Welcome! Supporting Co-teaching in the classroom

1. Welcome! Supporting Co-teaching in the classroom Supporting the needs of paraeducators and promoting student learning

2. Goals for today • Provide tools to promote student learning. • Share information about the concept of co-teaching. • To clarify roles and expectations. • To support the instruction provided by your supervising teacher.

3. Agenda: • Morning Session: 8:00-Noon • Lunch: Noon-1:00 (on your own) • Afternoon Session: 1:00-4:00 • If we get done early, you will be released to go.

4. Who has the greatest impact on student learning every day? • Teachers • Paraeducators! • You are the leaders in impacting student learning in the classroom every day!

5. Time to meet someone new. • Stand up, walk and get into groups of 5. • Introduce yourselves and identify 3 things that your group has in common. • Remain standing in your groups. • Groups: Share out.

6. We can all make a difference in the life of a child! • Watch the video: “You Make a Difference”

7. Paraeducators: Your Role in the Classroom

8. Who is a paraeducator? • The Kansas regulations for special education, as described in the State Plan, define a paraeducator as being “qualified to assist certificated teachers in the instruction of exceptional children.”

9. Roles and Expectations • Your role as a paraeducator is an important, integral part of our commitment to providing for the needs of the students whom we serve in our special education programs.

10. Role of the Paraeducator A clear delineation of roles of the teacher and the paraeducator is an important element of a successful program. Identification of teacher and paraeducator roles insures adherence to ethical and legal requirements and serves as a guide in supervision and evaluation. Actual delivery of instruction to the student may be carried out by the paraeducator under supervision of the instructor.

11. Brainstorming • What do Paraeducators do? • Brainstorm in a group of 4. • Write down a list of 10 things you do in the classroom. • Share out selected answers with the group.

12. Things Paraeducators Do: • Assist individual and small groups of learners in instructional activities developed by teachers. • Carry out behavior management and disciplinary plans developed by teachers. • Reinforce learning in small groups or with individuals, while the teacher works with other students. • Provide assistance with individualized programmed materials.

13. Things Paraeducators Do: (Con’t) • Maintain appropriate records for teachers. • Assist the teacher in observing, recording, and charting behavior. • Assist the teacher with crisis problems and behavior management. • Assist in preparation/production of instructional materials. • Carry out instructional programs designed by the teacher.

14. Things Paraeducators Do: (Con’t) • Work with the teacher to develop classroom schedules. • Carry out tutoring activities designed by the teacher. • Assist with personal care of students. • Supervise children in hallway, lunchroom, and playground situations.

15. Things Paraeducators Do: (Con’t) • Assist in carrying out programs of support staff (SLP, OT, PT). • Attend the IEP meeting, only if requested.

16. Students are our focus! • Currently, almost 3000 students, ages 3 through 21 are served in special education programs throughout the Cooperative. • A wide spectrum of student needs are served for any exceptionality.

17. Exceptional Students: Special Needs Served by CKCIE • Autism • Emotional Disturbance • Hearing Impairment • Learning Disability • Intellectual Disability

18. Exceptional Students: Special Needs Served by CKCIE (Con’t) • Orthopedic Impairment • Speech/Language • Visual Impairment • Other Health Impairments

19. Having a positive impact on all students • Paraeducators should work with all students in the classroom setting regardless of needs. • Children on an Individual Education Plan and those without should receive assistance when needed.

20. Fostering independence is a goal of special education • 2004 reauthorization of IDEA identifies independent living and self-sufficiency as important human needs and desirable goals in the education of students with disabilities.

21. What is Learned Helplessness? • Video “Trapped on an Escalator”

22. Learned helplessness • When the school or para does for the child what he or she should do for him or herself, educational opportunity can be lost. • WHEN help is provided matters • HOW help is provided matters • Timely support & fading assistance

23. Helping Vs. Enabling • Our goal is student independence! • There’s a fine line between… • Giving help • Giving too much help

24. Activity • Think quietly for a moment about the difference between “helping” and “enabling” a student. • Pair up with a neighbor and share your thoughts. • Share out with the group.

25. Developing student independence and the ability to accept change • Demand for Continued services by the same para year after year • Exposure to a number of paras not only makes things easier when a particular para is absent, it also conditions a student to accept change and may decrease the parent’s concern about the reassignments of one of the many paras who serve the child.

26. Student Instruction • Student educational and behavioral plans require development, implementation and evaluation by a trained professional. A para is permitted to assist in the instruction of pupils under the immediate supervision of a teacher. The teacher will direct paraeducators in setting up accommodations for students.

27. All students are general education students first • Sharing the responsibility: General education plays a role in the referral of students for special education services. • Once in services, general education and special education staff work together to serve students with special needs.

28. Serving the needs of all students • Least Restrictive Environment-Why this is so vital to the learning of students. • How has this changed over time? • Myth: The existence of a one-size-fits-all education.

29. What is our first step in working with Children? • Building a strong relationship. • Dr. David Comer states, “No significant learning occurs without a significant relationship.”

30. Why is it important to build a strong relationship? • Students who feel a connection to an adult and who believe adults care about them will perform difficult tasks when asked.

31. Scenario • Think of a teacher from your past experiences, that you respect and that you would work hard for. Why? • How did your relationship with that teacher impact your willingness to work? • Share with a shoulder partner/with group.

32. Relationship Activity • Get in a group of 6. • Take one plastic plate and a marker. • Write “Building a Relationship with Students” in the center of the plate and pass around the group. • For 2 Minutes: Write ways to build a relationship with your students this year around the plate. • Discuss as a group. • Pick 2 key ideas. • Share out with the large group-Place on poster paper.

33. Video: Strategy: Movie Buddies Person A: Watch for….Poker Chip Analogy Person B: Watch for….How do we build the self-esteem of students? “When the Chips are Down.”

34. What are our long-term goals in working with students? • Graduation. • Employment. • To be a functioning, productive member of society.

35. What work skills do students need for a career? Fortune 500 companies desire: • Teamwork • Problem Solving • Interpersonal Skills • Oral Communication • Listening

36. “Silent Goals” • What do we want for ALL children? What do we want for our own children, grandchildren, nieces, nephews, and loved ones?

37. Here’s the hard part…How do we accomplish these silent goals? • Get in a group of 5-7 adults. • Get a scribe and write down 3 silent goals for meeting the needs of students for the school year. • Share out with the large group.

38. You make the difference! • with your work habits • with your interaction with others • with your attitude & skills • with continuing your professional development • with your job responsibilities

39. True or False At times I stand back and encourage the student to try it on his/her own. I record/or report to the Sp. Ed. teacher the behaviors or skills of the student on a regular basis. I know what my job responsibilities are each day. I often praise or tell the student what they are doing right.

40. Moving from Good to Great • Work as a team with supervising teacher. • Let go of what we have no control over. • Build positive relationships • Rely on discipline, not emotion • Work with excellence • Adding value to students • When in doubt-ask for clarification • Use humor as much as possible

41. Tips for Starting the School Year • Determine the procedures for your school and your classroom. • Discuss classroom organization, how to handle behaviors, the classroom schedule, etc. • Open lines of communication with your supervising teacher.

42. Things you need to be successful this school year: • Think of three things you could ask for from your supervising teacher at the beginning of the year that would increase your ability to positively impact student learning in the classroom. • Share out with the group.

43. I BELIEVE IN YOU • DO YOU BELIEVE?

44. Supporting instruction and learning in the Classroom Co-teaching and other helpful information

45. Instructional Vocabulary • What are all the acronyms flying around in school every day??? (IEP, IDEA, NCLB, ABCD) • How do they relate to student learning?

46. IDEA • Individuals with Disabilities Act • IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children.  The law has been revised many times over the years. IDEA was reauthorized in 2004.

47. IEP • An Individual Education Plan is written for each student receiving special education services. • The IEP is written in cooperation with an IEP team and with parents/guardians. • IEP annual meeting.

48. IEP at a Glance • Para-professionals and other staff who do not directly participate in the IEP process can use this summary of the IEP in serving the individual needs of each student.

49. Leveling the playing field for students with disabilities • Accommodations. • Modifications. • Specialized Instruction.

50. Accommodations • Create student access/provide supports. • Instructional tools and practices that enable a student with special needs to access, more readily retain and/or demonstrate knowledge and understanding of content.