – Linguistic : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg – Logical Mathematical: http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg – Math Clip Art: http://www.digitwhiz.com/digiblog/wp-content/uploads/2013/01/math-and-symbols-image3.jpg – Meeting Chairs: https://sp.yimg.com/ib/th?id=JN.eRItcu274zxOoIsvBfwB4A&pid=15.1&P=0 – Musical : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg – Naturalist : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg – PhilosophyPicture: https://izombi.wordpress.com/2013/12/03/for-the-love-of-reason/ – Professional Development: https://sp.yimg.com/ib/th?id=JN.0nLfZCuLX40DfvU%2fGOzxbQ&pid=15.1&P=0 – Professionalism:http://3.bp.blogspot.com/_0FpVRE6yOEU/TMKPAUNp9MI/AAAAAAAAAps/5KdV-b3OemE/s1600/The_Golden_Rule.001.jpg – Signature: http://blog.timesunion.com/opinion/files/2012/01/0131_WVsignatures.jpg – Smart Goals: https://www.pinterest.com/pin/313633561523540425/ – Students IEP Team: http://www2.ed.gov/parents/needs/speced/iepguide/iepteam.gif – Visual Spatial : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
- 31. • Workingwith paraeducatorsis going to be a key aspect of your position. Mostfirst-year specialeducationteachers do not havethe experienceto workwith paraeducators.When you completethis assignmentyou will havean initial resourceto reducesomeof the logistics related to the supportand organizationofparaeducators. • Createa multimedia (Prezi,PowerPoint,Moviemaker) presentation with 20 - 25 slides. Orientthis presentation toward familiarizingparaeducatorswith their roles and responsibilitiesin the classroom settingas they are interactingwith generaleducation students,generaleducationteachers,and other related service members (i.e. speech therapists,occupationaltherapists,etc.),and students with disabilities. • Address thefollowingareas in your presentation. – Philosophical historical and legal foundations of SPED – Function and key elements of the IEP – Learner characteristics – Purposes of assessment and evaluation – Culture, ethnicity, and diversity – Instructional effectiveness – Teaching strategies – Professionalism – Confidentiality, ethics, and school safety – Paraeducator’s duty to engage in professional development • Includethe followingas you aredevelopingyour presentation: – A brief summary of the importance each of the ten concepts listed above. – A plan to provide paraeducator staff development related to the concept. – A plan to determine the effectiveness of the staff development activity. – At least two references from the professional literature related to supporting and supervising paraeducators. – Speaker notes as necessary. – Apply APA style throughout the presentation. Support your statements with evidence from the required studies and your research.