Working with The Individual Student Module Seven

Objectives The Participant will demonstrate an understanding of the role of the Paraprofessional as part of the educational team The participant will learn how to supervise, interact, and support a student in a one on one environment

Pre Test

Task I: Understanding Your Role as Part of the Team Question? Who Requires One on One Support? What is my purpose in this situation? Student identified as needing more individualized support and supervision Goal is to support the student in order for the student to learn to be Independent

Be Clear about whom you go to for information and instructions Who Is my Supervisor? Teacher Case Manager IEP Leader Coordinator Other Building Administrator Working together

The Individual Education Plan, IEP What Is it? The educational support plan designed by the educational team What does it contain? Typical IEP’s contain the following: Student’s identified diagnosis Goals and Interventions Delegations and methods of data collection

The Individual Education Plan, IEP Who Is on the Team? Parent(s) Educators Related service: Speech, Occupational Therapists Advocates Community Based Support Personnel

Why is the IEP important to Me? Determines the Student Goals and Objectives IEP determines what the student is to be working toward How these goals will be addressed Who is responsible for specific goals and interventions

Additional Questions Questions Be clear about who you go to for supervision and clarification Do I attend IEP and or Parent Meetings Who Communicates with the parents? Thoughts Before you begin, get answers Confirm with the supervisor Confirm with supervisor

Task Two: Get relevant background information Helps us gain insight to the students needs and strengths Assists in planning appropriate approaches and strategies Determine what methods of notation and data collection will be used Why it is important

Task Two: Background Information Continued: Is there a history of behavioral/social issues? Is there a behavior plan to follow? How do I best respond? What Training or additional information do I need?

Task Two: Background Information Continued Are there known triggers, ( events, people, subjects or other things) that may escalate the student?

Please review the following Behavior Plan Insert a link here ( C behavior support plan)

Behavior Plan Questions What are C’s triggers? What are suggested approaches How will data be collected

Other Relevant Information Toileting Medication Feeding

Task Three: Be clear about what is expected of the student Areas of emphasis: Schedule/routine How to transition How to ask a question How will the student know he is on task?

17 Sample Student Schedule 8:00 Arrival of bus to front of school 8:10 1rst period through 3rd period in Special Ed. Classroom 11:15 4th period lunch with general population in cafeteria 12:10 5th period (general ed PE class) 1:05 6th period (general ed History class) 2:00 7th period Special Education Classroom 2:50 Dismissal 3:00 Bus departs

Revisit CHAMP’s format to guide your expectations: Conversation Help Activity Movement Participation You may need to develop CHAMP’s guides for multiple tasks and environments

CHAMP’s Expectations for Individual Students Sheet Insert Work Sheet from Page 189

Task Four: Interact productively with the student Relationship is the key to success Positive approach can influence the attitude of the student Be consistent and predictible

Task Four: Interact productively with the student How to Do It: Help the Student Succeed with Academic goals Apply intervention strategies highlighted in the IEP and Support plans Balancing assistance and dependence

Task Four: Interact productively with the student Hurdles that may impede success Organization Pacing Ignoring signs of frustration and fatigue Over control

Task Four: Interact productively with the student Organization Structure the work space Teach visually and orally Allow time for processing Prompts and encouragement

Task Four: Interact productively with the student Reminder: The goal is for the student to leaner to be independent Not dependent

Task Four: Interact productively with the student We need to model how to meet expectations Often we assume the student knows how to respond or act, often they do not STOIC model may be helpful

STOIC Structure for Success Teach expectations Observe and monitor Interact positively Correct misbehavior fluently Dr. Randy Sprick and Dr. Mickey Garrison Interventions: Evidence based behavioral strategies for Individual students, second edition, 2008

Task Four: Interact productively with the student Build a Positive Relationship with the Student Listen attentively Acknowledgement of student’s interests Positive greetings and words of encouragement

Task Five: Interact appropriately with the student’s family First, find out from your supervisor if you are to have direct contact with the student’s family. If yes consider the following:

Task Five: Interact appropriately with the student’s family Names of family members and relationship to the student Custody or legal issues? Cultural expectations?

Task Five: Interact appropriately with the student’s family How do I make my first contact with the family? What is the frequency of my contact? (E.g. daily, weekly) Is there a communication form and where do I find it? Does my supervisor also get a copy of the communication form?

Task Five: Interact appropriately with the student’s family What do I do if… Parent has a concern or request Communication form is not being completed at home Other Who do I inform Refer to supervisor

Task Five: Interact appropriately with the student’s family When communicating with the family, remember to demonstrate respect and professionalism Remain nonjudgmental If you have a question or concern; notify your supervisor for guidance

Post Test