PARA PROS New Special Education Teacher Webinar Series Series of 3 webinars – November 13, 2013: People First Language – December 11, 2013: Paraprofessionals in Inclusive Settings – January 22, 2014: Overview of Inclusive Practices CLU credit for each webinar attended

PARA PROS CLU Credit In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: First and last name (if you did not specify this when you logged into the webinar) Parish you are representing Your complete address Your certificate will be ed to you by Friday afternoon; if you do not receive it, please Wendy Allen

PARA PROS Make The Difference! Guidelines for using paraprofessionals to support inclusive practices Presented by Melanie Lemoine, Ph.D. LaSPDG Co-Director 3

PARA PROS Considerations This webinar is being recorded and will be available for on-demand viewing at – Inclusive Practices If you need to ask a question, please use the Chat Pod on your screen The Paraprofessional Guide is also available as a download also at – Inclusive Practices - Resourceswww.laspdg.org

PARA PROS

People First Language Kathie Snow. (n.d.) A few words about People First Language. Disability is Natural. Retrieved August 1, 2012 from “People First Language puts the person before the disability and describes what a person has, not who a person is.”

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

PARA PROS 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.

PARA PROS Questions to be answered 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?

PARA PROS 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)

PARA PROS 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

PARA PROS Roles 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

PARA PROS Types of Support Provided by ParaPros General School or General Classroom Support Direct Instructional Support

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

PARA PROS Direct Instructional Support Examples of Instructional Support Tasks: 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 Adapting materials/activities Coaching, tutoring, facilitating lessons Taking notes for students Assisting with Assistive Technology Collecting data Grading papers Implementing BIPs

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

PARA PROS 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.

PARA PROS 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.

PARA PROS 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

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

PARA PROS 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

PARA PROS 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

PARA PROS 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

PARA PROS 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

PARA PROS It’s Tool Time!

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

PARA PROS 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

PARA PROS 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 PPs Assess to school/district systems

PARA PROS 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.

PARA PROS Additional Resources Please visit the website at 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

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 31

PARA PROS Questions? Please use your chat pod if you have questions related to this presentation You may any questions to Melanie Lemoine

PARA PROS CLU Credit IF YOU HAVE NOT ALREADY DONE SO DURING THIS WEBINAR….. In order to receive a certificate of participation for today’s webinar (1 CLU credit contingent upon the approval of your employing school system) you will need to type the following information into the chat pod at this time: First and last name (if you did not specify this when you logged into the webinar) Parish you are representing Your complete address Your certificate will be ed to you by Friday afternoon; if you do not receive it, please Wendy Allen

The contents of this PowerPoint presentation were developed under a grant from the US Department of Education, #H323A 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.

We want your feedback! At this time we will launch the brief survey to complete regarding this webinar If the survey does not appear on your screen, you can go directly to it at Pt2Parapro Pt2Parapro After you have completed the webinar, you may exit the webinar