Presented by Melanie Lemoine, Ph.D. LaSPDG Co-Director

1. PARAPROSMake The Difference!Guidelines for using paraprofessionals to support inclusive practices Presented by Melanie Lemoine, Ph.D.LaSPDG Co-Director www.laspdg.org

2. Attendance • At this time, if you have not already done so, please use your chat pod and type the district/LEA you are representing • If you are viewing this webinar with others in the room, please indicate their name as well

3. Considerations • This webinar is being recorded and will be available for viewing at www.laspdg.org under Inclusive Practices Webinars 2013-2014 • If you need to ask a question, please use the Chat Pod on your screen (NOTE: everyone can see your question) • You can download all of today’s materials in the FILES 2 Pod on your screen at any time during the presentation • Click on the selected file • Choose “SAVE TO MY COMPUTER” • Select the destination where you would like to save the file

4. www.laspdg.org

5. People First Language “People First Language puts the person before the disability and describes what a person has, not who a person is.” Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from http://www.disabilityisnatural.com/images/PDF/pfl-sh09.pdf

6. What do you already know? In an effort to better understand participant knowledge level, please take a moment to answer these pre-questions that will appear on your screen:

7. ParaProfessionals in Inclusive Settings • Paraprofessionals (ParaPros) have a significant impact on student performance. • ParaProsare integral members of instructional teams. • In order to be effective in inclusive settings, everyone must understand the ParaPro’srole and know how to effectively utilize the ParaProin inclusive settings.

8. Questions to be answered.... • What is the role of paraprofessionals in inclusive settings? • What is the responsibility of school site leaders, classroom teachers and paraprofessionals in ensuring ParaPros are utilized in effective ways? • What needs to be in place so that ParaPros are able to perform their duties in effective ways resulting in improved student outcomes?

9. Let’s Hear From You!! Are you currently working collaboratively with a Paraprofessional? If so, use your chat pod to describe your situation.

10. 1. What is the Role of the ParaPro? • Role is determined by support needs of students • ParaProssupport and assist students within the general education classroom or other general education setting • ParaProssupport all students in the class (both those with disabilities and those without disabilities)

11. Roles continued... • ParaProsfacilitate instructional programs designed and delivered by the general education teacher • ParaProswork under the guidance of a classroom teacher but maintain on-going communication with Support Teacher (i.e., special education teacher) • ParaProsfunction as an extension of the classroom teacher

12. Role continued... • ParaProsoffer different points of view to enhance lesson delivery • ParaProssupport behavior management systems by reinforcing students, collecting behavior data, implementing BIPs • Often, ParaProsprovide stability in schools with high teacher turnover

13. Types of Support Provided by ParaPros • General School or General Classroom Support • Direct Instructional Support

14. General School or Classroom Support Examples of Support Tasks: Meal Assistance Escorting Students Dispensing Medication Performing non-complex health procedures Maintaining classroom setting Checking folders/backpacks Copying/clerical work Duty • Not directly related to instruction; considered ‘environmental’ support activities • Supplemental to basic instructional program; frees the teacher to engage in more explicit teaching

15. Direct Instructional Support Examples of Instructional Support Tasks: Adapting materials/activities Coaching, tutoring, facilitating lessons Taking notes for students Assisting with Assistive Technology Collecting data Grading papers Implementing BIPs • Directly related to instructionand facilitates the delivery of the instructional program by the teacher • Affects what and how students learn • Delivered under direction of a teacher and is an extension of what they teacher is doing • Directly affect student learning and increase likelihood SWD master critical skills

16. General Supports vs Direct Instructional Support • BOTH are essential in inclusive settings; however • Emphasis should be placed on Direct Instructional Support tasks

17. Please Note! • The appropriateness of some tasks may be determined by the district or school administration in accordance with district and school policies based on student support needs.

18. It’s Tool Time! • According to Nevin, Villa, & Thousand (2009): Regardless of role, the literature is clear about the value of paraeducators in the classroom. Students with disabilities are included more in classroom activities when paraeducators are present.

19. All Hands on Deck! • In general, it is the responsibility for ALL stakeholders to: • Recognize and validate the importance of Paraprofessionals • Understand how to effectively use Paraprofessionals in inclusive settings • Articulate and understand expectations for everyone involved

20. 2. What is the Responsibility of School Site Leaders, Classroom Teachers, and ParaPros in ensuring ParaPros are utilized in effective ways?

21. School Site Leader Responsibilities • Embrace philosophy of “Inclusion” • Assign SWD to general education classes based on their support needs • Outline clear job expectations and hold everyone accountable for student progress • Provide adequate time for teachers and ParaPros to plan • Provide on-going, positive feedback

22. General Education Teacher Responsibilities • Maintain on-going communication with ParaPros • Outline expectations regarding instructional programs and behavior management systems • Include ParaProsin lesson planning • Provide constructive feedback relative to job expectations

23. Special Education Teacher Responsibilities • Include ParaProsin IEP development • Provide information relative to SWD’s strengths and support needs • Outline instructional program expectations for each student and identify how ParaProswill support the program • Share student performance data

24. Paraprofessional Responsibilities • Be willing to learn • Treat everyone respectfully • Be actively engaged with students at all times • Be proactive and show initiative • Be on time and present each day

25. It’s Tool Time! www.laspdg.org

26. Let’s Take a Poll! Do you have the opportunity to collaborate with Parapros in any of these settings?

27. 3. What needs to be in place so that ParaPros are able to perform their duties in effective ways resulting in improved student outcomes? • All stakeholders must be accountable for their individual responsibilities • All stakeholders must be committed to working in collaboration • All stakeholders must be willing to support each other for the common good of all students • All stakeholders need feel respected and valued

28. Effective utilization of PPs is contingent on an environment that includes: • Mutual respect • On-going communication • Effective professional development • Accessible information on students and instructional/behavioral programs • Training on how to use assistive technology • Time to participate in planning meetings • Substitutes to work in place of absent PPs • Assess to school/district email systems

29. ParaPros Make a Difference!! • If utilized effectively, ParaProsincrease the likelihood that all students will achieve individual growth targets. • ParaProsare in a perfect position to model and demonstrate appropriate social skills. • ParaProsprovide extra support critical to student success.

30. Additional Resources Please visit the website at www.laspdg.org to download the guide to effective use of paraprofessionals: ParaPros Make the Difference! For additional information on how to effectively implement inclusive practices, visit the Louisiana Personnel Development Grant website at www.laspdg.org

31. Building Capacity • When you leave today, what will you do with this information? • How will you share it with others in your district? • When will you share it? (Timeline) Note: If you are on the district leadership team, this information will be useful in completing your district’s LASPDG 5 Year Plan

32. Let’s Take a Poll! Please take a moment to answer these post-questions regarding you knowledge after this webinar:

33. Questions? Please use your chat pod if you have questions related to this presentation • You may email any questions to Melanie Lemoinelemoinem@lsu.edu

34. www.laspdg.org The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A110003. However those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.