Teachers and Paraprofessionals Working Together Presented by Maria McCabe, LCPC Ann O’Connell, PhD

1. Teachers and ParaprofessionalsWorking TogetherPresented byMaria McCabe, LCPCAnn O’Connell, PhD McCabe and O'Connell

2. What to expect from today: • You will learn the unique responsibilities of teachers and paraprofessionals working together. • You will practice how to plan and make decisions together. • You will understand how to implement and document behavioral intervention plans, modifications and accommodations. • You will have fun • You will work together. • You will be respected and responded to. McCabe and O'Connell, Educational Consultants

3. Common Language Behavior Intervention Plan: A plan to teach new appropriate behaviors and intervene with inappropriate behaviors. IEP: Individualized Educational Plan An accommodation eliminates obstacles that would interfere with a student’s ability to perform or produce at the same standard of performance expected of general education students. A modification changes, actually lowers the standards of performance (what is expected to be known). McCabe and O'Connell

4. Teacher Responsibilities: • Planning • Assessing students • Teaching • Collaborating McCabe and O'Connell

5. Teacher Responsibilities: Oversee assessment and data collections procedures; assign grades and report on progress on IEP goals Collaborate with other professionals, para-educators, and families. Attend IEP meetings and other planning meetings for students Communicate information about students needs and supports Supervise para-educator McCabe and O'Connell

6. Para Responsibilities Under the direction of teachers, paras: • Follow ethical standards of the profession • Provide instruction (1:1, small group) • Implement accommodations, modifications, and instructional strategies chosen and designed by teachers • Prepare materials • Collect objective data • Score assignments and assessments with specific and concrete answers (ex. Spelling or Math tests with answer keys) McCabe and O'Connell

7. Para Responsibilities • Assist students with personal care needs (eating, hygiene, organization) • Supervise students during transitions • Guide students towards independence • Provide information to teachers about student performance • Use positive behavior support strategies • Collaborate to accurately implement the behavior intervention plan (BIP) McCabe and O'Connell

8. Decision Making and Direction Teachers are ultimately responsible for student programs and progress Teachers determine instruction, strategies, adaptations Shared responsibility usually with SpEd and general education teacher Paras provide crucial input Teams should develop systems of communication and feedback McCabe and O'Connell

9. Practice • What do you know about the roles and responsiblities of paraprofessionals. • Come to consensus as a small group. • Be prepared to answer by: • True: Thumbs up • False: Thumbs down • I just don’t know: Thumb in the middle McCabe and O'Connell

10. Break Time McCabe and O'Connell

11. Getting Started Learn how one another work Understand responsibilities Share information about the child or children the paraprofessional will be working with McCabe and O'Connell

12. Practice Take some time to fill out the work style inventory. At you table discuss what you learned about yourself and what might be the benefit of using this as a springboard for working together McCabe and O'Connell

13. Things to Consider Communication The IEP! Planning McCabe and O'Connell

14. Sample Elementary Paraprofessional Plans(written on white board by desk) McCabe and O'Connell

15. Sample Using Learning Standards Learning Indicator: Create, solve and describe how to solve real- life problems that involve writing using formulas and equations to solve Illinois Content Standard : Describe real- world situation represented by a simple algebraic express or equation. McCabe and O'Connell

16. Student Independence One of the things that we need to think about when we plan for students is their progress towards independence with more natural supports. McCabe and O'Connell

17. Promoting Independence Allow choices and decision making Don’t always help, even if it’s easier – faster – cleaner to do FOR the student Provide partial assistance Help other students, too Allow (some) struggling! McCabe and O'Connell

18. Promoting Relationships Maintain student dignity Step back! Remind peers to speak directly to the student with a disability Allow peers to provide support (instead of adult) Support interactions during unstructured times McCabe and O'Connell

19. Example:Supporting for More Independence Student: Josh Activity: Transition to class Current Support: Josh walks with the para, who carries his materials and talks with him on their way Plan for more independence: Josh walks with a designated peer while the para walks several paces behind. Josh carries his own materials in a book bag. He is reinforced for arriving on time. McCabe and O'Connell

20. Why Independence? What skills are embedded in the activity when adult support is faded? Josh: • initiate communication with peer • be responsible for belongings • build confidence to transition successfully • use natural environmental cues to navigate building • manage time effectively McCabe and O'Connell

21. Example 2:Supporting for More Independence Student: Emily Activity: Science class Current support: Emily and the para join a group working on a pendulum experiment. The para records the information for Emily and begins to draft the data. Plan for more independence: Emily joins a group working on a pendulum experiment. Emily’s work has been modified before class so that Emily can participate more independently in the group activity with the para circulating the room to assist with all groups. McCabe and O'Connell

22. Why Independence? What skills are embedded in the activity when adult support is faded? Emily: • cooperate with group members • practice reading and writing skills at her level • use classroom cues for beginning/ending an activity • request help if needed • access the general curriculum more effectively McCabe and O'Connell

23. Your Turn! Practice Look at the scenarios provided and determine how to promote independence and now to respond to the behaviors presented. Be prepared to share. McCabe and O'Connell

24. Today’s Outcomes You clarified your roles and responsibilities in working together You explored some planning options You planned for greater student independence. You learned about implementing IEP’s with a paraeducator. McCabe and O'Connell