Midland County Strategic
Use of Paraprofessional
Support
Prepared by MCESA CAST Team
2015
PROCESS FOR DETERMINING WHEN A STUDENT
REQUIRES PARAPROFESSIONAL SUPPORT
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Flowchart for Requesting Paraprofessional Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Rubric to Determine Need for Special Circumstances Paraprofessional Support . . . . . . . . . . . . . . . . . . . . 4
Special Circumstances Paraprofessional Support “Summary Sheet” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Checklist of Existing Environmental Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7
Paraprofessional Needs Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Documenting Paraprofessional Supports in the Student’s IEP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Monitoring the Use of Paraprofessionals: Increasing Independence for Students. . . . . . . .. …………... . . . ..10
Techniques to Promote Independence and Fading Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Ongoing Training for Midland County Paraprofessionals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Initial Data Collection on Increasing Independence Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Plan for Increasing Student Independence and Techniques to Promote Independence…………………………..14
Page 1 of 14
Process for Determining When a Student Requires
Paraprofessional Support
Paraprofessional assistance is required by some students in order for them to succeed in school. Frequently, IEP
Teams are requested to consider the need for paraprofessional support. The following process can be used by IEP
Teams as guidance in making decisions regarding paraprofessional support.
When dealing with the addition of paraprofessionals, it needs to be determined what the educational benefits are
for the students. Recent research and current practice indicates that misuse of paraprofessionals can produce
among the results, students becoming over-dependent upon adult support and segregation and isolation of the
student from their peer group. (Marks et al., 1999; Giangreco et al., 1997: Mueller, 1997).
This planning process applies to any student who requires paraprofessional support for a portion of their school
day. The student’s IEP Team should use the process annually, at least in sync with his/her annual review.
Assumptions Regarding Paraprofessionals:





They are a valuable and necessary resource for students
They are not surrogate teachers
Support services are to promote independence, no dependence
Paraprofessionals assignments should be based on the needs of the student as specified by the IEP Team
or Behavior
Intervention Plan.
Alternatives to Paraprofessional Supports
Supplementary aids and services “are the tools or help that is needed to enable students with disabilities to gain
benefit from their environment with the general curriculum” (Lipsky & Gartner, 2008). There are a full range of
supports that should be considered by the student’s IEP Team (Etscheidt, 2005). These supports may include
changes in the educational environment, adaptations or modifications of the curriculum, assistive technology,
behavior support plans, and the utilization of supplementary personnel to assist the student (Lipsky & Gartner,
2008). If paraprofessional support is requested, Freschi (1999) encourages team members to first consider
alternative supports. Teams should identify what goals they hope to accomplish by assigning a paraprofessional
and then determine if these goals can be met in another fashion (Freschi, 1999; Giangreco et al., 1999).
Giangreco (2010) lists a combination of alternative options that may provide the necessary supports students need
to be successful. Teams should identify when and where supports are needed, and then consider how to provide
those supports. Some possible alternatives include:








SETT Framework-Assistive Technology
Teacher training (e.g. Peer to Peer Supports; Behavior Management)
Universal Design for Learning
Use of existing school-wide supports
The use of a paraprofessional assigned to a class rather than an individual student
Different models of delivery
Positive behavior supports (e.g. Ross Greene’s Lagging Skills)
Peer supports
Page 2 of 14
Flowchart for Requesting Paraprofessional Supports
STEP 1
Referral
Packet
STEP 2




Completion of Rubric
Completion of Checklist of Existing Environmental Supports
Completion of Special Circumstances Paraprofessional Sheet (if applicable)
Completion of Paraprofessional Needs Matrix (if applicable)


Referral packet is given to district administrator or designee
Administrator coordinates team meeting
Packet
STEP 3
Team
Reviews
Request
STEP 4




Referral packet is copied for team members to review
Pre Observation Meeting is held.
Roles are assigned
Observation schedule is completed

Team members conduct observations


Team recommendations are made
Team representative meets with the parent(s) to discuss team
findings/recommendations


Team representative attends student’s IEP and presents recommendations
Final decisions regarding paraprofessional supports are made by the
IEP Team.
Observati
STEP 5
Team Mtg
STEP 6
IEP Team
Mtg
Page 3 of 14
Special Circumstances Paraprofessional Support
Summary Sheet
Student:
DOB:
Eligibility:
Date:
Teacher:
Completed by:
Program/School:
Title:
Check areas of intensive need that might require additional paraprofessional support:
Health/Personal Care
G-tube feeding*
Medication*
Suctioning*
Food preparation
Diaper changing
Feeding-full support
Seizures*
Lifting/Transfers
Other:
*Specialized physical health
care plan or emergency
plan.
Behavior
Behavior plan
implementation or
documentation
Physically aggressive
Non-compliant on
campus
Runs away
Self-injurious
Other:
1.
Areas of Need
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
For each area of need in which further independence is possible, develop an IEP goal & a plan for frequent monitoring for
the purpose of fading the paraprofessional support. Other ongoing supports should be noted in the Supplementary Aids
and Services page of the IEP.
Page 4 of 14
Rubric to Determine Need for Special Circumstances Paraprofessional Support
Student:
Teacher:
Completed by:
DOB:
Eligibility:
Date:
Program/School:
Title:
Mark the box that includes factors that best describe the student in each rubric category that is appropriate.
0
1
2
3
4
Health/Personal Care
General good health. No specialized
health care, procedures, or
medication taken. Independently
maintains all “age appropriate”
personal care.
Mild or occasional health concerns.
Allergies or other chronic health
conditions. No specialized health
care procedures. Medication
administration takes less than 10
minutes. Needs reminders to
complete “age appropriate” personal
care activities.
Chronic health issues, generic health
care procedures. Takes medication.
Health care intervention for 10-15
minutes daily (diet, blood sugar,
medications). Requires reminders
and additional prompts or limited
hands on assistance for washing
hands, using bathroom, wiping
mouth, shoes, buttons, zippers, etc.
Occasional toileting accidents
Specialized health care procedure
and medication. Limited mobility.
Physical limitations requiring
assistance (stander, walker, gait
trainer or wheelchair). Special food
prep or feeding. Healthy or sensory
intervention 15-45 minutes daily.
Frequent physical prompts and
direction assistance for personal
care. Requires toilet schedule,
training, direct help, diapering.
Very specialized health care
procedure requiring care by specially
trained employee (G tube,
tracheotomy, catheterization). Takes
medication, requires positioning or
bracing multiple times daily. Health
or sensory related interventions 45
minutes or more daily. Direct
assistance with most personal care.
Requires two person lift. Direct 1:1
assistance 45 minutes or more daily.
Behavior
Follows adult directions without
frequent prompts or class supervision.
Handles change and redirection. Usually
gets along with peers and adults. Seeks
out friends
Instruction
Participates fully in whole class
instruction. Stays on task during
typical instructional activities.
Follows directions with few to no
additional prompts
Has adult direction but occasionally
requires additional encouragement and
prompts. Occasional difficulty with peers
or adults. Does not always seek out
friends but plays if invited.
Participates in groups at instructional
level but may require additional
prompts, cues, or reinforcement.
Requires reminders to stay on task.
Follows directions, and to remain
engaged in learning.
Has problems following directions and
behaving appropriately. Can be managed
adequately with a classroom behavior
support plan, but unable to experience
much success without behavior support
implementation.
Serious behavior problem almost daily.
Defiant and/or prone to physical
aggression which may be harmful to self
or others. Requires a Behavior
Intervention Plan (BIP) and behavior
goals and objectives on the IEP. Requires
close visual supervision to implement
BIP.
Serious behavior problems with potential
for injury to self or others, runs away or
aggressive on a daily basis. FBA has been
completed and the student has a welldeveloped BIP that must be
implemented to allow the student to
safely attend school. Staff has been
trained in the management of assaultive
behavior.
Page 5 of 14
Cannot always participate in whole
class instruction. Requires smaller
groups and frequent verbal prompts,
cues, or reinforcement. On task
about 50% of the time with support.
Requires more verbal prompts to
follow directions. Requires signing
50-79% of the time.
Difficulty participating in large group.
Requires low student/staff ratio,
close adult proximity, and prompts
including physical assistance to stay
on task. Primarily complies only with
1:1 directions and monitoring.
Abilities and skills require
strategies/adaptations not typical for
class as a whole, such as: Discrete
Trial, ABA, Structured Teaching, PECS
or Assistive Technology. Requires
signing over 80% if the time.
Does not participate in a group
without constant 1”1 support.
Requires constant verbal and
physical prompting to stay in task
and follow directions. Regularly
requires specific 1:1 instructional
strategies to benefit from the IEP.
Cognitive abilities and skills require
significant accommodations and
modifications not typical for the class
group. Requires signing 100% of the
time.
*Optional Supporting Document
Checklist of Existing Environmental Supports
Student:
DOB:
Eligibility:
Date:
Teacher:
Completed by:
Program/School:
Title:
A. Classroom schedule: Is there a posted classroom schedule? Yes
1.
(If “Yes,” please answer questions below)
The following elements are included in the classroom schedule:
Times
Students
Activities
2.
The schedule is:
Daily
Weekly
Staff names
2.
Picture
Student ability to follow the schedule:
Independent
With indirect verbal or gestural prompts
With physical prompts
With direct verbal prompts
Student use of the schedule:
Student carries schedule
Inconsistent
4.
(If “Yes,” please answer questions
Student uses the following format for individualized schedule:
Object
Icon
Photograph
Word
Inconsistent
3.
Locations
Other
B. Schedule for individual student: Is there an individual student schedule? Yes
below) No
1.
No
Student uses transition cards
Student goes to schedule board
Teacher carried and shows the schedule
Room is arranged with structure to correlate with tasks on schedule: (Check all that apply)
Area for one-on-one work
Area for independent work
Area for group work
Area for leisure
Not applicable
C. Curriculum and Instruction:
Are the materials and activities differentiated for the student’s:

Chronological age (describe):

Ability level (describe):

Interest level (describe):
2.
Check the curricular domains included in the student’s program:
Communications
Pre-vocational
Domestic skills
Self-care
3.
Motor skills/Mobility
Academics
Recreation/leisure
Social skills
Other:
List equipment or devices used/available that may relate to the need for Assistance. (May be low incidence equipment or
assistive technology device):
Page 6 of 14
4.
Describe an activity which is challenging for the student: If appropriate, attach a sample task analysis form used for a
challenging activity with the student (see Task Analysis Data:
D. Behavior Support:
Are there problem behavior(s) interfering with learning of self or others?
Yes (If “Yes”, please answer questions below)
No

Brief description of problem behavior(s):

Where behavior(s) typically occur:

When behavior(s) typically occur:
1. Student has a Positive Behavior Support Plan/Behavior Intervention Plan:
below)
No
Yes (If “Yes,” please answer questions
2. Behavior plan is based on a Functional Behavioral Analysis (FBA):
Yes
No
In the process
Need to initiate
3. How effective is the plan in addressing the student’s needs:
Very
Moderately
Mildly
Not at all
4. Describe anticipated level of support to implement plan.(i.e., frequency of reinforcement, prompting, redirection):
5. What supports exist for implementing the plan; i.e., self-monitoring, other adult:
*(Please attach Behavior Support Plan/Behavior Intervention Plan):
E. Current data systems and collection of data:
Are there current data on each IEP objective and/or behavior plan?
Yes ( If “Yes”, please answer questions below)
No
1. Data records include:
2. Data is collected:
3. Data are summarized:
Date
Daily
Level of independence (prompting needed)
Weekly
Graphed
Monthly
Other:
Written narrative
*Attach sample data collection sheet: see IEP goals and objectives form
Page 7 of 14
Other:
Task
Level of progress
*Optional Supporting Document
Paraprofessional Needs Matrix:
Student Name:
Classroom Teacher:
Review Date:
Date:
School:
Paraprofessional assigned (if applicable):
Unique functional
and/or educational
needs requiring
para-pro support.
Activity or the
time of day
What does
the student
need
assistance
with?
What can the
student do
independently?
Total amount of time needed for paraprofessional support:
Page 8 of 14
What
accommodations
might permit the
student to
complete this
activity
independently?
Identify ways to
promote positive
social interaction
and/or
independence.
What will be the
specific
responsibilities of
the para-pro?
Documenting Paraprofessional Supports in the student’s IEP:
1.
The IEP team will document on the student’s IEP under “Supplementary Aids and services- Other
Supports, accommodations, and Modifications.” Teams should be specific regarding what the
paraprofessional is needed for, when this support will be provided, and where the supports are needed.
If paraprofessional supports will be provided to a program/class as opposed a specific student, this also
may be noted on the “Supplementary Aids and Services- Other Supports, Accommodations, and
Modifications” section of the IEP as a support for the teacher.
2.
If it is determined that a student needs paraprofessional support in a specific curricular, social,
emotional area, an IEP goal should be written to support that need as well. If the paraprofessional is
required because of health or personal care needs, an IEP goal is not required.
3.
If a paraprofessional is required because of behavioral needs of the student, a Positive Behavior Support
Plan should also be in place and noted in the “Supplementary Aids and Services-Add Supports and
Modifications to the Environment”.
4.
In the Supplementary Aids and Services section of the student’s IEP, document the need for an
Increasing Student Independence Plan. This plan will address the monitoring of paraprofessional
supports and the plan for increasing student independence fading paraprofessional assistance.
Page 9 of 14
Monitoring the Use of Paraprofessionals: Increasing Independence for Students
Freschi (1999) encourages teams to set a timeline and establish criteria for when supports will be faded.
Paraprofessional supports should always be considered temporary (Giangreco, 2010). All team
members, including parents, school staff and the student, should have input into the creation of a fading
plan (Giangreco, 2010). All team members, including parents, school staff and the student, should have
input into the creation of a fading plan (Giangreco, 2010). Techniques to Promote Independence and
Fading Support is available to assist with fading strategies.
How to monitor Paraprofessional Support
It is common practice in the area of special education that a student is assigned a Paraeducator for
consecutive years without reconsideration for the need for service. Seldom is there a re-evaluation of
the allocation of time that the paraeducator is assigned to a student. From one year to the next, a
student may make considerable progress academically and emotionally. Natural development may
promote maturity in areas of self-control, attention and concentration, social skills, and common-sense
judgment. Since the inception of the paraeducator as a helpful assistant, there may have been some
form of medical intervention, e.g., medication. Such factors may mitigate the original reasons for the
paraeducator recommendation. Certainly, chronological age, development, and transition to the next
level of education are reasons to reconsider an evaluation for a paraeducator. This re-evaluation is
especially critical for transition years to middle and high school programs if the student continues to
have a paraeducator with him/her.
Paraeducator Monitoring
The increasing student independence plan is implemented when a student already has a paraeducator
as part of the IEP plan. On a quarterly basis, the paraprofessional, plan should be monitored by a group
of professionals.
Possible Outcomes
There are three possible outcomes at the conclusion of monitoring:
1. The student may continue to require Paraeducator for the entire school day.
2. The student may need the Paraeducator on a reduced basis based on increasing support
strategies.
3. The student may not require a paraeducator at all.
The Increasing Student Independence Plan:
1.) On a quarterly basis, the case manager will collect data on student’s independence skills and then
complete a summary of observations (See Initial Data Collection on Independence Skills form). This
summary contains a description of the results from the data that was collected across settings. This
summary is a brief overview of the results.
2.) Either via a narrative report or a staffing, results of the observations and data are shared with the
parents and the student’s school team. If there are no changes to paraprofessional support during the
Page 10 of 14
student’s day, the process is finished with step 2. If the data shows that a decrease in paraeducator
support is necessary to promote student independence, the team proceeds to step
3.) If the data has shown the need for a decrease in paraprofessional time, the team collaborates to put
together a 6-8 week plan/schedule that will teach the student skills to become more independent (See
Plan for Increasing Student Independence Skills and Techniques to Promote Independence). The
plan/schedule will spell out durations of time during the day over the course of 6-8 weeks that the
student will rely on independence strategies in the school setting. During this 6-8 week time period, the
case manager is taking data on student independence.
4.) The team will meet after the 6-8 week time period to make a data based decision if the plan is
working to increase student independence.
5.) Depending on the results of the data, the team determines if the process is complete or there is a
need to revisit to gather more data.
Techniques to Promote Independence and Fading Support:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)
n)
o)
p)
q)
r)
s)
t)
u)
Watch before assisting. Can the student ask for help from teacher or peer?
Can the student problem solve on his/her own?
Have high expectations for what the student understands or can do independently.
Provide consistent classroom schedule (posted, visual, at desk if needed, reinforcement periods
included. Teach student how to use it.
Start with the least intrusive prompts to get student to respond:
Prompt, then back away to allow independent time.
Use strengths and weaknesses, like and dislikes
Model: guide (watch and assist); check (leave and check back)
Teach independence skills (raising hand, asking for help, modeling other students)
Encourage age appropriate work habits. See what other students are doing
Be aware of proximity. Sit with the student only when necessary
Encourage peer assistance and partnering. Teach peers how to help, but not enable
Utilize self-monitoring checklists for students
Color code materials to assist with organization
Use transition objects to help student anticipate/complete transition (i.e., head phones for
listening center)
Break big tasks into steps
Use backward chaining (i.e., leave the last portion of a cutting task for the student, then
gradually lengthen the task)
Assist in encouraging a means for independent communication (i.e., PECS)
Provide positive feedback (be specific to the situation)
Ask facilitative questions (“What comes next?” “What are other students doing?” “What does
the schedule say?” “What did the teacher say?”)
Give choices
Page 11 of 14
Ongoing Training for Midland County Paraprofessionals
1. Topics of need regarding trainings - we have come to the conclusion that the following trainings are
needed. All trainings will include introduction to evidence based practices within the established
domain.
Base-training what is behavior, how to support it – functions of behavior, how to keep basic
data, and introduction to basic strategies and data recording.
Accommodations and Modifications – behaviors you may see when a delay in education is the
issue. Introduction to an instructional matrix in addition to other tools to support lagging skills
around academics.
Communication delay - Behaviors you may see with lagging skills in communication, also to
include socialization and lagging skills when communicating with peers as well as adults.
2. To address the above listed trainings the following strategies are presented.
-Annual full day trainings to occur on PD days prior to first day of school
-Webinars to be made this spring and summer to be accessible for school year
2015/16 and ongoing
-Individual trainings could be offered per district and/or per building
These trainings will be offered in a curriculum style format so that each training builds upon one
another
Page 12 of 14
Initial Data Collection on Increasing Independence Form
Student Name: _________________________________
Grade: _________________
Observation Date: ______________________________
Case Manager: ________________________________
Summary of Observations:
Area of Independence: (1 = low independence, 5 = high independence)
English Language Arts
1 2 3 4 5
Math
1 2 3 4 5
Social Studies
1 2 3 4 5
Science
1 2 3 4 5
Art
1 2 3 4 5
Gym
1 2 3 4 5
Spanish
1 2 3 4 5
Lunch
1 2 3 4 5
Recess
1 2 3 4 5
Transitional Times of Day (entry, exit, halls)
1 2 3 4 5
Comments:
Page 13 of 14
Plan for Increasing Student Independence and Techniques to Promote Independence
Subject
Time of Day
Duration
Technique to Promote Independence
Techniques to Promote Independence
(This is a guide to help teams start to think of ideas and not intended to be an all-inclusive list)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Watch before assisting. Can the student ask for help from teacher or peer?
Can the student problem solve on his/her own?
Have high expectations for what the student understands or can do independently.
Provide a classroom visual schedule with reinforcement periods included if needed.
Prompt, then give processing time to allow student to respond
Be aware of proximity. Sit with student only when necessary.
Encourage peer assistance and partnering.
Utilize self-monitoring checklists for students.
Color-code to help with organization.
Page 14 of 14