Effective Use of Paraprofessionals

1. Effective Use of Paraprofessionals Janet McCauslin Central Dauphin School District

2. Session Content • What a paraprofessional needs to know upon hire • Use of paraprofessionals to support diverse learners • The decision-making process for use of support staff, • When a 1:1 is necessary • Paraprofessional vs. PCA • How to use paraprofessionals in the RtII model • How to develop skills necessary for paraprofessionals to function in their changing roles.

3. Demographic Background • School district in suburban Harrisburg, PA • 11,800 students • 1475 special education students • 116 paraeducators • Supporting 13 elementary, 4 middle, 2 high schools, 4 off-site alternative programs, youth shelter, county prison • Diverse student population and school make-up including urban, suburban, rural

4. Paraprofessional Workforce • Paraprofessionals members of collective bargaining unit • Single job category (ESP)- no PCA designation • Follow same schedule as teaching staff, including start/end time, required attendance at in-service and summer obligated workdays • Obligated contractual professional development time for staff significantly exceeds the required hours necessary to maintain qualified status

5. Classrooms in which paraprofesionals are utilized • Autistic support • Emotional support • Intensive learning support • Learning support • Life Skills support • Multiple Disabilities support • Vision support • Work experience

6. Hiring Paraprofessionals • Overall information related to position provided by Human Resource department • Job descriptions outlining general roles and responsibilities related to students, classroom, school practices and district expectations; all assignments have some general similarities but unique duties apply in certain classrooms • Yearly performance evaluations completed by building administrator with feedback to paraprofessional

7. Overall Position Information • Salary/benefits • Supplemental pay • Pay schedule • Benefits • Personal/sick days • Calendar of workdays • Hours of work • Absence procedures • Dress code • ID badge/building entry • E-mail expectations • Professional development • Confidentiality • Chain of command • Evaluation

8. Annual Evaluation Three parts with five categories of rating: • Personal characteristics • Attitude • Dependability • Initiative • Attendance/punctuality • Cooperation with others • Job performance • Task performance • Communication • Time management • Following directions • Knowledge of job

9. The new role of Paraprofessionals • Less emphasis on clerical tasks of copying, laminating, materials prep • More expectation of direct involvement with students in remediation, inclusion facilitation, progress monitoring, behavior support

10. The Paraprofessional in the RTII Classroom Tier II and III Support • Math/Reading Fluency Lab • Read Naturally, Six Minute Solution, K-Pals, FASTT Math, Touch Math • Skills tutoring software programs • My Skills Tutor • Everyday Math games • Study Island • Progress Monitoring • DIBELS/DIBELS Next • AIMS web • Fuchs/Fuchs probes

11. Paraprofessional Support for Learning Focused Strategies Preview/Acceleration • Vocabulary preview/review • Build background knowledge • Graphic organizers • Essential questions • Guided practice • Summarization

12. Paraprofessionals in the Inclusion Setting • Guided reading assistance • Assist with writing assignments • Support assessment • Small group guided practice • Assist with independent work • Provide behavior support • Support Assistive Technology • Assist with physical needs

13. Using paraprofessionals for students with significant delays: Students with autism Run Competent Learner Model (CLM) formats Provide guided practice/carryover opportunities Collect data/monitor progress for IEP goals across settings Accompany students in transition activities Accompany students to lunch, recess, assemblies, inclusion activities, community-based instruction, employment Create icons and special materials Set up and review daily schedules with students Assist with safe crisis management

14. Using paraprofessionals for students with significant delays: Students with Intellectual Delay Provide individual or small group practice instruction in academic skill areas Assist with semi-independent assignments Accompany to inclusion settings for modified or parallel activities Accompany students to lunch, study trips, community-based instruction Provide job coaching at work sites

15. Using paraprofessionals for students with significant delays: Students with multiple disabilities Assist students with toileting Assist students with feeding or eating in cafeteria Complete positioning transfers Carry out OT/PT/SLP goals in daily practice activities Create communication tools (icons; communication books) Collect data, complete progress monitoring of goals Accompany students to inclusion opportunities and facilitate interactions with instructors/students Work with students on guided practice of academic skills or goal areas Aid students with Assistive Technology

16. Using paraprofessionals for students with significant needs: Students with Emotional Disturbance Complete point sheets/behavior tracking forms Redirect behavior across settings Monitor students in time-out space Accompany students in transition activities (special subjects, lunch, class changes) and general education subjects, as necessary Complete ABC data collection, progress monitoring Participate in Safe Crisis Management techniques Conduct room clears Assist with guided practice Partner with mental health therapist to relieve teacher for meetings, professional development

17. Assisting Significantly Disabled Students in General Education Settings Opportunity to meet with general education teacher outside of classroom time Use of technology to access curriculum Familiarity with students’ communication devices Modified content, materials, expectations provided by general/special education teachers Regular data collection on goals and student needs in the classroom Facilitation of socialization opportunities

18. Determination of paraprofessional use at the building level • Basic/primary duties established by Special Education office at district level • Coverage schedules determined at building level by administrator/special education teacher for students involved in general education setting • Individual schedules determined at building level by special education teacher for special education setting

19. Determination of need for 1:1 assistance Research on the use of 1:1 paraprofessionals • Paraprofessional support is not tied to student achievement • Paraprofessional support fosters dependence unless it is carefully scaffolded to include fading • Student communication and socialization is reduced with the addition of a 1:1 adult

20. Consideration of 1:1 Assistance • For students with paralysis interfering with use of arms/hands or who cannot maneuver own wheelchair, need multiple positioning/physical assistance throughout the day • For students who are blind • For students who have extraordinary cognitive delay in general education classrooms • For portions of the school day for other students with unique needs Multiple Disabilities Autism Emotional Disturbance Cognitive Delay Physical Disabilities Vision needs

21. Skill development of paraprofessionals Achieving qualified status • In-district training modules • Trainer cost • Approved materials • Assessment • IU training sessions • For-fee training and assessment • PaTTAN webinars • Training at own pace • Requires oversight by supervisor and performance evaluation

22. Maintaining Qualified Status • In-service, summer days when allowable • Webinars/self-facilitated power point • Training loops during school day • In-class coaching • Consultation services before/after school day • Conferences/seminars out of district

23. Questions?