The Utilization of Paraprofessionals in the Tri-Town School Districts

1. The Utilization of Paraprofessionals in the Tri-Town School Districts Teresa Hamm Director of Student Services Old Rochester Regional and Marion, Mattapoisett and Rochester School Districts

2. Problem Statement • A combination of parental requests for inclusion and professional development from UNH IOD resulting in change in practice have resulted in a significant expansion of paraprofessional use in the Tri-Town area. Since the early 1990s, the total has increased from 25 to 75 in 2009. In a recent program evaluation, this practice has come under scrutiny.

3. Problem Summary • Care: What was the concern? • The School Committees have expressed concern, as well as a recent program evaluation. The concern is fiscal as well as purposeful – what are the roles and responsibilities of these paraeducators and is there a more efficient method of meeting student needs? • Michael Giangreco lists at least seven alternatives to paraprofessional use in schools.

4. Problem Summary • Relate: Who were/are the stakeholders? • Paraeducators are key stakeholders, as well as special educators, parents and some students. They are not concerned about the model and in fact, investigation of this will create a threat. School committee members are concerned about cost. I am concerned about purpose – are we assigning staff when we should be changing instruction or the classroom environment. Despite the risk of alienation, there is a need to involve paraeducators in the process. Michael Giangreco has outline a process of investigating the overuse of paras that involves their participation and input.

5. Problem Summary • Examine: Provide a concise problem statement and baseline status. • Paras are hired usually for 1-1 assistance. As time goes on, they are reassigned, often for something else (there are several paras who are underperforming). If a high level student need emerges, staff, including principals, often request additional paraprofessional support. Alternatives such as a change in placement, modifications in the schedule or instruction, are not considered. Even when a student goes through BBST, it is assumed that everything that could have been attempted has been, and the only solution is additional staff.

6. Problem Summary • Examine: Provide a concise problem statement and baseline status. • I will collect perceptual data from teachers, parents, and paras on the issue using qualitative methods, e.g. a focus group (consensogram). Questions asked will include how students do better in school (or not) with a paraprofessional, and how decisions to use a paraprofessional are made. The process of defining what it means for a student to “do better” will be interesting in and of itself.

7. Problem Summary • Acquire: What resources did you need? What help did you get? • In reviewing Michael Giangreco’s research, he proposes a process that could be established with existing staff to investigate this problem. Additional time, some stipends and some materials would be needed to accomplish this investigation. • I may hire a neutral facilitator to conduct focus groups given the sensitivity of the investigation.

8. Problem Summary • Try: What is your proposed strategy or intervention? What is your evaluation plan? • Establish committee to investigate – classroom teacher, special education teacher, paraprofessional, administrator, parent and a community based person. Paraprofessionals would need to be surveyed individually. The goal would be to look at the existing use of paraprofessionals, to explore alternatives, and to finalize with a report and recommendations.

9. Evaluation/Results: What happened? (Show us your data.) • 1994 Total Paraprofessionals 25 • Total Special Education Teachers 12 • % special education 13 • 2009 Total Paraprofessionals 75 • Total Special Education Teachers 25 • % special education 16

10. Extend and Renew: What will you do to keep things going? • Extend: What is the plan for generalization to other people or settings? How will you communicate/disseminate the results of what you are doing to appropriate stakeholders? • There will be resistance from paras and teachers, and possibly parents. It will be important for this to be an objective process with steps along to way to review collected data. Stakeholders will need progress reports along the way to maintain ownership.

11. Extend and Renew: What will you do to keep things going? • Renew: How will you continue to work with your team to engage in an ongoing process of continuous improvement? What structures, procedures, process will enable your district to keep a “systems change” perspective? • Final steps will need to be taken carefully, especially if recommendations are made to reduce staff. There will need to be reassurance that appropriate supports and services are in place regardless of the outcomes of the investigation.

12. Lessons Learned • At this point, really the beginning – I see it is important to scale down the questions to those that can be reasonably answered. • This is a project that requires a team to implement.