Updated Options and Best Practices in Serving Students with Complex Needs and in Utilizing Technology Lawrence County Para Pro Training Friday, May 4th, 2012 8:00 am 3:00 pm

Updated Options and Best Practices in Serving Students with Complex Needs and Utilizing Technology

Lawrence County Para Pro Training

Friday, May 4th, 20128:00 am 3:00 pm1ParaEducator"The range and flexibility of paraeducator positions make it difficult for most folks to understand exactly where our role begins and ends. We are the mortar that fits where it needs to fit to keep the whole structure together."-

Sandie Blankenship,Special Education Paraeducator, North Kingstown, Rhode IslandParaeducator means "along side of " and like their counterparts in the legal and medical fields -- paralegal and paramedics -- they assist and support the work team in a variety of ways. In many districts, these special professionals live in the school neighborhood, speak the language of the students and provide a special liaison to the community and its culture.Employment of paraeducators has grown steadily and their functions have changed dramatically since they were introduced into classrooms as teacher aides almost 40 years ago. Their duties are no longer limited to recordkeeping, preparing materials, or monitoring students in lunchrooms and other settings. Today, paraeducators are active members in teams that provide instruction and other direct services to students and their parents.

2Who are Paraeducators:We comprise 46 percent of NEA ESP members -- more than 151,000 members81 percent of us work full time66 percent of us do not have an advanced degree, but 38 percent of us plan to earn one within the next four years85 percent of us have attended professional development training in the past two years12 percent of us are currently attending school or college71 percent of us work with special education students63 percent of us are paid on an hourly basis, with an average wage of $10.95 per hour

*Source: 2002 Status of NEA K-12 ESP Membership Study

3 Myths About ParaeducatorsMyth #1: "Assisting in a classroom or school isn't challenging. There's no need for professional development."While many of today's paraeducators originally came into the education system due to federal programs designed to provide supplemental or special services to groups of children facing academic obstacles, it didn't take long to realize that they would need ongoing professional development to meet the complex needs of these students."The range and flexibility of paraprofessional positions make it difficult for most folks to understand exactly where our role begins and ends," saysSandie Blankenship, a special education paraeducator in North Kingstown, Rhode Island. "But I feel like we're the mortar that fits where it needs to fit to keep the whole structure together."Across America, paraeducators are indeed "keeping it together" by supporting and strengthening the curriculum taught by teachers, assisting with school instructional programs, and enabling teachers to spend more individualized time with students. Because of this, paraprofessionals need and want professional training.Delaware'sGail Uncapher, President of the Red Clay Paraprofessional Association in Wilmington, says training is especially important because so many paraprofessionals work directly with students."Paraprofessionals in Red Clay often have no choice but to deal with the behavior of not only our own students, but other students who are causing trouble," she explains. "If we attend a training session on how to handle discipline with these students then we are armed with practical tools that we really need.""These workshops have been so beneficial" she says. "And I think people are finally waking up and realizing just how important we are in the education equation." Iowa'sMichele Carter, who works with disabled preschoolers, agrees. Even before Iowa passed a paraprofessional certification law in 2000 - which states that paraprofessionals can earn a voluntary state certification license -- Carter earned a five-year Special Needs paraprofessional certificate from the state at Kirkwood Community College.Now, she explains, she has reached a professional high. Her classroom partner, special education teacherEmily Dolezal, "wants me to use what I have learned and is willing to take suggestions, which makes me comfortable and relaxed."Thanks to her coursework, Carter also shares the same vocabulary with Dolezal. "I used to say, 'no, that's not for me.' Now I know what teachers are talking about, and if you understand, you can have input.""If a paraprofessional takes a professional development class and brings that experience to the classroom, he or she will likely stay on the job longer, and that better serves students," she explains. Proof positive is that to date, not one paraprofessional who has earned state certification has quit his or her job.

Myth #2: "There is no room for career growth as a paraprofessional."Louisiana paraeducatorIona Holloway, a former Senior NEA Executive Committee Member, believes now is a great time to be a paraprofessional."It's becoming a widely known fact: paraprofessionals are integral to successful schools," she says. "And with new requirements demanded by the Elementary and Secondary Education Act, now is the time to think about becoming highly qualified so that you can advance into teaching if that's what you want."According to a recent NEA survey, nearly half of the nation's 650,000 K-12 paraprofessionals -- 49 percent -- say that's exactly what they want: training to become teachers."There's a constant need to hire teachers in this urban district," explainsMaureen Cronin, New Jersey Education Association (NJEA) UniServ Representative. "The board saw paras as a large resource. They represent a dedicated workforce already in place and living in the community that the district had not fully tapped."Through the program, paraeducators with no college credits can take workshops and trainings offered through NJEA and outside sources. The contract also contains language on sabbatical leaves. Five paraprofessionals per year may receive sabbaticals for the purpose of pursuing an education degree. They keep their health benefits and half their salary and in return make a commitment to teach in the district for three years.

Myth #3: "Paraeducators do not affect student achievement."Student achievement depends on rigorous standards and a knowledgeable education team -- including paraprofessionals.Additionally, because paraeducators are such an integral part of their communities -- more than 75 percent live in the school districts where they work -- they play a very important role in the lives of the students they work with. More often than not, they go above and beyond their job descriptions to make school better for their communities and the children.New Jersey'sPatricia Beaulieu, a teaching assistant at Green Township School, is one of them.In addition to setting up an afterschool tutoring program in conjunction with the student council, she also helped establish an evening study group for seventh and eighth graders, and even prepared instructional materials for selected special needs students. On her own time, she completed specialized training on working with autistic students. And it's these new skills that enabled an autistic third grader to remain with his peers in a neighborhood school setting."She has been able to befriend even the most disaffected students and provide direction and guidance in the most caring manner imaginable," says teacher and former classroom partnerMonica Kroger.In Pennsylvania, Special Education AssistantCecilia Pitcher, who works at Pocono Mountain High School, helps run a "Volunteers for Understanding" workshop that breaks down racial and cultural barriers and stereotypes.This native of Ecuador has also put together a student Latino dance group that has performed on TV, in front of Girl Scouts, and even at an army depot.But perhaps a story thatGwen Andrews, a veteran paraeducator in North Carolina, shares sums it up best.She recalls how she andSherry McDonald, her classroom partner at Konnoak Elementary in Forsyth County, once talked a special education student out of thinking he was stupid."We sat this child down and told him he had value and could be anything he wanted to be if he believed in himself," she says. After providing him personalized attention for much of the school year, the child started to thrive."By providing personal attention and helping build up students who come in with low self-esteem, I make a difference," she adds. "We all make a difference."3In The Trenches

ParaTeacherStudentIs your work a battleground?

Whos who?4Who are you? ?years of experience activity

Throughout the session today, we will be exploring some negative traits of classroom parapros, and we will be poking fun at these negative aspects. we dont want you to get the wrong idea. There should be no crossed arms or finger pointing if you notice a similarity between what is on the screen and you or someone you know.

These are common recognized mistakes made by parapros in the classroom, We have just made the examples a little more extreme. Our hope is that if you do notice a similarity, you will use the strategies provided to improve the situation.

So relax and have fun!

5Space Cadet

Explain what a space cadet is from How to be a Parapro6Space Cadet(Characteristics)Lost in spaceIsolatedRely on teachers for all directionLack of common senseJust dont get itBottom Line: Go about your duties mindfully, not mindlessly. If there is some aspect of the job that you dont understand, find out more about it.Move about the classroom as if they were contained or isolated within a space suit. They have no clues as to what their students need or how to provide support.

I dont think it is an issue with intelligence, I believe that it is a matter of not caring enough to find out more about what needs to be done.

Stories?7Get to know your kid(s) interests,

strengths,

disability,

functioning levels,

adaptations,

processing time,

executive functioning8Getting To Know Your Student.pdf

Learning Style Protocol

ParaEducator Student Checklists.doc

Get to know your kid(s) Go over Pgs 74-76 from ParaPro book and checklists from Effective ParaEducator Practices

Lead into knowing when to step in and when to back off

AT9IT vs. ATInstructional Technology

Assistive Technology

https://atcloud.wikispaces.com/What is IT

What is AT

Prescription medication vs OTC (The line is blurring)

Some examples

10Parrot

11Parrot(Characteristics)Repeats everything the teacher saysNo original thinkingTeaches to the students weaknessDoes not utilize provided accommodations and supportsBottom Line: Facilitate attention to, and participation in asks, rather than merely repeat what the teacher just said. 12Know-It-All

13Know-It-All(Characteristics)Ego and AttitudeA thorn in everyones sideI already do thatStress and strain on the classroomBottom Line: Theres no place for this type of closed minded arrogance in the education of students with or without special needs. No matter how much knowledge or experience an individual has, there is always room for improvement. Youre Fired! On the next page!14

Youre Fired!The best outcome for a Know-It-AllAs this is primarily an attitude problem, theres really only one best outcome for a know-it-all15Helicopter Para

16Helicopter Para(Characteristics)Selfless, well-intentionedAll things to the studentThe care and feeding of Learned helplessnessPromotes prompt dependencyHinders student competency

Bottom Line: Promote independence by only stepping in when additional supports and prompts are needed to facilitate their students attention and participation. 17

18

19Invisible Para

20Invisible Para(Characteristics)Opposite of helicopter paraThe classroom is not a priorityLack the substance to get the job doneSet the stage for the Fire FighterBottom Line: Take an interest in the classroom environment. Be proactive rather than reactive. 21Fire Fighter

22Fire Fighter(Characteristics)Quick response paraArmed with tools of tradeNot fully aware of the situationConcerned with putting out the fire Not concerned with the whyBottom Line: Watch for signs of impending disaster, and step in before the behavior escalates and the troops are mobilized.23Traffic Cop

24Traffic Cop(Characteristics)Directive rather than facilitativeMiss rich opportunities in all settingsTake over the interactive role of the childBlock interactions from occurringBottom Line: Facilitate attention to, and participation in asks, rather than interrupt and/or redirect interactions.25Auto-Pilot

26Auto-Pilot(Characteristics)Programmed by some outside forceGet the job done at all costsTask oriented rather than student orientedFollow their own flight plans regardless of the ground conditionsBottom Line: Make the changes needed to accommodate your students needs.27

28The Effective ParaPro

29Effective ParaPro(Characteristics)Assumes the whole is greater than the sum of its parts

Have an almost intuitive understanding of student needs

Perform duties and responsibilities without prompts

Mastered the art of reading student cues

Promote independence

Evidence a willingness to learn

Maintain excellent work relationships with others

Meshes the art and science of support30Resourceswww.autisminternetmodules.org

http://www.thewatsoninstitute.org

http://cuip.uchicago.edu/wit/2000/teams/onceupon/readaloudstrategies.html

KPAStudyGuideREVISED2ndEdition6710.pdf

http://www.bigeastcoop.org

KDE>Administrative Resources>Federal Programs and Instructional Equity>Title Programs>Paraeducators In Kentucky

31More TricksChoice, opened sentence, systematic, age appropriate, first/ then, short sentences on step at time and give processing time to respond, prompting,

Time timers/ internet digital timers

Graphic Organizers

Reactive strategies (how to put out a fire)

32Questions?33