GLEAN Coaches Newsletter
Paraprofessionals
A Dose Of Happiness
When we feel we MAKE A DIFFERENCE we move towards a Positive Emotional State
What We Think Matters+What We Do Matters
Shawn Achor
Effectively Using Paraprofessionals
First Step:
Rename Them
INDEPENDENT FACILITATORS
Problems Associated with the Overuse of Paraprofessionals
•DATA:
- 2005 Federal Reports indicate 390,000 “teacher aides” are employed in U.S. schools
- 40% of states report higher FTEs of paraprofessionals than teachers (general and special education)
•Hiring & Retaining Qualified Applicants
–There is a high turnover of parapros, especially in 1:1 positions and high costs associated with high turn over;
–Appropriate and ongoing training, especially with high turnover, is challenging and costly;
–Confusion continues to exist in most districts with parapro roles, responsibilities, and
supervision
Assigning a paraprofessional is actually one of the most restrictive interventions that can be used in general education and can inadvertently interfere with socialization and independence
-Giangreco, Suter, & Doyle, 2010
Adopt Guiding Principles
•Students with disabilities should have a voice in determining their own supports.
•In situations where paraprofessionals are utilized, they must be adequately trained, have appropriate roles (e.g. implementing teacher-planned supplemental instruction, not be expected to make pedagogical decision), and be adequately supervised.
•Schools avoid unhelpful double standards whereby students with disabilities receive supports in ways that would be unacceptable for students without disabilities (e.g. receiving primary instruction from a paraprofessional instead of a highly qualified educator).
•If a 1:1 paraprofessional is assigned as a temporary measure, plans are established to evaluate its impact and fade the supports as much and as soon as possible to encourage student independence and appropriate interdependence.
-Giangreco, Suter, & Doyle, 2010
Develop CLEAR Roles & Responsibilities
•General Education Teacher
–Instructional leader
–Plan, implement, evaluate instruction
–Supervise other adults in the environment
•Special Education Teacher
–Plan, implement evaluate specially designed instruction
–Coordinate individualized supports and services
–Bridge the gap….
•Paraprofessional
–Extension of the Teacher
–IMPLEMENT the individualized supports
Responding to Requests for a Paraprofessional
Consider it a request for HELP and develop systems for using data to determine what supports (i.e. HELP) are needed and where.
Decision-Making Considerations to Reduce Adult Dependency
•Can the student / Should the student do this independently?
•Can a system / visual be used to prompt expected behavior?
•Can a peer offer support / prompt?
Develop Comprehensive Training and Coaching Protocols
A. Role of the Paraprofessional
B. Ethics including Confidentiality
C. Common Tasks of a Paraprofessional
D. Serving as a Member of the Team
E. Special Education Law
F. Relationship with Parents
G. Communication
H. Working with Teachers
I. Knowing the Disabilities
J. Knowing the Disciplines
K. Strategies and Tools
Important Dates
Two 1/2 day coaches trainings will be offered again this year at GISD. These are open to START coaches and Special Education Directors.
Monday, October 8, 2018
12:00-3:00 pm
Location: GISD, Davis Center, Rooms F&G
Topic: Caseload Analysis
Monday, March 11, 2019
12:00-3:00 pm
Location: GISD, Davis Center, Rooms F&G
Topic: TBA
Countywide START Professional Development
Please see the course catalog for details, course descriptions and registration at www.geneseeisd.org.
Working with Students with Autism Spectrum Disorders for Para-Educators
September 25, 2018
Education Based Evaluations for students with ASD
October 26, 2018
IEP Development & Implementation for students with Autism Spectrum Disorder
November 19, 2018
Classroom Environment & Teacher Assessment (CETA) for students with ASD
January 8, 2019
Working with Students with Autism Spectrum Disorder for Para-Educators
January 29, 2019
Peer to Peer supports for Students with ASD
February 21, 2019
Mini Intensive Team Training Opportunities
Two Mini Intensive Training series are being offered in 2018-2019. Mini IT is designed to provide participants with an in-depth knowledge of Evidence Based Practices to use when working with a student with ASD. IEP teams attend the training together while focusing on a target student to plan supports for and monitor progress. We will be offering two separate Mini IT team training opportunities in 2018-2019.
Fall 2018 - Secondary Teams supporting students with ASD, grades 7-12
* Please register by September 21, 2018
- IEP Development & Implementation for students with ASD - October 9, 2018
- Self-Management - November 5, 2018
- Educational Strategies & Supports for students with ASD - December 10, 2018
Winter/Spring 2019 - Early Childhood teams
* Please register by January 25, 2019
- Early Childhood Classroom Structure & Foundations for Learning - February 6, 2019
- Group Instruction in Early Childhood Classrooms - March 20, 2019
- Teaching Play & Communication Skills in the EC Classroom - April 23, 2019
Information has been shared with Special Education Directors. If you have a team interested in attending, please contact your local Director and ASD TC.
Peer to Peer Information
If your district is considering starting an accredited Peer to Peer program, you are encouraged to send a team to the Statewide 2 day training from START. (A 1-day training will be offered locally in the spring.)
Registration for 2 day training in Lansing
Date: October 16-17, 2018
Time: 8:30am - 3:30pm
Location: Crowne Plaza Lansing West 925 S Creyts Rd, Lansing, MI 48917
Fall Peer to Peer Round Table
Other START Professional Development Opportunities
Genesee ISD Teacher Consultants
If you have changed buildings or districts, please let your TC know so we can update our records. We will be in touch soon to establish bi-monthly coaches meetings for the year.
Barb Olszewski
Angie Grindel
Laura Henry
Kelli Pierscinski
GISD's Regional Collaborative Network (RCN) has partnered with Livingston ESA to strengthen our resources and collaborate to bring your MORE amazing things from START. We were previously known as CAN4GCA but will now be GLEAN (Genesee-Livingston Educational Autism Network).