Presentation on theme: "Washington County School District"— Presentation transcript:
1Washington County School District Department of Special EducationPre-Employment Orientation“Paraprofessional 101”
2Presentation Outline This presentation will include: An overview of the Paraprofessional Employment Process and Training PhasesA definition of a Paraprofessional and a description of their role in the schoolsA description of the role teachers, administrators and the Department of Special Education play in supporting paraprofessionalsA brief overview of the Special Education Process
3Introduction Known by many different names… teacher assistants, paraeducators,aides, classroom helpers, mentors… paraprofessionalsare an important component of the service delivery system for educating students with disabilities. Paraprofessionals are called upon to perform a wide range of duties in the course of their employment.
4It has been recognized that the better trained paraprofessionals are in performing their duties, the better the ultimate outcome for students with disabilities.
5Overview of the Paraprofessional Employment Process Beginning January 1, 2006, anyone interested in employment with the Washington County School District as a Special Education Teacher Assistant/Para Professional will be required to complete the following training modules which consist of 4 phases.PHASE I Pre-employment Orientation“This is a Special Education Paraprofessional”Time required: approximately 1 hour prior to interviewPHASE II New Employee Inservice“Introduction to the Basics”Time required: hours within 60 days of hirePHASE III Increasing CompetenceTime required: approximately 1 hour per month…ongoingPHASE IV Skill Building (optional)
6Phase IFIRSTComplete this pre-employment orientation to increase understanding of the role of a paraprofessional.
7Requirements for Employment SECONDObtain documentation that you have met the following requirements for employment:Proof of an Associates DegreeorCompletion of 48 college semester hoursA passing score (460) on the Para- Professional Assessment
8THIRDYour application will be forwarded to one or more (up to 3) schools with openings and you will be contacted for an interview.If selected, the principal will make a “recommendation to hire” to the Human Resource Department.The H. R. Dept. will contact you in order to extend an offer of employment and to arrange for you to come in and complete the new-hire paperwork and sign the contract.
9Upon signing the contract, you will receive a Special Education New-Hire Packet which will include information for accessing the Washington County School District Department of Special Education Paraprofessional Training Manual.
10Once you have completed these steps, you will be finished with Phase I of the training requirements
11Phase II TrainingThe second phase of the training requirements for paraprofessionals involves a series of activities which will provide an introduction to the basic information and skills needed to perform the job.Because this Training Phase is required after signing a contract for employment, you may count the time on your time card.
12Phase II TrainingThese activities must be completed within 60 days of signing the employment contract (unless otherwise stated) and include the following:
13Phase II Training Activities The first activity in Phase II is called aSite Orientation Activity. It will be included in your Special Education New-Hire Packet. It is a checklist of activities to complete at the individual school (or schools) to which you have been assigned.You must complete this activity within10 days of the start date on your contract andsend a copy of it to the Department of Special Education at the District Office.
14Phase II Training Activities Phase II also requires you to attend a CPI (Crisis Prevention Intervention) Training. You will receive a notice through district mail informing you when you will need to attend this training. Eight hours are required for certification. The training will be held during school hours and you will be paid for the time.You will also be scheduled to attend the New-Hire Orientation presentation by the Human Resources Department which includes information on district policies and procedures.
15Demonstration and documentation of competency will be required. Phase III TrainingPhase III training is on-going throughout a paraprofessional’s career and provides additional modules to develop specific skills.Demonstration and documentation of competency will be required.Training will be delivered by various means, including technology-based presentations such as the one you are engaged in now, workshops, study groups, and peer coaching.
16Phase III Training Modules Phase III training modules will cover such topics as:1. Behavior Management techniques2. Understanding and implementing IEP goals3. Elements of Data Collection and Tracking4. Elements of Professionalism and Ethical Practices5. Building Rapport with students, teachers, and parents6. Goalview Scribe and File Management7. Dealing with medical issues8. Effective Practices in Education
17Phase IV TrainingPhase IV training is optional, but available for those who are interested in pursuing a teaching and/or endorsement credential in the area of Special Education.
18Now that you have seen an overview of the hiring and training requirements, we would like to show you a little more about what a paraprofessional is and what they do.
19What is a Paraprofessional? Paraprofessionals are to assist and support the teacher in delivering services to students with disabilities.
20The National Resource Center for Paraprofessionals (NCRP) definition of paraprofessionals is as follows:PARAPROFESSIONALS are school/agency employeesWhose positions are either instructional in nature or who provide other direct services to children and youth and/or their families.Who work under the supervision of teachers or professional practitioners who are responsible for a) the design, implementation, and assessment of learner progress, and b) the evaluation of the effectiveness of learning programs and related services for children and youth and/or their families (Pickett, 1989).PARAPROFESSIONALS are school/agency employees who assist and support teacher directed instruction (Gerlach, 2003)
21The role of a Paraprofessional …according to NCLBSPeNSE (Study of Personnel Needs in Special Education)…
22Paraprofessional Roles The following is cited in NCLB as appropriate roles for paraprofessionalsProviding one-on-one tutoring for eligible students;Assisting with classroom management (such as organizing instructional and other materials);Providing assistance in a computer lab;Providing support in a library or media center;Acting as a translator;Providing, under the direct supervision of a teacher, instructional services.
23Paraprofessional Roles The work performed by paraprofessionals will vary depending upon teachers’ expectations, paraprofessionals’ skills and experience, and job assignment.Paraprofessionals are primarily responsible for assisting and supporting teachers or other certified or licensed staff.
24Major Responsibilities Work as a teamBuild and maintain effective communicationMaintain student-centered supportive environmentsImplement lessons initiated by the teacher or related-service personnelAssess student needs and progress under teacher direction.
25Other important responsibilities Learn school policies and proceduresPerform assigned tasksSupport curriculum and instructionDeal with student behaviorWork with teachers and other supervisorsAssist students with special needsObtain training and professional developmentMaintain ethics and professionalism
26The Department of Special Education has designated the following paraprofessional positions: Resource ParaprofessionalSevere ParaprofessionalSpeech / Language ParaprofessionalMotor ParaprofessionalPreschool Paraprofessional
27The role of the paraprofessional may vary slightly, depending on which type of position they hold.
28Position Description Resource Paraprofessionals… assist students from kindergarten through high school who are considered to have mild to moderate disabilities, usually in behavior and academic areas such as math, reading, and written language.
29Position Description Severe Paraprofessionals… assist students from kindergarten through post high school who are considered to have more severe disabilities. Their disabilities are more obvious and they need more help with personal care, behavior and functional skills.
30Position Description Speech / Language Paraprofessionals… work under the direction of Speech and Language Pathologists, assisting in providing services to students who have problems such as speech, articulation, oral language, and written language.
31Position Description Motor Paraprofessionals… work under the direction of Occupational and Physical Therapists, assisting in providing “motor” services that may help students with moderate to severe physical disabilities increase their mobility, strength and flexibility.
32Position Description Preschool Paraprofessionals… assist children ages 3 to 5 years old who have been identified as having some sort of developmental delay at various district preschool locations throughout the county.
33Major Responsibilities of Teachers in supervising paraprofessionals Plan the tasks that paras will performDevelop schedules for parasAppropriately delegate responsibilities to parasMonitor the day-to-day performance of parasProvide feedback and on-the-job training to parasShare relevant information about para strengths and training needs to principals and district Department of SPED
34Other Important Responsibilities of Teachers Introduce the para to the classroomProvide clear instructions and complete informationAssign and delegate tasksDiscuss curriculum and instructionDiscuss student behaviorPromote training and professional developmentGive feedback and recognition
35The Principal’s RoleThe principal and/or other school administrators have the primary responsibility for:Recruiting, interviewing, and selecting paraprofessionals.Evaluating paraprofessionals and their supervising teachers.Promoting effective teamwork in the building and within teacher-paraprofessional teams.Take a leadership role in creating a school climate in which paraprofessionals have a professional identity.Provide an atmosphere of respect, recognition, and open communication.
36District SupportDesignated personnel in the district office have the primary responsibility for:Recruiting, screening, and hiring paraprofessionals.Developing appropriate job descriptions.Developing appropriate policies for the employment and training of paraprofessionals.Introduce paraprofessionals to district policies and procedures.Introduce paraprofessionals to professional organizations such as the National Education Association (NEA), American Federation of Teachers (AFT), and the Council for Exceptional Children (CEC)
37The Department of Special Education The Department of SPED will support the Teacher-Paraprofessional team by:Providing a clearly defined role.Meeting with all new teachers to make sure they understand their responsibilities in directing the work of paraprofessionals.Determine what local, state, and federal legal mandates exist for paraprofessional staff development and supervision.Providing professional development opportunities for paraprofessionals and those who supervise them.Design a professional development plan for paraprofessionals.
38and the types of students paraprofessionals assist More aboutSpecial Educationand the types of students paraprofessionals assist
39The Legal Definition of Special Education Special Education is specially designed instruction that meets the needs of exceptional children.This education may include specialized materials, carefully planned teaching strategies, and systematically designed learning environments.
40In the early 1970's, advocacy groups fought for comprehensive services for all children emphasizingthe worth and dignity of eachindividual.
41There are several types of disabilities that make students eligible for special education services. In all cases the disability must adversely affect educational performance.
42The various types of disabilities include: Autism-affecting verbal and nonverbal communication and social interactionCommunication Disorder-speech/language impairmentsDeaf/Blindness-combination of hearing and visual impairments
43Developmental Delay-deficits in physical, cognitive, communication, social or emotional or adaptive development
44Hearing Impairment/Disability-hearing loss Other Health Impairment-(could be heart conditions, leukemia, Attention Deficit Disorder, or other diseases)
45Emotional Disturbance-inability to maintain satisfactory relationships, inappropriate types of behavior, unhappiness or depression, or symptoms of fears, or inability to learn that cannot be explained by intellectual, sensory, or health factors
46Orthopedic Impairment-a severe impairment which adversely affects a student’s educational performance, including impairments such as clubfoot, absence of some member, poliomyelitis, bone tuberculosis, cerebral palsy, amputations, etc.
47Intellectual Disability-subaverage intellectual function with deficits in adaptive behavior
48Multiple Disabilities-combination of disabilities (ID with Orthopedic)
49Specific Learning Disability-processing problem that manifests itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculationsTraumatic Brain Injury-closed head injuries that adversely affect student’s educational performance
50Visual Impairments-impairment in vision that adversely affects educational performance
51Principles which guide the Special Education process: Student and parent rightsStudent and parent rights revolve around 3 basic concepts:ConsentParticipationConfidentiality
52Principles which guide the Special Education process: 2. Equal AccessThis means access to a free, appropriate, public education for all students regardless of their ability to participate in educational experiences.
53Principles which guide the Special Education process: 3. Right to ServiceThis principle asserts the right of a student with disabilities to receive services which promote growth towards increased independence and competence.
54Principles which guide the Special Education process: 4. Respect for DignityIt is the intent that students with disabilities be afforded the same degree of dignity and respect that is afforded other students.
55Principles which guide the Special Education process: 5. Least Restrictive Environment (LRE)This principle demands that each student with disabilities receive appropriate services in environments that promote interaction with non-disabled peers to the maximum extent possible to that student’s needs.
56The Special Education Process There are several steps in the process of how a student is identified as having a disability
57The Special Education Process Students go through a child-centered educational process to receive special education services.It is call “child-centered” because the major goal is to meet each student’s individual educational needs.
58The Special Education Process When a student is referred for consideration for special education services, the following steps are taken.Parents are asked if they consent to having the student tested.If so, a comprehensive individual assessment (testing) is completed, and parents have the right to be part of this process.Then a multidisciplinary team meeting is held at which time the parents are invited to participate.
59The Special Education Process If a student is eligible for and needs special education services, the following additional steps are taken.An individualized education program (IEP) is developed.The IEP is reviewed at least annually.Assessment data and eligibility determination is reviewed at least every 3 years.
60(Individualized Education Program) More about the IEP(Individualized Education Program)
61IEPThe IEP is based on the student’s current skills, abilities, and educational needs that were identified during the testing process.It describes:Which services the student needsHow the services will be provided
62IEPThe IEP must be developed before special education services can be provided.It must be implemented as soon as possible after it has been developed.
63IEPThe IEP includes measurable goals to enable the student to be involved and progress in the general education curriculum.
64IEPThe IEP also indicates if there are any “related service” needs as determined by testing.Related services may include transportation, occupational therapy, physical therapy, speech therapy, visual therapy, provision of adaptive equipment, etc.
65IEPExtended School Year services are indicated for certain eligible students.ESY services are individualized instructional programs that extend beyond the traditional school year (summer).Some paraprofessionals may be asked to work during ESY to assist in providing services to students.
66IEP Paraprofessionals play an important role in the IEP process. Not only do they assist in providing instruction to students, they will collect data and information that is crucial to teachers in making educational decisions regarding the students.
67Hopefully this presentation has helped you become more familiar with paraprofessionals, what they do,and how important they are.
68Now, please complete this short quiz Now, please complete this short quiz. It will help you provide documentation that you have viewed this presentation. You may refer back to the presentation if needed.Answer the questions and submit a copy to the WCSD Human Resources Dept along with documentation of meeting the minimum educational requirements (Associate’s Degree, 48 college credit hours, or a passing score on the ParaPro Assessment). Good luck !
69QuizInstructions:First, number your paper from 1 to 10.
70Quiz Question 1What is your full name and phone number?
71Quiz Question 2 Write “true” or “false” in response to: There are 10 Training Phases for paraprofessionals in the Washington County School District.
72Quiz Question 3 Write “true” or “false” in response to: This presentation is part of Phase I of paraprofessional training.
73Quiz Question 4 Write “true” or “false” in response to: The following is considered the paraprofessionals role or responsibility:“Work as a team”
74Quiz Question 5 Write “true” or “false” in response to: The following is considered the paraprofessionals role or responsibility:“Design a professional developmentplan for paraprofessionals”.
75Quiz Question 6 Write “true” or “false” in response to: The following is considered the paraprofessionals role or responsibility:“Implement lessons initiated by the teacher”.
76Quiz Question 7 Write “true” or “false” in response to: The following is considered the paraprofessionals role or responsibility:“Write IEP goals for students with disabilities”.
77Quiz Question 8 Write “true” or “false” in response to: The following is considered the paraprofessionals role or responsibility:“Deal with student behavior”.
78Quiz Question 9 Write “true” or “false” in response to: The following is considered the paraprofessionals role or responsibility:“Obtain training and professional development”.
79Quiz Question 10 Write “true” or “false” in response to: The following is considered the paraprofessionals role or responsibility:“Monitor day-to-day performance of teachers.”
80Answers your name False True What?... You didn’t think we’d provide the answers?