Washington County School District

1. Washington County School District Department of Special Education Pre-Employment Orientation “Paraprofessional 101”

2. Presentation Outline 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

3. 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.

4. It has been recognized that the better trained paraprofessionals are in performing their duties, the better the ultimate outcome for students with disabilities.

5. Overview of the Paraprofessional Employment Process

6. 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:

7. Paraprofessional Employment Process Step 1 Complete this pre-employment orientation to increase understanding of the role of a special education paraprofessional.

8. 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 Para- Professional Assessment

9. 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.

10. Paraprofessional Employment Process Step 3 continued… Remember to bring your documentation for meeting the minimum requirements (step 2) to your selection screening interview.

11. 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.

12. 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.

13. 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.

14. Training Activities These 2 training activities will provide an introduction to the basic information and skills needed to perform the job.

15. Training Activities These activities must be completed within 60 days of signing the employment contract (unless otherwise stated) and include the following:

16. 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.

17. Training Activities Second training activity: Paraprofessional Training Manual The Washington County School District has developed a training manual specifically for special education paraprofessionals.

18. Paraprofessional Training Manual The manual consists of 6 sections: • Employment Information • Special Education Policies • Behavior Management Strategies • Data Collection and Observation • Collaborative Processes

19. 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

20. 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.

21. Additional Training Activities You may also be required to attend a CPI Training (CrisisPreventionIntervention). 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.

22. 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.

23. Continuing Training Modules Continuing training modules will cover such topics as: 1. Behavior management techniques 2. Understanding and implementing IEP goals 3. Elements of data collection and tracking 4. Elements of professionalism and ethical practices 5. Building rapport with students, teachers, and parents 6. Goalview and file management 7. Dealing with medical issues 8. Effective practices in education

24. 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.

25. What is aParaprofessional? Paraprofessionals are to assist and support the teacher in delivering services to students with disabilities.

26. The National Resource Center for Paraprofessionals (NCRP) definition of paraprofessionals is as follows: PARAPROFESSIONALS are school/agency employees • 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)

27. The role of a Paraprofessional …according to NCLB (No Child Left Behind legislation)

28. 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.

29. 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.

30. 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.

31. Other important responsibilities • 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

32. The district Department of Special Education has designated the following paraprofessional positions: • Resource Paraprofessional • Severe Paraprofessional • Speech / Language Paraprofessional • Motor Paraprofessional • Preschool Paraprofessional

33. The role of the paraprofessional may vary slightly, depending on which type of position they hold.

34. 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.

35. 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.

36. Position Description • Speech / LanguageParaprofessionals… 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.

37. 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.

38. 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.

39. Major Responsibilities of Teachers in supervising paraprofessionals • 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

40. 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

41. 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.

42. 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)

43. 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.

44. More about Special Education and the types of students paraprofessionals assist

45. 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.

46. In the early 1970's, advocacy groups fought for comprehensive services for all children emphasizing the worth and dignity of each individual.

47. There are several types of disabilities that make students eligible for special education services. • In all cases the disability must adversely affect educational performance.

48. The various types of disabilities include: • Autism-affecting verbal and nonverbal communication and social interaction • Communication Disorder-speech/language impairments • Deaf/Blindness-combination of hearing and visual impairments

49. Developmental Delay-deficits in physical, cognitive, communication, social or emotional or adaptive development

50. Hearing Impairment/Disability-hearing loss • Other Health Impairment-(could be heart conditions, leukemia, Attention Deficit Disorder, or other diseases)