Washington County School
District
Department of Special Education
Pre-Employment Orientation
“Paraprofessional 101”
Presentation Outline
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This presentation will include:
An overview of the Paraprofessional
Employment Process and Training Activities
A definition of a Paraprofessional and a
description of their role in the schools
A description of the role teachers,
administrators and the Department of Special
Education play in supporting paraprofessionals
A brief overview of the Special Education
Process
Introduction
Known by many different names…
teacher assistants, paraeducators,
aides, classroom helpers, mentors…
paraprofessionals
are an important component of the service
delivery system for educating students
with disabilities. Paraprofessionals are
called upon to perform a wide range of
duties in the course of their employment.
It has been recognized that
the better trained
paraprofessionals are in
performing their duties, the
better the ultimate outcome
for students with disabilities.
Overview of the
Paraprofessional
Employment Process
Paraprofessional Employment Process
Beginning January 1, 2006, anyone interested
in employment with the Washington County
School District as a Special Education Teacher
Assistant/Paraprofessional will be required to
complete the following 5 steps:
Paraprofessional Employment Process
Step 1
Complete this pre-employment orientation to
increase understanding of the role of a special
education paraprofessional.
Paraprofessional Employment Process
Step 2
Obtain documentation that you have met the
following requirements for employment:
Proof of an Associates Degree
or
Completion of 48 college semester hours
or
A passing score (460) on the ParaProfessional Assessment
Paraprofessional Employment Process
Step 3
Complete the on-line application.
Your application will be submitted to the Special
Education Paraprofessional Specialist and you
will be contacted for a selection screening
appointment.
Paraprofessional Employment Process
Step 3 continued…
Remember to bring your documentation for
meeting the minimum requirements (step 2)
to your selection screening interview.
Paraprofessional Employment Process
Step 4
“Selection Screening Interview”
During this brief interview with the
Paraprofessional Specialist, applicants will be:
1. informed of the current job vacancies
2. asked to state up to 3 preferences where
they would like to be considered.
Paraprofessional Employment Process
Step 5
Your application will be forwarded to the schools with
openings that were preferred and you will be contacted by
someone from the school for an interview.
If selected, the principal will make a “recommendation to
hire” to the Human Resource Department.
The H. R. Dept. will contact you in order to extend an offer of
employment and to arrange for you to come in and
complete the new-hire paperwork and sign the contract.
Now you are a paraprofessional!
Upon signing the contract, you will receive a
Special Education Welcome Packet
which will include 2 training activities
you will be required to complete
as well as other important information for
your work as a paraprofessional.
Training Activities
These 2 training activities will
provide an introduction to the
basic information and skills
needed to perform the job.
Training Activities
These activities must be completed
within 60 days of signing the employment
contract (unless otherwise stated) and
include the following:
Training Activities
First training activity:
Site Orientation Activity.
It will be included in your
Special Education Welcome Packet.
It is a checklist of activities to complete at the
individual school (or schools) to which you have
been assigned.
You must complete this activity within
10 days of the start date on your contract and
send a copy of it to the
Department of Special Education at the District Office.
Training Activities
Second training activity:
Paraprofessional Training Manual
The Washington County School District
has developed a training manual
specifically for
special education paraprofessionals.
Paraprofessional Training Manual
The manual consists of 6 sections:
1. Employment Information
2. Special Education Policies
3. Behavior Management Strategies
4. Data Collection and Observation
5. Collaborative Processes
Paraprofessional Training Manual
You must complete this activity within
60 days of the start date
on your contract and
submit it to the
Department of Special Education
at the District Office
Additional Training Activities
You will also be scheduled to attend the
New-Hire Orientation
presentation by the
Human Resources Department
which includes information on district
policies and procedures for all employees.
Additional Training Activities
You may also be required to attend a
CPI Training
(Crisis Prevention Intervention).
You will receive a notice through district mail informing
you when you will need to attend this training.
Eight hours are required for certification.
The training will be held during school hours and you
will be paid for the time.
Continuing Training
In the field of education, it is important for all of us to
stay current in best practices and develop and
increase our skills. Therefore, training is provided in
an on-going process throughout a paraprofessional’s
career with the school district.
Training will be delivered by various means, including
technology-based presentations such as the one you
are engaged in now, workshops, study groups, and
peer coaching.
Continuing Training Modules
Continuing training modules will cover such topics as:
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Behavior management techniques
Understanding and implementing IEP goals
Elements of data collection and tracking
Elements of professionalism and ethical practices
Building rapport with students, teachers, and parents
Goalview and file management
Dealing with medical issues
Effective practices in education
Now that you have seen an overview of
the hiring and training requirements, we
would like to show you a little more about
what a paraprofessional is and what they
do.
What is a Paraprofessional?
Paraprofessionals are to
assist and support the
teacher in delivering
services to students with
disabilities.
The National Resource Center for
Paraprofessionals (NCRP) definition of
paraprofessionals is as follows:
PARAPROFESSIONALS are school/agency employees
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Whose positions are either instructional in nature or who
provide other direct services to children and youth and/or
their families.
Who work under the supervision of teachers or
professional practitioners who are responsible for a) the
design, implementation, and assessment of learner
progress, and b) the evaluation of the effectiveness of
learning programs and related services for children and
youth and/or their families (Pickett, 1989).
PARAPROFESSIONALS are school/agency employees who
assist and support teacher directed instruction (Gerlach,
2003)
The role of a Paraprofessional
…according to NCLB
(No Child Left Behind legislation)
Paraprofessional Roles
The following is cited in NCLB as appropriate roles for
paraprofessionals
 Providing one-on-one tutoring for eligible students;
 Assisting with classroom management (such as
organizing instructional and other materials);
 Providing assistance in a computer lab;
 Providing support in a library or media center;
 Acting as a translator;
 Providing, under the direct supervision of a teacher,
instructional services.
Paraprofessional Roles
• The work performed by paraprofessionals
will vary depending upon teachers’
expectations, paraprofessionals’ skills and
experience, and job assignment.
• Paraprofessionals are primarily
responsible for assisting and supporting
teachers or other certified or licensed staff.
Major Responsibilities
• Work as a team
• Build and maintain effective communication
• Maintain student-centered supportive
environments
• Implement lessons initiated by the teacher or
related-service personnel
• Assess student needs and progress under
teacher direction.
Other important responsibilities
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Learn school policies and procedures
Perform assigned tasks
Support curriculum and instruction
Deal with student behavior
Work with teachers and other supervisors
Assist students with special needs
Obtain training and professional development
Maintain ethics and professionalism
The district Department of Special
Education has designated the following
paraprofessional positions:
Resource Paraprofessional
Severe Paraprofessional
Speech / Language Paraprofessional
Motor Paraprofessional
Preschool Paraprofessional
The role of the
paraprofessional may vary
slightly, depending on which
type of position they hold.
Position Description
Resource Paraprofessionals…
assist students from kindergarten through
high school who are considered to have
mild to moderate disabilities, usually in
behavior and academic areas such as
math, reading, and written language.
Position Description
Severe Paraprofessionals…
assist students from kindergarten through
post high school who are considered to
have more severe disabilities. Their
disabilities are more obvious and they
need more help with personal care,
behavior and functional skills.
Position Description
Speech / Language Paraprofessionals…
work under the direction of Speech and
Language Pathologists, assisting in
providing services to students who have
problems such as speech, articulation, oral
language, and written language.
Position Description
Motor Paraprofessionals…
work under the direction of Occupational
and Physical Therapists, assisting in
providing “motor” services that may help
students with moderate to severe physical
disabilities increase their mobility, strength
and flexibility.
Position Description
Preschool Paraprofessionals…
assist children ages 3 to 5 years old who
have been identified as having some type
of developmental delay at various district
preschool locations throughout the county.
Major Responsibilities of Teachers
in supervising paraprofessionals
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Plan the tasks that paras will perform
Develop schedules for paras
Appropriately delegate responsibilities to paras
Monitor the day-to-day performance of paras
Provide feedback and on-the-job training to
paras
• Share relevant information about para strengths
and training needs to principals and district
Department of SPED
Other Important Responsibilities of
Teachers
• Introduce the para to the classroom
• Provide clear instructions and complete
information
• Assign and delegate tasks
• Discuss curriculum and instruction
• Discuss student behavior
• Promote training and professional development
• Give feedback and recognition
The Principal’s Role
The principal and/or other school administrators have the
primary responsibility for:
 Recruiting, interviewing, and selecting paraprofessionals.
 Evaluating paraprofessionals and their supervising
teachers.
 Promoting effective teamwork in the building and within
teacher-paraprofessional teams.
 Take a leadership role in creating a school climate in
which paraprofessionals have a professional identity.
 Provide an atmosphere of respect, recognition, and open
communication.
District Support
Designated personnel in the district office have the primary
responsibility for:
 Recruiting, screening, and hiring paraprofessionals.
 Developing appropriate job descriptions.
 Developing appropriate policies for the employment and
training of paraprofessionals.
 Introduce paraprofessionals to district policies and
procedures.
 Introduce paraprofessionals to professional
organizations such as the National Education
Association (NEA), American Federation of Teachers
(AFT), and the Council for Exceptional Children (CEC)
The Department of
Special Education
The Department of SPED will support the Teacher-Paraprofessional
team by:
 Providing a clearly defined role.
 Meeting with all new teachers to make sure they understand their
responsibilities in directing the work of paraprofessionals.
 Determine what local, state, and federal legal mandates exist for
paraprofessional staff development and supervision.
 Providing professional development opportunities for
paraprofessionals and those who supervise them.
 Design a professional development plan for paraprofessionals.
More about
Special Education
and the types of students
paraprofessionals assist
The Legal Definition of
Special Education
Special Education is specially designed
instruction that meets the needs of
exceptional children.
This education may include specialized
materials, carefully planned teaching
strategies, and systematically designed
learning environments.
In the early 1970's, advocacy groups
fought for comprehensive services
for all children emphasizing
the worth and dignity of each
individual.
• There are several types of disabilities that
make students eligible for special
education services.
• In all cases the disability must adversely
affect educational performance.
The various types of disabilities include:
• Autism-affecting verbal and nonverbal
communication and social interaction
• Communication Disorderspeech/language impairments
• Deaf/Blindness-combination of hearing
and visual impairments
Developmental Delay-deficits in physical, cognitive,
communication, social or emotional or adaptive
development
• Hearing Impairment/Disability-hearing loss
• Other Health Impairment-(could be heart
conditions, leukemia, Attention Deficit Disorder,
or other diseases)
• Emotional Disturbanceinability to maintain
satisfactory relationships,
inappropriate types of
behavior, unhappiness or
depression, or symptoms
of fears, or inability to
learn that cannot be
explained by intellectual,
sensory, or health factors
• Orthopedic Impairment-a severe impairment which
adversely affects a student’s educational performance,
including impairments such as clubfoot, absence of
some member, poliomyelitis, bone tuberculosis, cerebral
palsy, amputations, etc.
• Intellectual Disability-subaverage intellectual
function with deficits in adaptive behavior
Multiple Disabilities-combination of disabilities
(ID with Orthopedic)
• Specific Learning Disability-processing problem that
manifests itself in imperfect ability to listen, think,
speak, read, write, spell, or do mathematical
calculations
• Traumatic Brain Injury-closed head injuries that
adversely affect student’s educational performance
Visual
Impairmentsimpairment in
vision that
adversely affects
educational
performance
Principles which guide the
Special Education process:
1. Student and parent rights
Student and parent rights revolve
around 3 basic concepts:
Consent
Participation
Confidentiality
Principles which guide the
Special Education process:
2. Equal Access
This means access to a free, appropriate,
public education for all students regardless
of their ability to participate in educational
experiences.
Principles which guide the
Special Education process:
3. Right to Service
This principle asserts the right of a student
with disabilities to receive services which
promote growth towards increased
independence and competence.
Principles which guide the
Special Education process:
4. Respect for Dignity
It is the intent that students with disabilities
be afforded the same degree of dignity
and respect that is afforded other
students.
Principles which guide the
Special Education process:
5. Least Restrictive Environment (LRE)
This principle demands that each student
with disabilities receive appropriate
services in environments that promote
interaction with non-disabled peers to the
maximum extent possible to that student’s
needs.
The Special Education Process
There are several steps in the process of
how a student is identified as having a
disability
The Special Education Process
Students go through a child-centered
educational process to receive special
education services.
It is call “child-centered” because the major
goal is to meet each student’s individual
educational needs.
The Special Education Process
When a student is referred for consideration for
special education services, the following steps
are taken.
• Parents are asked if they consent to having the
student tested.
• If so, a comprehensive individual assessment
(testing) is completed, and parents have the
right to be part of this process.
• Then a multidisciplinary team meeting is held at
which time the parents are invited to participate.
The Special Education Process
If a student is eligible for and needs
special education services, the
following additional steps are taken.
• An individualized education program (IEP)
is developed.
• The IEP is reviewed at least annually.
• Assessment data and eligibility
determination is reviewed at least every 3
years.
More about the IEP
(Individualized Education Program)
IEP
• The IEP is based on the student’s current
skills, abilities, and educational needs that
were identified during the testing process.
• It describes:
– Which services the student needs
– How the services will be provided
IEP
• The IEP must be developed before special
education services can be provided.
• It must be implemented as soon as
possible after it has been developed.
IEP
The IEP includes measurable
goals to enable the student to be
involved and progress in the
general education curriculum.
IEP
The IEP also indicates if there are any
“related service” needs as determined by
testing.
Related services may include transportation,
occupational therapy, physical therapy,
speech therapy, visual therapy, provision
of adaptive equipment, etc.
IEP
• Extended School Year services are
indicated for certain eligible students.
• ESY services are individualized
instructional programs that extend beyond
the traditional school year (summer).
• Some paraprofessionals may be asked to
work during ESY to assist in providing
services to students.
IEP
Paraprofessionals play an important
role in the IEP process.
Not only do they assist in providing
instruction to students, they will collect
data and information that is crucial to
teachers in making educational decisions
regarding the students.
Hopefully this presentation has
helped you become more
familiar with paraprofessionals,
what they do,
and how important they are.
Now, please RIGHT click on the link below to complete this short quiz.
http://bbanks.utips.washk12.org
It will help you provide documentation that you have viewed this presentation.
It is called:
“Para 101 Pre-employment Orientation”
Enter your first and last name
then click on “login and start”.
Please answer the questions then click “submit”. You may refer back to
the presentation if needed. Your results will be forwarded to the
WCSD Special Education Paraprofessional Specialist.
Good luck !
Contact Information
Barbara Banks
Paraprofessional Specialist
Department of Special Education
Washington County School District
121 West Tabernacle Street
St. George, UT 84790
bbanks@washk12.org
435.673.3553 ext. 213