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Training and Supervision Para-Educators

Laurie Baughan, Kristin Easley, Sarah Hoshor, Special Services IRTs

September 23, 2014 AT&L Session

Working with Para-Educators in my

Classroom…

Where are we? What is going well in my classroom? What are the opportunities for improvement in

my classroom?

Strategies for Communication

Good Planning Orient staff on the classroom/program/student needs Set a schedule – so all members know the

expectation of the who/what/where Provide plans and direction for what needs to be

done (may change weekly, daily)

Strategies for Communication

Monitor and Coach Provide open communication that is consistent Give feedback and coaching to help them do their

work well Monitor your own classroom and set goals for

improvement Collect and provide input for para evaluation Hold a weekly team meeting • Review sample agenda

Strategies for Communication

Clear Expectations All staff are responsible for students The goal is for students to function as

independently as possible Clarify directions Provide consistent reinforcement

Effective Collaboration

Define Roles Develop a schedule Know instructional methods Be aware of student characteristics Share classroom experiences Share responsibility for students

Instruction

Teacher Role

Plan instruction including small group activities

Provide instruction

Para Educator Role

Work with small groups of students on specific tasks including review or re-teaching of content

Work with one student at a time to provide intensive instruction or remediation on a concept or skill

Communication – teachers provide content and guidance about curriculum, student needs, instructional materials – paraeducators note student progress and provide feedback to teachers.

Curriculum & Lesson Plan Development

Teacher Role

Developing all lesson plans and instructional materials

Ensuring alignment with standards, student needs, IEP goals

Paraeducator Role

Providing assistance in development of classroom activities

Creating/accessing materials

Coordinating of activities

Communication – mutual review of lesson plan components prior to lessons; teachers provide guidance about specific instructional methods

Classroom Management

Teacher Role

Develop and guide class-wide management plans for behavior and classroom structures

Develop and monitor individual behavior management plans

Paraeducator Role

Assist with the implementation of class-wide and individual behavior plans

Monitor other areas outside of normal classroom

Communication – teachers provide guidance about strategies, paraeducators collect data, note student response and communicate that information with teacher

Accommodations/Modifications

Teacher Role

Determine which

accommodations/ modifications are needed for each student

Incorporate accommodations into lesson plans

Ensure that accommodations are taking place

Paraeducator Role

Assist general education

teachers in providing accommodations/ modifications to content within the classroom

Report back to the SPED teacher the effectiveness of the accommodations and/or modifications

Communication – teachers clearly state and guide paraeducators in accommodations/modifications, paraeducators provide feedback about student progress and success of accommodations/modifications

Role Sort Activity

Sort out duties – assign on grid to SPED teacher, both, or Para – wherever you

think that statement belongs…

Role Sort Activity

*Each column must have the same # of duties Changing the expectations – are we all wrong?

Role Sort

Roles of the SPED teacher Ultimately responsible for all facets of classroom Delegating Responsibilities Accessing and entering information on netIEP Responsible for programming and lesson plans Developing, writing, implementing IEPs & sharing goals Administering assessments and interpreting results Sharing academic and behavior information with parents Selecting materials to be used for daily lessons. Developing daily schedule Encouraging and recognizing the contributions of team members Monitors the performance of others Provides constructive feedback

Role Sort

Roles of the ParaEducator Available to work with students during IEP meetings Preparing materials as directed Accompanying students to specials or therapies if needed Following daily schedule and routine Showing initiative in “getting the job done” Learning the students’ goals to better support them Familiarizing self with the lesson plans written for the day Clarifying expectations of requests made Observing to learn new strategies and teaching techniques Directing all parent inquiries to the appropriate staff

Role Sort

Both – SPED & ParaEducator Interacts with children Collects data Demonstrates skills in managing challenging behaviors &

implements behavior plans as developed Collecting data on student performance Collaborating to meet the needs of all students Maintaining student confidentiality Greeting students on arrival and dismissal from the classroom Providing feedback on how the classroom is functioning Respecting and listening to students Evaluating the classroom team relationship Supervising students on playground, in halls, restrooms, etc.

Inside a classroom…

http://youtu.be/lNnGHazHT60

What did you hear?

Let’s think about it...

What do you feel that you are already doing well? What are some things that you are excited to

implement as a result of today’s training?

Exit Slip

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References Working Together: Teacher-Paraeducator Collaboration." Access Center: Improving Outcomes for All Students K-8. Web. 2 Dec. 2011. <www.k8accesscenter.org>. American Speech-Language Hearing Association. (1999). Learning Disabilities: Use of Paraprofessionals [Relevant Paper]. Available from www.asha.org/policy.