Supporting Paraprofessionals in Intellectual Disabilities Conference

1. Intellectual Disabilities Conference Supporting Paraprofessionals Who Work With Students with Significant Disabilities Sandra Berndt, MS Eva M. Kubinski, MS Special Education Team July 29, 2019

2. Welcome! Today we will be talking about the roles of and supports for paraprofessionals working with students with significant disabilities. Paraprofessionals are an integral part of the continuum of supports and services within an IEP.

3. At DPI, Educational Equity Means… That every student has access to the educational resources and rigor they need at the right moment in their education, across race, gender, ethnicity, language, disability, sexual orientation, family background, and/or family income.

4. The Ultimate Goal Removal of barriers to learning and succeeding!

5. Goals for Today’s Presentation Identify appropriate Special Education licensed paraprofessional roles and responsibilities Identify effective communication strategies Have some fun and work with each other

6. Systems that Support SPED Paras Need a system of support that includes: Opportunities to collaborate with supervising teacher Opportunities to communicate with supervising teacher Ongoing professional development

7. Definition of Paraprofessionals in WI PI 34.01 Definitions. (4) "Aide" means a school employee who works under the direct supervision of a licensed teacher in a school or district whose responsibilities include, but are not limited to, supporting the lesson plan of the licensed teacher, providing technical assistance to the teacher, helping with classroom control or management, and other duties as assigned. Aides may not serve as substitute teachers. https://docs.legis.wisconsin.gov/code/register/2016/724B/remove/pi34

8. Special Education Paraprofessional License PI 34.34 (18) SPECIAL EDUCATION PROGRAM AIDE LICENSE. Any person employed by a school district as a special education program aide shall hold a license under this subsection. A license as a special education program aide may be issued to an applicant who is at least 18 years of age and is recommended by the district administrator of the employing school district, the administrator of a CESA or his or her designated official to receive a license under this section. Effective August 1, 2018, all applicants for a Special Education Program Aide license must hold a high school diploma or an equivalent degree. It will be the responsibility of the employing school district to attest on the PI-1622-Aide form that the applicant holds a high school diploma or an equivalent degree.

9. Who Needs a SPED Para License? A paraprofessional who is assigned to support the provision of special education services pursuant to an individualized education program (IEP) must hold the Special Education Program Aide license (#0070), unless the individual holds any valid Wisconsin Department of Public Instruction (WDPI) license. A paraprofessional hired to provide support to students with IEPs during transportation to and from school is also required to have a Special Education Program Aide license (#0070), unless the individual holds any valid Wisconsin Department of Public Instruction (WDPI) license.

10. Role Definition What is the role, responsibilities of a Special Education paraprofessional?

11. Let’s Roll – Pair and Share What do you see as the role of Special Education paraprofessionals in supporting students with IEPs?

12. Definition of Direct Supervision: Regular, continuing interaction between a properly licensed special education teacher or licensed director of special education and pupil services and a paraprofessional https://dpi.wi.gov/sped/laws-procedures-bulletins/bulletins/10-05

13. Classroom Responsibilities

14. Can a para be assigned…?

15. Can a para be assigned…?

16. What SPED Paras should not do: Provide initial instruction Make decisions about which activities, lessons, content, or environments a student can access (especially when assigned to one student on a regular basis) Parker, 2018

17. ROLE ACTIVITY Take a look at the “DRAFT” checklist. What do you think of the responsibilities? Are some missing? Some not necessary? Share with your neighbors.

18. Zeroing In: Supporting Curriculum and Instruction

19. Supporting Curriculum and Instruction Review and reinforce lessons for individual and small groups of students following programs and lessons developed by the teacher/s. Assist with supplementary work for students and supervise independent study. Reinforce skills with small groups of students. Assist in the preparation of learning materials. Perform informal/functional assessment activities, scoring objective tests, and keeping appropriate records.

20. Supporting continued Assist teachers in collecting and maintaining data about student behavior and performance. Implement behavioral management plans developed for individual students. Assist teachers with crisis intervention and discipline. Participate in IEP and other program planning meetings at the request of the teacher or administrative personnel.

21. Supporting continued Be aware of how different learning styles affect the performance of individual students. Be aware of children’s developmental patterns (cognitive, physical, social, emotional, language) at different ages. Know the factors that hinder typical development.

22. Supporting continued Be aware of the different methods used by teachers to accommodate a student’s needs. Assist teachers with these modifications and accommodations for students with disabilities. Request general disability and/or health information if you have questions about the characteristics of the disability or health issue.

23. The IEP

24. Providing Natural Supports Do not sit or place a chair meant for adult support next to the student. Do not remove the student from the classroom. Encourage peer support. Encourage independence and interdependence. Fade your cues.

25. Promoting Natural Supports Research has shown that some students that receive direct one-on-one support from a paraprofessional have fewer social relationships with peers and less independence than students who do not receive one-on-one support.  Ensuring paraprofessional “skills” focus on improving the independence of students in social and academic settings is a critical component to an effective system of support.   Parker, 2018

26. Effective Teamwork Happens When… Effective Communication!

27. Importance of Effective Communication Communication is the tool most used by Paraprofessionals. The daily functioning of a classroom team depends on communication If communication is not effective, the team/instruction will not be effective.

28. Questions?

29. Resources DPI (2019). Information Update Bulletin 10.05 Frequently Asked Questions About Special Education Paraprofessionals https://dpi.wi.gov/sped/laws-procedures-bulletins/bulletins/10-05. Downloaded 7/2/2019 DPI (2019). Special Education Aide Program License.https://dpi.wi.gov/tepdl/licensing/types/special-ed-aide DPI (2019). Use of Paraprofessionals in Speech and Language Programs. https://dpi.wi.gov/sped/program/speech-language/para DPI (2019). Wisconsin Special Education Paraprofessionals. https://dpi.wi.gov/sped/educators/initiatives/paraprofessionals LRP Publications (2006). Triplicity: Administrator’s Guide to Facilitating the Partner Teacher/Paraeducator Partnership. Available from Amazon. Parker, Daniel (2018). Supporting Paraprofessionals to Support Students with Individualized Education Programs (IEP)s.https://awsa.memberclicks.net/update-article--supporting-paraprofessionals-to-support-students-with-individualized-education-programs--iep-s. Downloaded 7/2/2019

30. For Further Information Iris Jacobson, Consultant, Special Education Team iris.jacobson@dpi.wi.gov or call (800)441-4563 (toll free) Eva Kubinski, Consultant, Special Education Team, Special Education Team eva.kubinski@dpi.wi.gov or call (800)441-4563 (toll free)