PARAPROS Make The Difference!

Guidelines for using paraprofessionals to support inclusive practices

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

www.laspdg.org

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Considerations

• This presentation in webinar format, as well as a the complete Paraprofessional Guide can be

found on our website:

www.laspdg.org

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www.laspdg.org

People First Language

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

“People First Language puts the person before the disability and describes

what a person has, not who a person is.”

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ParaProfessionals in Inclusive Settings

• Paraprofessionals (ParaPros) have a significant impact on student performance.

• ParaPros are integral members of instructional teams.

• In order to be effective in inclusive settings, everyone must understand the ParaPro’s role and know how to effectively utilize the ParaPro in inclusive settings.

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Questions to be answered....

1. What is the role of paraprofessionals in inclusive settings?

1. What is the responsibility of school site leaders, classroom teachers and paraprofessionals in ensuring ParaPros are utilized in effective ways?

1. What needs to be in place so that ParaPros are able to perform their duties in effective ways resulting in improved student outcomes?

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1. What is the Role of the ParaPro?

• Role is determined by support needs of students

• ParaPros support and assist students within the general education classroom or other general education setting

• ParaPros support all students in the class (both those with disabilities and those without disabilities)

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Roles continued...

• ParaPros facilitate instructional programs designed and delivered by the general education teacher

• ParaPros work under the guidance of a classroom teacher but maintain on-going communication with Support Teacher (i.e., special education teacher)

• ParaPros function as an extension of the classroom teacher

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Role continued...

• ParaPros offer different points of view to enhance lesson delivery

• ParaPros support behavior management systems by reinforcing students, collecting behavior data, implementing BIPs

• Often, ParaPros provide stability in schools with high teacher turnover

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Types of Support Provided by ParaPros

• General School or General Classroom Support

• Direct Instructional Support

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General School or Classroom Support

• Not directly related to instruction; considered ‘environmental’ support activities

• Supplemental to basic instructional program; frees the teacher to engage in more explicit teaching

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

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Direct Instructional Support

• Directly related to instruction and 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

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

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General Supports vs Direct Instructional Support

• BOTH are essential in inclusive settings; however

• Emphasis should be placed on Direct Instructional Support tasks

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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.

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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.

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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

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2. What is the Responsibility of School Site Leaders, Classroom Teachers, and ParaPros in

ensuring ParaPros are utilized in effective ways?

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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

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General Education Teacher Responsibilities

• Maintain on-going communication with ParaPros

• Outline expectations regarding instructional programs and behavior management systems

• Include ParaPros in lesson planning

• Provide constructive feedback relative to job expectations

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Special Education Teacher Responsibilities

• Include ParaPros in IEP development

• Provide information relative to SWD’s strengths and support needs

• Outline instructional program expectations for each student and identify how ParaPros will support the program

• Share student performance data

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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

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It’s Tool Time!

www.laspdg.org

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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

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Effective utilization of ParaPros 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 ParaPross

• Assess to school/district email systems

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ParaPros Make a Difference!!

• If utilized effectively, ParaPros increase the likelihood that all students will achieve individual growth targets.

• ParaPros are in a perfect position to model and demonstrate appropriate social skills.

• ParaPros provide extra support critical to student success.

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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

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THANK YOU!

Melanie Lemoine, Ph.D.

Louisiana State University

(225) 578-5267

lemoinem@lsu.edu

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.

www.laspdg.org