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
PARAPROS
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
PARAPROS
PARAPROS
Make The Difference!
Guidelines for using paraprofessionals to support inclusive practices
Presented by Melanie Lemoine, Ph.D.
LaSPDG Co-Director
www.laspdg.org
3
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
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People First Language
“People First Language puts the person before the disability and describes
what a person has, not who a person is.”
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
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?
1. What is the responsibility of school site leaders,
classroom teachers and paraprofessionals in
ensuring ParaPros are utilized in effective ways?
1. 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 PARAPROS
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
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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
PARAPROS
www.laspdg.org
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.
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/SPED
Pt2Parapro
• After you have completed the webinar,
you may exit the webinar