stetson & associates, inc. paraeducator institute: providing instructional support (sample...

Paraeducator Institute Session 2

Knowledge and Strategies to Build Skills for Providing In-Class Support

•  Raise your hand if you are 1st year; sit down

•  Please sit if you have 2-10 years experience

•  Sit if you have 11-20 years experience

•  Sit if you have 21-29 years experience

•  30-35 •  36+

•  I feel I am utilized in a way that actively reflects my skills and knowledge.

•  Doing Laundry means spritzing some Febreze® and spraying on some Wrinkle-Free

•  I sometimes feel lost in relation to the instruction.

•  I believe Chocolate is a food group. •  I feel I should learn some things in order to do

my best in supporting students. •  All students can learn if given the right

opportunities

How Do YOU Support Students?

•  Reviewing how lessons are designed and where Paraeducator Support fits in

•  Understanding Accommodations and Modifications •  Developing Self-Responsibility in Learners

•  Ways we can build it •  Checking for student understanding •  Considerations for providing in-class support

Adapting Materials for Students in all General Education Classes

Assisting in General Ed Instruction with Supports

SLU Resource SCA BIC FLS CE ILC

Prior to GE Instruction

General Education

Traditional Pull-Out

EXTERNAL SUPPORT IN-CLASS SUPPORT SPECIALIZED SUPPORT

Adapting materials for students in all general education classes

Assisting in general education instruction with supports

SLU Resource

SCA BIC FLS CE ILC

LEAST RESTRICTIVE MOST RESTRICTIVE

IS MY LESSON ON

GRADE LEVEL STATE STANDARDS?

IS IT ACTIVE?

IS IT RIGOROUS?

IS IT INCLUSIVE

OF ALL LEARNERS?

1. 2. 3. 4.

5. 6. 7. 8.

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Instructional Design Tool Learner Objective/Unit Objective (What am I teaching?)

Pre-Assessment Tool/Information: (What do the students know about this learning objective? Their interests? Motivations?)

Instructional Strategies/Activities Grouping Assessment/Product Whole

Group Individual Partner

Small Group

As

Des

ign

ed

Additional Instructional Decisions: If needed, determine instructional supports for individual students.

Students who Require Instructional Supports:

Instructional Accommodations?

Curricular Modifications?

In-Class Support?

Differentiated Assessment?

Per IEP (!)

1.

2.

3.

4.

Accommodation: A change made to teaching or testing procedures in order to increase the student’s access to information and to create an equal opportunity to demonstrate knowledge and skills. It is “how” instruction is delivered and/or learning is assessed.

Modification: A change in what the student is expected to learn and/or demonstrate. It is “what” the student is expected to learn. In-Class Supports include the use of peer assistants/tutors, paraprofessionals, support facilitators, or co-teachers.

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2 1

3 4 5

6 7 8

•  Each person takes two Post-it notes.

•  On one note, describe a specific example of an Accommodation.

•  On the other, describe a specific example of a Modification.

•  DO NOT WRITE the words “accommodation” or “modification” on either of the notes.

•  Trade one note with someone NOT IN YOUR SMALL GROUP.

•  At each table, arrange the notes into two categories.

•  A change in WHAT the student is expected to learn and/or demonstrate. While a student may be working on modified course content, the subject area remains the same as the rest of the class.

•  A change made to the teaching or testing procedures in order to provide a student with access to information and to create an equal opportunity to demonstrate knowledge and skills.

How What

© 2005, Stetson and Associates, Inc.

Determining Accommodations Versus Modifications

Directions: Working as a table group read each statement of support for students with

disabilities and then determine, by placing a (!) in the appropriate column.

Student Support: Accommodation:

(the how . . . ) Modification: (the what . . .)

1) Student is provided more time to

complete a task, or turn in an

assignment.

2) While student is working on grade

level materials the number of curriculum

standards has been reduced for the

course, content or subject area.

3) The format of the student!s tests is

altered to respond to visual perception

strategies and word banks.

4) The content of a student!s test has

been adjusted to account for only three

of seven concepts covered in the

materials.

5. Readability has been reduced in an

assigned text, or supplemental

materials, yet all concepts being

introduced are covered.

6) Student is given note-taking

assistance through graphic organizers,

advanced note outlines, partially

completed outlines, and peer review of

notes.

7) Student IEP objectives designate the

use of below grade level goals,

objectives, and materials.

8) All printed materials are read to the

student.

9) Student is provided an alternate form

of assessment in place of a test.

10) Student is given the use of

calculator, electronic speller or other

technology to support the learning

process.

Let’s Practice!

•  Take this quiz...let’s keep the room quiet

•  Next, share your answers with a partner

•  Finally, let’s try another form of assessment

•  Instructional methods & materials

•  Assignments & Classroom Assessments

•  Time Demands and Scheduling

•  Learning Environment

•  Use of Special Communication Systems and other assistive technologies or equipment

•  Keep a daily record. •  Assignments should be written.

•  Assignments should be clear, specific and contain a date for completion.

•  Provide reminders. •  Develop timelines. •  Request a parental signature.

•  Provide NCR paper or a laptop to student to take notes and share with a special needs student.

•  Provide skeletal outline.

•  Review outline at the end of the class and show completed outline.

•  Have students compare outlines, graphic organizers or mind maps at the end of the class.

•  Teach signal words in lecture and reading (“most of all,” “a key feature,” “a major event,” “above all”).

•  Provide written list of vocabulary words prior to the lesson.

•  Reduce the number of questions or problems.

•  Shorten pencil paper tasks by requiring only essential items, reduce copying, and allowing oral responses.

•  Require fewer correct responses (alter the quality criteria) for an assignment.

•  Record the lecture and allow students to “check out” recording for additional study.

•  Highlight the textbook using one color for the vocabulary, another color for the main idea, and a third for the answers to chapter questions.

•  Provide audio books and electronic readings for selected assignments when appropriate

Choose 3 of the situations and write out a reaction that guides the student rather

than tells her/him what to do

Once you have your responses down, stand up and raise your finger(s)

indicating the # of your best effort

Find someone else with the same number indicated and pair up