PARAPROS

New Special Education Teacher Webinar Series

• Series of 3 webinars– November 13, 2013: People First Language– December 11, 2013: Paraprofessionals

in Inclusive Settings– January 22, 2014: Overview of Inclusive Practices

• CLU credit for each webinar attended

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CLU Credit• In order to receive a certificate of participation for today’s

webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:

• First and last name (if you did not specify this when you logged into the webinar)• Parish you are representing• Your complete email address

• Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

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PARAPROSMake The Difference!

Guidelines for using paraprofessionals to support inclusive practices

Presented by Melanie Lemoine, Ph.D.LaSPDG Co-Director

www.laspdg.org

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Considerations

• This webinar is being recorded and will be available for on-demand viewing at www.laspdg.org – Inclusive Practices• If you need to ask a question, please use the

Chat Pod on your screen• The Paraprofessional Guide is also available as

a download also at www.laspdg.org – Inclusive Practices - Resources

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www.laspdg.org

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

“People First Language puts the person before the disability and describes what a person has, not who a person is.”

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Let’s Hear From You!!

Are you currently working collaboratively with a

Paraprofessional? If so, use your chat pod to describe your

situation.

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ParaProfessionals in Inclusive Settings

• Paraprofessionals (ParaPros) have a significant impact on student performance.

• ParaPros are integral members of instructional teams.

• In order to be effective in inclusive settings, everyone must understand the ParaPro’s role and know how to effectively utilize the ParaPro in inclusive settings.

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Questions to be answered....1. What is the role of paraprofessionals in

inclusive settings?

2. What is the responsibility of school site leaders, classroom teachers and paraprofessionals in ensuring ParaPros are utilized in effective ways?

3. What needs to be in place so that ParaPros are able to perform their duties in effective ways resulting in improved student outcomes?

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1. What is the Role of the ParaPro?

• Role is determined by support needs of students

• ParaPros support and assist students within the general education classroom or other general education setting

• ParaPros support all students in the class (both those with disabilities and those without disabilities)

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Roles continued...

• ParaPros facilitate instructional programs designed and delivered by the general education teacher

• ParaPros work under the guidance of a classroom teacher but maintain on-going communication with Support Teacher (i.e., special education teacher)

• ParaPros function as an extension of the classroom teacher

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Roles continued...

• ParaPros offer different points of view to enhance lesson delivery

• ParaPros support behavior management systems by reinforcing students, collecting behavior data, implementing BIPs

• Often, ParaPros provide stability in schools with high teacher turnover

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Types of Support Provided by ParaPros

• General School or General Classroom Support

• Direct Instructional Support

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General School or Classroom Support

Examples of Support Tasks:• Not directly related to

instruction; considered ‘environmental’ support activities

• Supplemental to basic instructional program; frees the teacher to engage in more explicit teaching

• Meal Assistance• Escorting Students• Dispensing Medication• Performing non-complex

health procedures• Maintaining classroom setting• Checking folders/backpacks• Copying/clerical work• Duty

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Direct Instructional Support

Examples of Instructional Support Tasks:

• Directly related to instruction and facilitates the delivery of the instructional program by the teacher

• Affects what and how students learn

• Delivered under direction of a teacher and is an extension of what they teacher is doing

• Directly affect student learning and increase likelihood SWD master critical skills

• Adapting materials/activities• Coaching, tutoring,

facilitating lessons• Taking notes for students• Assisting with Assistive

Technology• Collecting data• Grading papers• Implementing BIPs

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General Supports vs Direct Instructional

Support• BOTH are essential in inclusive settings; however• Emphasis should be placed on Direct Instructional

Support tasks

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Please Note!

• The appropriateness of some tasks may be determined by the district or school administration in accordance with district and school policies based on student support needs.

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It’s Tool Time!

• According to Nevin, Villa, & Thousand (2009):

Regardless of role, the literature is clear about the

value of paraeducators in the classroom. Students with

disabilities are included more in classroom activities when

paraeducators are present.

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All Hands on Deck!

• In general, it is the responsibility for ALL stakeholders to:

• Recognize and validate the importance of Paraprofessionals • Understand how to effectively use Paraprofessionals in

inclusive settings• Articulate and understand expectations for everyone

involved

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2. What is the Responsibility of School Site Leaders, Classroom Teachers, and ParaPros in

ensuring ParaPros are utilized in effective ways?

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School Site Leader Responsibilities

• Embrace philosophy of “Inclusion”• Assign SWD to general education classes

based on their support needs• Outline clear job expectations and hold

everyone accountable for student progress• Provide adequate time for teachers and

ParaPros to plan• Provide on-going, positive feedback

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General Education Teacher Responsibilities

• Maintain on-going communication with ParaPros• Outline expectations regarding instructional

programs and behavior management systems• Include ParaPros in lesson planning• Provide constructive feedback relative to job

expectations

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Special Education Teacher Responsibilities

• Include ParaPros in IEP development• Provide information relative to SWD’s strengths and

support needs• Outline instructional program expectations for each

student and identify how ParaPros will support the program• Share student performance data

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Paraprofessional Responsibilities

• Be willing to learn• Treat everyone respectfully• Be actively engaged with students at all

times• Be proactive and show initiative• Be on time and present each day

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It’s Tool Time!

www.laspdg.org

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Let’s Take a Poll!

Do you have the opportunity to collaborate with Parapros in any

of these settings?

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3. What needs to be in place so that ParaPros are able to perform their duties in

effective ways resulting in improved student outcomes?

• All stakeholders must be accountable for their individual responsibilities• All stakeholders must be committed to working in

collaboration • All stakeholders must be willing to support each

other for the common good of all students• All stakeholders need feel respected and valued

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Effective utilization of ParaPros is contingent on an environment that

includes:

• Mutual respect• On-going communication• Effective professional development• Accessible information on students and instructional/behavioral

programs• Training on how to use assistive technology• Time to participate in planning meetings• Substitutes to work in place of absent PPs• Assess to school/district email systems

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ParaPros Make a Difference!!

• If utilized effectively, ParaPros increase the likelihood that all students will achieve individual growth targets.

• ParaPros are in a perfect position to model and demonstrate appropriate social skills.

• ParaPros provide extra support critical to student success.

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Additional Resources

Please visit the website at www.laspdg.org to download the guide to effective use of paraprofessionals:

ParaPros Make the Difference!

For additional information on how to effectively implement inclusive practices, visit the Louisiana Personnel Development

Grant website at www.laspdg.org

Building Capacity

• When you leave today, what will you do with this information?• How will you share it with others in your district?• When will you share it? (Timeline)

Note: If you are on the district leadership team, this information will be useful in completing your district’s LASPDG 5 Year Plan

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Questions?Please use your chat pod if you have

questions related to this presentation

• You may email any questions to Melanie Lemoine lemoinem@lsu.edu

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CLU Credit• IF YOU HAVE NOT ALREADY DONE SO DURING THIS WEBINAR…..

• In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time:

• First and last name (if you did not specify this when you logged into the webinar)

• Parish you are representing• Your complete email address

• Your certificate will be emailed to you by Friday afternoon; if you do not receive it, please email Wendy Allen wallen@lsu.edu

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

We want your feedback!

• At this time we will launch the brief survey to complete regarding this webinar• If the survey does not appear on your

screen, you can go directly to it at https://www.surveymonkey.com/s/SPEDPt2Parapro • After you have completed the webinar,

you may exit the webinar