A Peek into What Paraprofessionals Do in Inclusive Classrooms

A Peek into What Paraprofessionals Do

in Inclusive Classrooms

Ann Nevin and Urban SEALS (Special Education Academic Leaders)

Florida International University Miami FL

&Ida Malian, College of Teacher Education & Leadership

Arizona State UniversityPhoenix, AZ

National Resource Center for ParaprofessionalsAlbuquerque NM

May 4, 2007

Who are We? Co-PIs for the Paraprofessional Study

Whitney Moores-Abdool

Magda Salazar Jorine Voigt

Deidre Marshall

Ida Malian

Ann Nevin

Liana Gonzalez

Objectives

To discover the experiences of paraprofessionals who work in inclusive classrooms

To listen to their voices and to seek their advice

To improve the preparation of future teachers who will work with paraprofessionals

Definitions is defined teaching assistant, paraeducator,

instructional aide, or educational technician.

is defined classroom where students with and without disabilities learn together and are taught by general educators with support from various other professionals (e.g., special educators, remedial reading teachers, speech/language therapists, etc.)

is one example of inclusive classroom practice--defined as a general educator and a special educator implement the general education curriculum and Individual Education Plans (IEPs) for a group of students including those with special needs (in keeping with the definition articulated by Thousand, Villa, & Nevin, 2004*).

*Villa, R., Thousand, J., & Nevin, A. (2004). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press..

Methodology

Literature Review (ERIC) Synthesis Semi-structured interviews of

selected paraprofessionals Verbatim transcription and analysis

of responses from interviews Identification of Themes

Results—What is the History of Paraprofessionals?

1950s--Traditional clerical service role 1970s--Transformed into an instructional role 1993-2000—Classroom paraprofessionals

increased by 65% (now numbering over 525,000)

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

Paraprofessionals in the Classroom are Beneficial

Students with disabilities are included more. All students’ instruction can be differentiated. Paraprofessionals add to understanding

different cultures in their role of cultural ambassadors.

Paraprofessionals are entering teacher preparation programs, and increase under-represented populations (e.g., CLD).

Challenges

Potential isolation of students with disabilities Beware the velcro or hovercraft effect

Poorly defined role definitions Possible discomfort when job clarification is absent ‘stepping on each other’s toes’

Ambiguous insufficient supervision Inconsistent professional development of

paraprofessionals and those who work with them Beware the paraprofessional paradox (Pat Mueller)

Albuquerque NM John Adams

Sheila Armenta* is a paraprofessional in an inclusive school.

Watch her participate in a planning session. [UM Professor Liz Keefe facilitates the meeting; Karen Potter is the teacher;

Shema Raju & Simon Gutierry are inclusion facilitators.]

See the student work alone, with a peer, and participate in discussion during the lesson.

Sheila created the ‘visual schedule’ you will see on student’s desk as a memory aid.

*DVD/Video clip from Villa, R., Thousand, J., Nevin, A., & Harris, C. (2007). Differentiating Instruction: A Documentary—Paraprofessionals as Co-Teachers. Thousand Oaks, CA: Corwin Press.

Chime Elementary in LA

Meet another Paraprofessional in a Co-Teaching Classroom *

Watch her coach the independence of all learners while also supporting the teachers.

Notice how she does not work only with the child with a disability.

Watch her create learning materials on the spot so that learners are better able to understand the geography concept spit!

*DVD/Video clip from Villa, R., Thousand, J., Nevin, A., & Harris, C. (2007). Co-teaching: A Documentary—Paraprofessionals as Co-Teachers. Thousand Oaks, CA: Corwin Press.

Brief Written Survey Please help us understand what

you do! Complete the survey

(anonymously), or if you want a follow-up interview via telephone, fill in the last page.

Give us feedback on questions that aren’t clear, or questions we should have asked.

Thank you for your support!

Arizona ParaprofessionalsThe State of the State

by Ida Malian

Since 1999 ADE/ESS support through IDEA Paraprofessional

Training Capacity Building Grants

Focus

To increase the quality of educational services to paraprofessionals serving students with disabilities through the following methods:

Inservice Training

Based on specific needs of a district or school and its paraprofessionals Characteristics Assessment and evaluation Instructional content and practice Planning and management Student behavior and social interactions Communication and collaboration Professional and ethical practices CPR

Higher Education

Payment of university or college tuition and related expenses

Seek HQ by NCLB Bachelor’s degrees in

special education or related service fields

NCLB

Assistance in passing formal state or local assessment to reach NCLB highly qualified status

Mentoring

Assistance to special education teachers to improve their knowledge and skills in supervising and mentoring paraprofessionals

ADE/ESS Grants

Has awarded 128 grants to public education agencies for $3,167,878 (FY 2000-2007)

School districts - 99 Charter schools - 21 Counties - 4 State agencies - 4

FY 2008 Awards

4 districts and one charter school

will receive grants totaling $219,219 over two years

Flowing Wells Unified

“Newly hired paraprofessionals are entering the classrooms with a better understanding of their various roles and basic skills in assisting students with disabilities.”


“Experienced paraprofessionals report increased confidence and expertise in providing direct assistance to students with special needs in the content areas of reading, written language, mathematics.”


“Special education teachers that supervise these paraprofessionals report increased understanding of the roles paraprofessionals play in the classroom and increased skills in supervision.”


“Students with disabilities are receiving services from paraprofessionals who are better prepared to meet their unique academic, behavioral and functional needs.”

Dobson Academy “Our professionals are receiving

specific training with direct supervision on skills needed to work with students with disabilities. They are more confident and competent to work with the students. Having trained, qualified staff positively impacts teachers and students.”

Chino Valley Unified “With the funds from Year 1 of the

paraprofessional training grant, Chino Valley SD has increased our paraprofessional highly qualified status from 19% to 95%. In addition, 13 paras have completed a 3-credit CC class in ECE. Also 10 other paras have earned 3 or more credits from universities, Finally, inservice training on strategies for working with ED enabled 54% of our paras to add to their skill set.”

Humboldt Unified District “Their year 1 growth percentages

demonstrated the increase in their knowledge base. They also seem to have established collegiality with their colleagues. Teachers have reported positive changes, especially in the para’s ability to help with charting and tracking behavior data.”

Juniper Tree Academy “The knowledge gained from the training

has benefited our students by helping assess and place appropriately. The Parapros have a broader range of techniques and strategies to use with the students. The students, in turn, have a more efficient understanding of concepts, and perform better on assessments.”

Tucson Unified Schools Demonstrated techniques used for safe

physical intervention Identified research-based reading and

writing strategies for student intervention Identified key elements of an IEP Develop Computer Literacy Demonstrate how to reduce power

struggles

Tucson Unified Schools Improve keyboarding and e-mailing skills Identify TBI characteristics and strategies Identify effective strategies for

collaboration with general educators Use assistive technology as a tool to

support students in meeting state standards

Describe characteristics of Autism Spectrum

Speech-Language Assistants

This year $255,600 in special awards to assist paraprofessionals in working towards AA or BA/BS in special education related service areas.

27 public educational agency awarded grants to pay for 134 special education paraprofessionals.

Next Steps

New grant to allow school districts and charter schools to “grow their own” special educators.

15 applications to date

QUESTIONS

What have we missed? What else should we ask? What advice do you have for us? How is your state similar or

different from Arizona?Contact Us: [email protected]@asu.edu