inclusive practices- paraeducator support model
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www.laspdg.org. Inclusive Practices- Paraeducator Support Model. Presented by Kathy Kilgore. Considerations. This webinar is being recorded and will be available for viewing at www.laspdg.org If you need to ask a question, please use the Chat Pod on your screen. Roll Call. - PowerPoint PPT PresentationTRANSCRIPT
Inclusive Practices-Paraeducator Support
Model
Presented by Kathy Kilgore
www.laspdg.org
Considerations
This webinar is being recorded and will be available for viewing at www.laspdg.org
If you need to ask a question, please use the Chat Pod on your screen
Roll Call
• At this time, EVERYONE please use your chat pod (if you haven’t already) and type your first and last name as well as the district/LEA you are representing
People First Language
Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf
“People First Language puts the person before the disability and describes what a person has, not who a person is.”
Series of 6 Webinars
1. Overview of Inclusive Practices 2. Co-teaching Support Model 3. Consultant Support Model 4. Paraeducator Support Model5. Scheduling for Inclusive Practice 6. Logistical Issues
Grading IEPs Planning
Inclusive Practices…..
• …academic and behavior supports and strategies provided to students with disabilities in general education settings.
Collaborative Support Models for Inclusive Practices
Co-teaching Support Model Consultant Support Model
Paraeducator Support Model
Co-teaching Support Model
As defined by Friend and Cook (2010)…Co-teaching is a service delivery option for
providing special education or related services to students with disabilities or other special needs while they remain in their general education classes.
Two or more professionals jointly deliver meaningful instruction to a diverse, blended group of students in a single physical space.
Consultant Support ModelSupport and assistance by a special education
teacher to a general education teacher(s) (outside of the classroom).
Consultation provided so that the general education teacher is able to meet the support needs of SWD.
Paraeducator Support Model
• Para supporting SWD in general education settings under direction of general education teacher
• Role is to facilitate successful inclusion of SWD in general education
• Tasks are determined by support needs of students in both academics and behavior
Inclusive Support Paras…
• Different than special education paras assigned to special education classes
• Different than child specific paras• Paras assigned to general education classes with
SWD • Inclusive support paras not assigned to co-
taught classes• Primary beneficiary of paras’ supports is SWD
but other students may benefit
Support Categories
Routine, general school/classroom supports
Direct instructional supports
Routine, general school/classroom supports…
• Essential tasks that apply to a wide variety of situations
• Environmental or external supports• More supplemental than core• Enable students to learn without being
directly related to learning• Visual, organizational, time management tasks• Supportive of educational environment
Examples….• Grading papers• Checking folders• Dispensing medicine• Helping with hygiene• Supervising students• Organizing
classroom/materials• Helping with bulletin
boards
• Monitoring learning stations
• Assisting students with physical needs
• Helping students keep track of personal items
• Accompanying students• Organizing/supervising
field trips
Direct instructional supports…
• Related to curriculum and implementation of curriculum standards
• Directly affect student learning• Help students be more engaged
Examples….
• Tutoring students/providing feedback
• Facilitating lesson delivery• Using questioning strategies• Explaining/clarifying• Collecting data• Designing accommodations• Coaching/supporting• Rereading/repeating/re-
explaining• Implementing behavior
systems
• Administering assessments• Working one on one or
small group• Working with substitutes• Assisting with specific tasks• Supporting ESL• Preparing/adapting
materials• Modeling/teaching social
skills• Supervising peer tutors
The Teacher… While the Para….
Plans lessons, arrangements, stations and activities
Assists in implementing plan
Determines lesson objectives Carries out activities to meet lesson objectives
Teaches lesson Reinforces and supervises practice of skills
Observes behavior, plans and implements behavior strategies
Observes behavior, assists in collecting data and helps implement behavior plans
Designs informal assessments and administers and scores formal and informal tests
Administers informal tests
Meets with parents and initiates conferences
Participates in conferences when appropriate
Let’s take a poll….
Are there some other specific tasks or activities in which a paraeducator may may engage in order to help ensure the support needs of students with disabilities are met?
• Use your chat pod to type in a brief response
Confidentiality
• Never discuss students, staff members, or confidential school issues outside of school
• Student problems should not be shared with other staff members unless they are directly involved with the student
• Avoid sharing information about student’s progress with parents unless authorized by supervising teacher
Communication/Teambuilding
• Communication and working as a team are essential
• Communication begins with respect• Emphasis on People First Language• Critical part of collaborative partnerships
Effective Communication….
• Active Listening
• Personal Space
• Voice
Active Listening….
• Paying attention to what is said• Improves quality of communication
interactions• Conveys openness, non-judgmental
attitude and willingness
Personal Space….
• Important to honor personal space of others
• General rule of thumb – one arm’s length (but varies with person and situation)
• Invading another’s personal space inhibits positive relationships, increases anxiety and reduces productivity
Voice tone and volume…
• Tone – convey respect• Volume – appropriate for
distance/situation• Cadence – good rate and rhythm
Not what you say, but how you say it!
I didn’t say Lucy was incompetent.
I didn’t say Lucy was incompetent.
I didn’t say Lucy was incompetent.
“Well, aren’t you the smart one today.”
Effectively communicating
Working well together
Students benefitting
Positive Student Outcomes
Effective utilization of paraeducator…
• Clearly articulated expectations–Required tasks–Professional development needs–Evaluation system–Communication schedule–Disagreement procedures
Initial meeting with para, the teacher should….
• Teacher’s instructional delivery approach• Teaching methods• Para expectations • Para’s unique skills/talents• Classroom schedule/routines• Learner specific information
• Para should meet with sped teacher
At initial meeting, para should ask about….
• Records and data collection• Communication protocol• Responses to parents• Discipline procedures• PD opportunities• Person(s) in authority• Evaluation procedures• Absent teacher• Time management
Let’s take a poll….
Are there some other expectations that the teacher should outline for the para? Or, if you have had such a meeting with a para, how did it go?
• Use your chat pod to type in a brief response
Instruction• How instruction is planned and delivered is
critical• Teachers should design multiple-sized lessons• Paras are in a pivotal position to assist in
ensuring multiple-sized lessons• Para supports makes a different in student
learning• Instructional support is primary function of para
in inclusive classroom
Some examples….
• Employing questioning strategies
• Explaining/clarifiying concepts
• Guiding the ‘thinking’ process
• Helping make meaningful connections
Schedules….
• Para schedule is required• Schedule based on student support
needs• Para should remain in class for entire
period
Examples of Assistance…• Involved in the lesson planning process• Assist in data collection–Teacher identifies type of data –Collected in non-judgmental manner–Collected on both academic and behavior
progress• Assist in managing student behaviors–Collect behavior data–Deliver reinforcers
Co-teaching approaches
• Parallel• Station• Teaming• Alternative• One Teach/One Assist (better utilized with
para)• One Teach/One Observe (better utilized
with para)
Examples….
• Modified parallel approach– Teacher teaches one group, para reviews with
other group–Groups switch
• Modified station approach– Teacher teaches each group that rotates
through, para reviews with each group, independent group works independently
Let’s take a poll….
Do you think a para could be used to effectively assist the general education teacher in delivering a lesson using either a modified parallel or station approach and not just the 1 teach/1 assist or the 1 teach/1 observe approach? Why or why not?
• Use your chat pod to type in a brief response
Primary focus…• Assisting general education teacher in
delivering a multiple sized lesson that meets needs of all students in class
• Primary beneficiary of support are SWD, but other students also may benefit
Paras are integral part of the core instructional program and have significant impact on
students!!
The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
www.laspdg.org
Additional Webinars in this Series
• February 27 @ 10:00 am: Scheduling• April 17 @ 10:00 am: Logistics
Questions?Please use your chat pod if you have questions
related to this presentation (if time permits, we will answer them, if not, please email questions to contacts below)
After this webinar, you may email any content-related questions to Kathy Kilgore [email protected]
You may email any grant-related questions to Melanie Lemoine [email protected]
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