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.
EVA

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.
Eva

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

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
EVA

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 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.

8. Special Education Paraprofessional License
PI (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 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?
Turn to your neighbor(s) and discuss.

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
bulletins/bulletins/10-05
Direct supervision means regular, continuing interaction between a properly licensed special education teacher, or a licensed director of special education and pupil services, and a paraprofessional which includes the teacher’s time to evaluate the special education services provided. There must be sufficient contact between the special education teacher and the paraprofessional, and between the teacher and the student, to enable the teacher to diagnose educational needs, prescribe teaching and learning procedures, and evaluate the effects of teaching.

13. Classroom Responsibilities Paraprofessional Role
Teacher Role
Paraprofessional Role
Planning and delivering instruction
Diagnosing learning needs
Prescribing content delivery through classroom activities
Assessing student learning
Reporting outcomes to administrators and parents
Evaluating the effects of instruction
Supporting lesson plan of the teacher
Providing technical assistance to the teacher
Helping with classroom management
Paraprofessionals CANNOT be assigned teacher duties

14. Can a para be assigned…? Team Teaching
Situation
Answer
Team Teaching
A paraprofessional who is under the direct supervision of a licensed special education teacher, or a licensed director of special education and pupil services, may support the instructional activities directly introduced to a student by the licensed special education teacher. Paraprofessionals cannot be assigned teacher duties.
Support the special education services in a homebound or neutral site
A paraprofessional may be assigned duties in a homebound or neutral site that support the instructional activities directly introduced to a student by the licensed special education teacher. There must be sufficient contact between the special education teacher and the paraprofessional, and between the teacher and the student, to enable the teacher to diagnose educational needs, prescribe teaching and learning procedures, and evaluate the effects of teaching in a homebound or neutral site.
From Bulletin 10.5

15. Can a para be assigned…? Situation Answer
Community-based instruction (e.g., job coach)
A paraprofessional who is assigned to support the provision of special education services pursuant to an IEP must hold the Special Education Program Aide license (#0070), unless the individual holds any valid WDPI license.
Support speech and language program services
The special education program aide license allows a paraprofessional to assist in a speech and language program under the direct supervision of a WDPI licensed speech and language pathologist. The support would be for review and reinforcement of the speech and language pathologist’s instruction. See
From Bulletin 10.05

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 May a paraprofessional have access to a student’s IEP?
Question
Answer
May a paraprofessional have access to a student’s IEP?
Yes, a paraprofessional may have access to a student’s IEP. A paraprofessional must be informed of his or her specific responsibilities to work with an individual student with a disability.
May a paraprofessional have access to a teacher’s lesson plan?
This is a local district or school decision.
Should a student’s IEP state who provides special education services?
The IEP generally does not name a specific individual who will provide support, as staff assignments are a local administrative decision. The IEP must be written so the frequency and amount of services and support are clear to all who are involved in the development and implementation of the IEP including the parents.
From Bulletin 10.05

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.
When is it necessary to sit next to the student to provide one-to-one support?
When should I move away?
When and how can I help this student to increase independence?
Could a peer provide key supports?

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
We want to move away from the model of the one on one paraprofessional who may get in the way of natural peer interaction and supports. Today we will discuss how to help paraprofessionals become that appropriate support.

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.
Unclear roles and responsibilities often lead to challenges and frustration with both parties
In the educational environment, finding TIME to communicate can be very difficult
Ask questions when a communication is not clear.
Provide written feedback to each other regarding student behavior/academic growth. ex- communication binder
Remember confidentiality at all times. Talk to the person you are having trouble with, not anyone else. Avoid creating a triangle. Maintain the trust.

28. Questions?

29. Resources
DPI (2019). Information Update Bulletin Frequently Asked Questions About Special Education Paraprofessionals Downloaded 7/2/2019
DPI (2019). Special Education Aide Program License.
DPI (2019). Use of Paraprofessionals in Speech and Language Programs. language/para
DPI (2019). Wisconsin Special Education 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. education-programs--iep-s. Downloaded 7/2/2019

30. For Further Information
Iris Jacobson, Consultant, Special Education Team or call (800) (toll free)
Eva Kubinski, Consultant, Special Education Team, Special Education Team or call (800) (toll free)