1. Standard # 1 Special Education Paraeducator Credential of Competency
Foundations of Special Education October 23, Special Education Paraeducator Afterschool Videoconference
Standard # 1
Special Education Paraeducator Credential of Competency
This is the first presentation in a videoconference series designed specifically to help paraeducators build the knowledge and skills needed to obtain the Special Education Paraeducator Credential of Competency, available through the Pennsylvania Department of Education, Bureau of Special Education. Content for the two-year series will be aligned to the ten performance standards listed in the Special Education Paraeducator Standards for Practice: Competency Assessment Checklist. Each session will concentrate on one standard. The first session focuses on the skill and knowledge areas of Standard #1: Foundations of Special Education. These skill and knowledge areas are:
K1 Purposes of programs for individuals with exceptional learning needs.
K2 Basic educational terminology regarding students, programs , roles and instructional activities.
Attending this videoconference will provide participants with information on these two knowledge areas and allow them to achieve these two areas on their Competency Checklist.

2. Email Your Questions to:
This is the question address. Questions that are ed to this site will be answered during the session or after.

3. Technical Difficulties
Call the V Span Trouble Number:
Participants are urged to find the technical consultant who is in charge of their site if contact is lost with the videoconference host site. If that technical person is not available, participants should call the above number for assistance in reconnecting with the host site.

4. Local Policy
Your local district’s or agency’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!
This is a disclaimer that refers participants to their local district policies for the final word on paraeducator duties and responsibilities since there is a wide variance between districts across the Commonwealth.

5. Agenda Introduction and learner outcomes
What makes a special education paraeducator “highly qualified?”
The Credential of Competency and the purpose of this series
Basic special education terminology
These are the first four parts of the agenda.

6. Agenda (cont’d) Purposes of programs for students with special needs
Brief history of special education
Current legal protections for students with disabilities
Roles and responsibilities of paraeducators and teachers
Wrap-up
These are the final three parts of the agenda.

7. Learner Outcomes Participants will:
Describe what makes a special education paraeducator “highly qualified.”
Examine the Special Education Paraeducator Credential of Competency and how to achieve the 10 standards
Discuss purposes of programs for individuals with exceptional learning needs.
The first three learner outcomes are as listed on this slide:
Participants will:
Become familiar with what makes a special education paraeducator “highly qualified.”
Be aware of the Special Education Paraeducator Credential of Competency and how to achieve the 10 standards.
Be aware of the purposes of programs for individuals with exceptional learning needs.

8. Learner Outcomes (cont’d)
Participants will:
Describe basic educational terminology regarding students, programs, roles and instruction.
Become familiar with laws and regulations for special education students.
Examine roles and responsibilities paraeducators and teachers in support of students with disabilities.
The final learner outcomes are:
Participants will:
Know and understand basic educational terminology regarding students, programs, roles and instruction.
Become familiar with laws and regulations for special education students. .

9. Highly Qualified Personnel
The SEA must establish and maintain qualifications to ensure that personnel are appropriately and adequately prepared and trained, including that personnel have the content knowledge and skills to serve children with disabilities
Before we get started with the foundations of special education, we want to discuss why we are providing this training series. In the next several slides, we will discuss what the term “highly qualified” means, what it may mean for you as a paraeducator, and how you can obtain the Special Education Paraeducator Credential of Competency.
Explain that SEA stands for State Education Agency and in PA that means the Pennsylvania Department of Education.
Excerpted from CRS Report – P.L continues to mandate that states require qualifications “to ensure that personnel necessary to carry out this part are appropriately and adequately prepared and trained” and adds that personnel serving children with disabilities have “content knowledge and skills to serve” those children (§612(a)(14)(A)). These qualification requirements “shall ensure that [all special education teachers in the state are] highly qualified by the deadline established in section 1119(a)(2) of the Elementary and Secondary Education Act of 1965” (§612(a)(14)(C)). The ESEA requires states to ensure that all teachers of “core subjects” are highly qualified by school year Note that the IDEA modifies the definition of “highly qualified” for special education teachers to apply to all special education teachers, not just to those teaching core subjects. In addition, the definition extends this deadline for certain new special education teachers who teach more than one core subject.

10. Highly Qualified Personnel
The SEA must have qualifications for related services personnel and paraprofessionals that:
Are consistent with state-approved or state-recognized certification, licensing, registration or other comparable requirements that apply to the professional discipline
Ensure that such personnel who deliver services in their discipline or profession meet the above requirements and have not had certification or licensure waived
P.L adds a subparagraph dealing with the qualifications for paraprofessionals and providers of related services, which is similar to provisions in the 1997 IDEA except that the current law removes language related to standards that “are not based on the highest requirements in the State.” P.L §612(a)(15)(B)(ii).
Related service personnel and paraprofessionals must have state-approved or state-recognized certification, licenses and other professional requirements that are current and have not been waived.

11. Highly Qualified Personnel
What does this mean for paraeducators in PA?
In Pennsylvania, what constitutes a “highly qualified” special education paraeducator has currently been left up to each Local Educational Agency or LEA (school district, IU, charter school etc.) Some have chosen to give a test and require a certain score. Some require paraeducators to attend classes held in the district or IU or at a local community college. Some require 2 years of college or an associates degree. Some are using the PSSSA portfolio. Others are requiring their paraeducators to achieve The Special Education Paraeducator Credential of Competency that is being offered through the PA Department of Education, Bureau of Special Education. We will talk about this Credential in a few minutes.

12. Paraeducator Credential of Competency
One way for LEAs to prove highly-qualified status
Look at Handout #1

13. Special Education Paraeducator Credential
Credential available through the PA Department of Education, Bureau of Special Education
10 Paraeducator Standards for Practice have been established in PA
Essential skills and knowledge have been identified within each standard
Credential is VOLUNTARY
A Credential of Competency for Special Education Paraeducators in PA is a completely voluntary program for paraeducators and school districts who wish to participate. So if you choose to pursue the credential it will be for your own personal development. However, with the increasing requirements for paraeducators from the federal government it is quite possible that you will at some point be expected to meet some specific requirements in the future. Attaining this certificate should put you ahead of the game.
When a special education paraeducator has completed the Competency Assessment Checklist, and a school district/ IU / MAWA administrator has attested to the demonstration of the paraeducator’s competence in each of the ten standard areas, the paraeducator may submit the document to the PA Dept of Education (to the attention of Shatarupa Podder, PA Coordinator for CSPD). This information is on the first page of The Checklist.
Upon review and approval of the submitted documents, the paraeducator will be issued a Credential of Competency for Special Education Paraeducators in PA.
The PA Paraeducator Standards for practice are based on the performance based standards for special education paraeducators developed by the Council for Exceptional Children (CEC). CEC has also identified knowledge and skill statements that correspond to each of the standards.
The Bureau of Special Education, PA Department of Education is endorsing the use of these ten performance based standards and their corresponding required knowledge and skills. These define the basic content for the initial preparation and practice of special education paraeducators.
The paraeducator folder you received this morning contains a Competency Checklist and also two pages that make up a Paraeducator Professional Development Plan. We’ll be referring to this during this overview session, so please get them out.

14. Competency Assessment Checklist
Means of documenting competencies required for Paraeducator Credential
Supervisor verifies achievement of items on the checklist
Once all competencies are achieved, paraeducator may apply for the credential
We have looked at the skills and knowledge for each standard that make up the Competency Assessment Checklist on pages This checklist is what you use to document achievement of the knowledge and skill competencies required to receive PDE, BSE’s Paraeducator Credential.
Your supervisor must verify achievement of each item on the checklist before application for the credential can be submitted. Once it is completed it can be mailed to the address on the first page of the handout.
You are expected to keep your own document and have sections filled out as they meet the requirements of each standard. The credential can be downloaded from the PaTTAN website if a clean copy is needed.

15. Paraeducator Folder (Including Credential of Competency Checklist)
To order:
Carol Bergman
x 271
This is the address where you can order a paraeducator folder that includes a Credential of Competency Checklist.

16. Standards for Practice
1 Foundations of Special Education
2 Development & Characteristics of Learners
3 Individual Learning Differences
4 Instructional Strategies
5 Learning Environments and Social Interactions
Let’s turn to page two of the Competency Checklist. It contains the performance-based standards that have been defined by the Council for Exceptional Children as being important for paraeducators to know and be able to do.The standards are broken down into knowledge and skill areas that are also listed in the checklist. Each standard has its own page or series of pages with the knowledge and skills below it.
Let’s look at the first five standards from CEC shown here.
You can see that the first five standards begin with the foundations of special education. Look on page 6 where Foundations of Special Education is broken down into its component skills and knowledge. Foundations of Special education has two knowledge components : K1 which is purposes of programs for individuals with exceptional learning needs and K2 Basic educational terminology regarding students, programs, roles and instructional activities. The second standard addresses how children learn. It is on page 7 and has one knowledge component : effects an exceptional condition can have on an individual’s life. Standard three is individual learning differences and on page 8 you can see the knowledge and skill areas involved.The fourth standard addresses instructional strategies that should be used to deal with learning differences and the fifth standard covers learning environments and social interactions.

17. Standards for Practice
6 Language
7 Instructional Planning
8 Assessment
9 Professional and Ethical Practice
10 Collaboration
The last five standards for practice address language, instructional planning, assessment, professional and ethical practice and collaboration. We can look at each of these standards and see the knowledge and skills that have been assigned to each by paging through the Competency Checklist.

18. Competency Assessment Checklist
Each standard has a separate page that
includes:
Checklist of essential knowledge and skill competencies applicable to that standard
Employee demographic information
Method used to achieve competency
Level achieved for each competency
Date achieved/supervisor certification
Refer to Competency Assessment Checklist in the participant handouts
Directions for completing the checklist: (pages3-4 of handout)
Complete employee information for each standards page.
2. Indicate method used to achieve each competency in the C-I-D-P (class, interview,
observation/demonstration, portfolio) column.
3. Supervisor would indicate the achievement level in the E-I-A column (entry, intermediate, advanced).
4. Indicate the date the supervisor is signing off the competency.
5. When all competencies in a standard have been completed, the Supervisor signs in space
provided at bottom of page to certify that the requirements have been met.
See Competency Checklist, pages 3- 4
Trainers will use document camera and two documents:
1) Competency Checklist , page 14 (standard 9) blank
2) Competency Checklist , page 14 (standard 9) with sections filled-in by hand
Trainers can walk the participants through the sections of the charts while they look at the hard copies in their packets. Use a marker to fill out one or two of the K&S sections on the blank as you talk through the directions. Then show the finished page so they can see what a completed page would look like.

20. Achieving Competencies
Knowledge and skills may be achieved at one of these levels:
Entry
Intermediate
Advanced
Each knowledge and/or skill competency can be achieved at the entry, intermediate or advanced level.
In order to qualify for the Paraeducator Credential, paraeducators must reach at least entry level for each knowledge and/or skill competency for each standard as verified by their supervisor.  Paraeducators may choose to achieve a higher level (intermediate or advanced) to increase their knowledge base and improve their skills in working with students and interacting with other team members.
As the paraeducator begins the process of obtaining the credential, it is recommended that he/she meet with the supervisor to discuss a plan to meet the requirements of achieving the competencies.
In a few minutes we’ll also talk about how entry, intermediate or advanced achievement might look, but the ultimate determination rests with the decision of your supervisor.
Let’s turn to the Competency Checklist Pages 3 and 4 and discuss each method of achieving a competency and the levels of achievement.

22. Achieving Competencies
Competencies may be achieved through one of four methods:
Class/In-service Training
Interview
Observation/Demonstration
Portfolio
Paraeducators can achieve the competencies through one of these four methods: Class/In-service Training, Interview, Observation/Demonstration or Portfolio. We’ll talk about each of these methods in detail in a minute.

24. Class/In-service Training
Paraeducator has documented attendance
and met requirements of the class/in-service
training approved by district/IU
Entry—successfully completed the course and/or training
Intermediate—action plan developed for application in job situations
Advanced—action plan implemented and submitted to supervisor for review
Let’s look now at the methods. The first is class or in-service training.
Each training in this PaTTAN series will have the skill and knowledge areas listed to clarify which are being addressed.
Many other trainings that paraeducators attend will also count toward meeting requirements for these competencies —it will be up to the paraeducator and his/her supervisor to look over the competencies and identify which skill and knowledge areas have been addressed at those trainings.
For the class or in-service method, entry would mean successfully completing the training and staying for the entire session. Intermediate achievement might mean drafting an action plan to show how you would use what you learned in your classroom and advanced mean using that action plan and implementing it in your classroom with review by your supervisor.

25. Interview When interviewed by the supervisor, a
paraeducator responds to questions related
to knowledge and skill competencies
Entry—describes basic knowledge and
skills with limited evidence of application
Intermediate—describes application of knowledge and skill competencies in job situations
Advanced—describes application of knowledge and skill competencies to job situation and describes how adaptations
could be created to meet student needs
In the interview method of achieving competency, the paraeducator will schedule a meeting(s) and should sit down with the supervisor to discuss those knowledge and skill areas that the paraeducator is currently working toward, with the intent of showing he/she has gained adequate knowledge to achieve entry, intermediate or advanced level n those areas.
Supervisor will develop questions about skills and knowledge areas in order to conduct the interview.
See how entry level achievement means providing responses to supervisor questions with very little use of the skill or knowledge in the classroom. Intermediate achievement might show an application of the competencies in job situations and advanced would show, not only an application of the skill, but also how the application can be adapted to meet individual student needs.

26. Class Observation/Demonstration
When observed by the supervisor in the
classroom or a simulated situation,
paraeducator employs knowledge and skill
competencies
Entry—performs job duties using basic knowledge & skills requiring some coaching to apply in job situations
Intermediate—sometimes applies knowledge & skill competencies while performing duties in job situations
Advanced—consistently applies knowledge & skills and adapts to meet student needs across all educational settings
In many cases, these classroom observations will be pre-arranged by the paraeducator.
If however, the supervisor has observed the competencies during routine classroom work of the paraeducator, he/she may verify the competency achievement without a more formal observation.
The supervisor and the paraeducator should, in either case, meet and discuss the competencies after the observation.
Again, let’s look at how the different levels of achievement might look for the class observation or demonstration. Entry level would mean that some coaching might be needed in the job situation and intermediate level would mean that the skill or knowledge is used on occasion. Advanced would require that you use the skill or knowledge consistently to meet the needs of your students.

27. Portfolio Paraeducator submits to supervisor a predetermined
collection of products related to the knowledge and
skill competencies
Entry—products meet minimum of predetermined requirements reflecting basic understanding of knowledge and skill competencies with limited application
Intermediate— products meet predetermined requirements and include examples of application of knowledge and skill competencies to job situations
Advanced—products exceed predetermined requirements and include examples of application and adaptation of knowledge and skill competencies to job situations
The paraeducator who is considering building a portfolio should meet with her supervisor before she begins in order to discuss the process and which items should be included in the portfolio.
These could include documents, forms or products.
Examples of items that might be included in a portfolio are:
-Samples of data collection tools the paraeducator has used to collect data for the teacher(s)
-Study guides and other classroom materials that the paraeducator uses to assist a student organize information
-Summary of research on a specific topic
-Completion of forms provided in the tools packet to assist in gathering information regarding roles and responsibilities of the paraeducator.
Entry level of performance would be a portfolio with contents that meet a minimum of predetermined requirements and advanced would be portfolio that exceeds predetermined requirements with many examples of application.

28. Note!
Not all of the skill and knowledge areas can be achieved by attending classes. Some must be demonstrated within your work setting.
Some of the checklist areas, especially in the skills areas, cannot be achieved by attending a class. By the nature of being an acquired skill, some will have to be demonstrated through an observation or described through an interview. Let’s take a look at several examples of skills that couldn’t be achieved by just sitting though a class.

29. Example The following need to be demonstrated:
S1 Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives
S2 Use strategies as directed to facilitate effective integration into various settings
Here are two examples of skills that would need to be demonstrated. Any skill that begins with the verb: Use, Demonstrate, or Show would need to be verified through a demonstration or interview.

30. Paraeducator Development Plan Menu (to be used in conjunction with Paraeducator’s Personal Development Plan)
Directions: This menu is a tool for you to use as you progress through the Paraeducator Course. Whenever you come across topics about which you would like more information, place a checkmark next to the topic and indicate in the Notes column any specifics (for example, in #1 indicate which disability). For each topic checked make an entry in the Paraeducator Personal Development Plan. 3
Topics
Notes
1. Characteristics of the Disability
2. Instructional Strategies
3. Lifting
4. Feeding (food issues)
5. Toileting
6. Assistive Technology and Adaptive Equipment
7. Orientation and Mobility
8. Transportation
9. Sign Language
10. Behavioral Strategies
11. Data Collection
12. Job Coaching
13. Restraint Techniques
Confidentiality
15. Socialization Issues
16. Communication Issues
17. Safety Issues
18. Sensory Impairment
Early Intervention
20. How to be a “Shadow” in a Child Care Center
21. Basic Educational Terminology
22. Other
23.
24.
25.
A paraeducator personal development guide is included at the end of the Credential Checklist on pages 16 and 17 of the handout.
Participants should use this guide to record any areas of this training where they would like additional information or more specific information that is geared to the special needs of the students with whom they work.
Many topics relating to special education will be covered during upcoming videoconference trainings that will be held during this coming school year and perhaps into the summer.
There is a wide variety of experience and knowledge levels at this training and paraeducators are all working in very different settings with different types of students.
There may be specific topics paraeducators would like to get more information about regarding how to become a more effective member of their educational team or just as a matter of personal interest.
This form is one way to make a plan to get that information. It is for paraeducators’ own personal use. It will not be used as an assessment device to evaluate them.
Paraeducators may wish to check areas of interest on the Development Plan Menu and add any notes they like during their training sessions. We will give paraeducators some time at the end of our training days to fill out the Paraeducator Development Plan as their professional/personal needs dictate.

31. Paraeducator Development Plan
What topics do I need to know more about for my job?
Where can I get the information/training?
What action steps am I going to take?
When will I complete this?
Continuation of Personal Development Plan to be done at end of any training days. This is an action plan to help participants and their supervisors find ways to get information that is needed.

32. Standard #1 Foundations of Special Education
Now we are going to begin our presentation that will cover the content necessary for you to achieve the knowledge areas under Standard #1: Foundations of Special Education.

33. Activity Then and Now Have the participants take out handout # 2.
Ask them to work in pairs or small groups.
Have them think back to when they were coming up through school – whether it was in the 40’s, 50’s, 60’s, 70’s or later and consider the questions on the handout. Have them write down their answers to the items.
What did school look like when you were a student? type and location of building - How were classrooms set up? (desks, tables, rows, groups)
What was the make – up of the student body? (homogeneous, diverse)
Did people with disabilities come to school?
If so, how did they receive instruction? Were they in special education classes? Were they in the same building? Same classes as general education students?
Did you see people with disabilities working or interacting out in the community?
What was the general attitude towards people with disabilities?
Did you personally ever interact with someone who had a disability ?
Now think about these questions as they related to school today.
Is anything different?
You bet!
Share out some of the answers.

34. Activity What is the purpose of education?
What is the purpose of education for
people with disabilities?
Now, have participants take one minute to list ideas about the purpose of education? What is the goal of education?
Then have them discuss their ideas for a minute or two with a partner or small group.
Share out some ideas from the group.
Now have the participants consider the purpose of education for people with disabilities? Is it the same? Is it different? If different, what might be different?

35. Special Education Terminology
Look for these Acronyms.
Jot down what they stand for on this page:
FAPE-
LRE-
BSE-
PDE-
IEP-
Special Education is full of acronyms and jargon. The acronyms on this slide are used many times in this presentation. When you see or hear one of the acronyms pictured, write what it stands for on your notes page. The next two slides show an acronym card of special education terms that is available on the PaTTAN website ( or can be ordered from PaTTAN King of Prussia by ing Carol Bergman at .

36. "Education ABCs" Card
A copy of the acronym/abbreviation card is included in handout #3.

37. Education ABCs Card Ordering Information

38. Foundations of Special Education
Brief History of Special Education
Current Legal Protections for Persons
with Disabilities
Roles and Responsibilities of Paraeducators
In this next section we are going to talk about the historical, legal and philosophical foundations of special education.

39. Brief History of Special Education
Prior to 1940’s
People with disabilities were excluded from society
Considered unable to learn
1940’s ’s
General shift in society’s attitudes toward people with disabilities
Parent advocacy groups developed
Civil rights movement\
1970’s to the present
Increase in number of court cases
Many new laws passed
Shift towards philosophy of inclusion
Prior to 1940’s
People with disabilities were segregated from society, excluded from public education, placed in institutions for long-term custodial care, considered unable to learn or benefit from educational programs, not valued members of the community and referred to as crippled, idiotic, feeble-minded, insane.
1940’s, 1950’s and 1960’s
Parents began to question whether placing their child with a disability in an institution for long-term custodial are was the only or best option. Many decided to keep their children home and educate them in local settings.
Civil Rights Movement – change in laws and attitudes regarding discrimination against minorities.
Brown v. Board of Education Landmark court case revoked separate but equal doctrine.
There was a gradual shift in attitude by the public and professionals toward the view that people with disabilities are capable of growth and development. Given appropriate educational and community opportunities they can learn skills to become valuable, contributing members of society. The concept of normalization took root at this time also.
This period also saw the growth in development of parent support and advocacy groups such as the Assoc. for Retarded Citizens, Learning Disabilities Association and the Autism Society of America to help parents and families deal with common issues and concerns and gain services for their children.
1970’s to the present
This time period saw a boom in creation of new laws and many court cases were heard regarding persons with disabilities – Two examples are:
1972 PARC (Penn. Assoc. for Retarded Children) v. Commonwealth of PA
1975 – The Big One. P.L – Education for All Handicapped Act
– if you are interested in this sort of information- please refer to the handout and noted resources.
There was a shift to the belief that students with disabilities learn more appropriate and functional skills when they are educated (included) with their non-disabled peers in age-appropriate classrooms in their local schools. Not only would having interaction with non-disabled peers be beneficial for disabled students, but there would be a benefit for the non-disable peers through decreased stereotypes and development of relationships among non-disabled and disabled peers. This philosophy is supported in current legal protections provided for children with disabilities and their families.

40. Current Legal Protections for Persons with Disabilities
Individuals With Disabilities Education Act of 2004 (IDEA ’04)
Section 504 of the Rehabilitation Act of 1973
Americans with Disabilities Act (ADA)
There are three major laws that currently serve as the main protections for students with disabilities (and their families) These are laws that school districts receiving federal funds and educators are required to follow. These are listed on your slide. We will be talking about each of them in more detail.

41. Legal Protections for Persons with Disabilities IDEA ’04
Individuals with Disabilities Education Act (IDEA) – 1990, 1997
Free Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE)
Gaskin Settlement Agreement
Individual Education Plan (IEP)
Special Education Process
The first law is the Individuals with Disabilities Education Act or IDEA
Originally P.L Education for All Handicapped Act. In 1990, the original law was renamed the Individuals with Disabilities Education Act (IDEA). The updated law places emphasis on educating children and youth with disabilities within the general education curriculum, and it strengthens the rights of families to be an important part of the educational team. The new IDEA requires that schools must provide regular reports of a child’s progress toward the annual goals and objectives to parents, at least as often as reports are given to parents of non-disabled children. Individuals with disabilities are to be included in statewide assessment procedures to ensure program accountability. Individual Education Programs (IEPs) are also required to address behavioral issues and assistive technology needs. Additionally, the new IDEA regulations provide specific discipline procedures for students with disabilities.
Many students were not prepared for life after school. IDEA was reauthorized to ensure that parents and students are more involved in planning the student’s educational program and planning for the future.
Three important aspects of the law are:
Provision of a Free Appropriate Public Education or FAPE in the Least Restrictive Environment (LRE) through an Individual Education Program (IEP). This means that all children regardless of their disability have the right to receive public education to meet their needs free of charge in an educational setting that is as close to the regular classroom setting they would have attended had they not had a disability. The type of educational services that will be provided for a student with a disability is outlined in an Individual Education Program. The program and services provided is determined by an IEP team generally on an annual basis.
The team must follow a set process in order to determine if a child is eligible to receive special education services and what those services will look like. We will discuss this Special Education Process briefly. Next slide.

42. FAPE in the LRE IDEA ’04: What It Requires
FAPE (Free Appropriate Public Education)
Special education and related services
Provided at no expense to parents
To students who qualify for special education
In an IEP developed by a team
Included in IDEA is the right to a free appropriate public education (FAPE) for every child eligible for special education. A free appropriate public education describes what the public education system must provide. This means that special education and related services are provided to those children who meet special education qualifications at no expense to their parents.
Special education means services like individualized instruction using different materials or techniques than are used for most students in regular classes. Related services include such things as speech therapy or physical therapy. Students must have a disability and need special education to qualify.
Services are written in a plan called an Individualized Education Program (IEP). A team of educators and the child’s parents meet to write this program, which is based on each child’s individual needs. Students must be provided a free appropriate public education in the least restrictive environment.
Importance to Paraeducators:
Paraeducators contribute important information to the IEP team whether they participate in the actual meeting or not.
The special education and related services may include services provided by a paraeducator such as additional drill and practice or individualized reinforcement of a concept that was taught in a large group setting.

43. FAPE in the LRE LRE (Least Restrictive Environment)
IDEA ’04:
What It Requires
FAPE in the LRE
LRE (Least Restrictive Environment)
Students eligible for special education will be educated with students who are not disabled
The regular education class must be considered first
Supplementary aids/services help students be successful
Least restrictive environment (LRE) means that children eligible for special education are educated as much as is appropriate with children who are not disabled.
Special classes, separate schooling, or other removals of children who are eligible for special education from the regular educational class or school occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be done satisfactorily.
This means that the IEP team, the team that decides what services a student receives and then decides where those services will be delivered, must first consider the regular classroom.

44. The Gaskin Settlement Agreement
Class Action lawsuit from 1994 focused on LRE
Goal is to ensure that IEP teams look at placement in regular classroom with supplementary aids and services before considering a more restrictive placement.
Activities are designed to increase the capacity of school districts to support students with special needs placed in regular classrooms
Least Restrictive Environment is a special focus of the Pennsylvania Department of Education, Bureau of Special Education because of a formal resolution of a class action suit called the Gaskin Settlement Agreement. This resolution was made between the Pennsylvania Department of Education and a group of families and advocacy organizations who filed a class-action lawsuit against PDE on behalf of a group of children with disabilities. In the Settlement agreement, PDE agreed to make systemic changes pursuant to its general supervisory role over special education including:
Developing materials to be displayed in all public schools that show all children are welcome.
Providing increased professional development for teachers and other school personnel.
Expanding information and training that supports parents of children with disabilities.
Ensuring that IEP teams determine the appropriateness of implementing IEP goals in regular classrooms with supplementary aids and services.
Providing a single plan for a student with a disability who also qualifies for gifted support
Modifying portions of an IEP or annotated IEP to provide more information related to students participating in regular education
Clarifying complaint resolution and investigation procedures
Monitoring of LRE requirements to ensure that districts comply with federal and state laws related to student placement,
Establishing an LRE advisory panel of parents, advocates and educators to review system-wide progress in the delivery of instruction to students with disabilities in regular education classrooms.

45. Individualized Education Program (IEP)
IDEA ’04:
What It
Requires
Describes FAPE in an IEP
Sets annual goals
Progress monitoring to ensure adequate progress
Identifies specially designed instruction and accommodations to help student be successful
IDEA ’04 demands that students who qualify for special education have a written plan (called an IEP) that outlines all of the services they will receive. This plan describes their free appropriate public education.
Importance to Paraeducators:
IEPS are very important to paraeducators because they contain a description of a student’s program, and many duties that you perform as a paraeducator are directly related to this description.
You collect progress monitoring data because the annual goals in a students IEP are monitored by looking at the data you collect. This progress monitoring information that you collect is used by teachers to tell parents about the progress their child is making. It is used to help teachers decide if the ways they are teaching are working, or if they need to make some changes in methods they are using or the materials they are using.
Specially designed instruction is also described in each child’s IEP. This instruction is what make special education “special.”
Paraeducators often support specially designed instruction. Specially designed instruction means such things as:
More repetitions
Small group instruction
Additional drill and practice
Modified testing

46. IEP Specially Designed Instruction
IDEA ’04:
It Requires
A special education professional such as a special education teacher, speech therapist or physical therapist always is involved in providing these services or consulting with a regular educator or a paraeducator to supervise the provision of these accommodations.
Turn to your neighbor and take a minute to discuss which of these accommodations are used in your classroom and who is providing them to the student.
Special Educator

47. IDEA Legal Protections
The Special Education Process
Evaluation
Referral and assessment
Evaluation Report
Determination of eligibility
IEP Development
Annual goals and short-term objectives
Specially designed instruction
Ongoing assessment and progress reporting
IEP Review
Reevaluation
Every three years (two years for MR and EI)
Let’s take a few moments here to look at the special education process. The process guides how we determine which students are eligible to receive special education services, what services will be provided, how to evaluate progress and what documents need to be completed. This process has an effect on us in our educational settings everyday.
There are many detailed procedures and documents that need to be completed throughout this process in order for school districts to comply with state and federal regulations regarding special education. We will not go into those here, but will only give you an overview at this point. More detail about the special education process will be provided later on in this series. Do a very quick overview of each bullet.
Evaluation
There is a process to follow when a student is thought to possibly have a disability and be in need of special education services. A student may be referred for an evaluation by the parent or school. ( give an example)
Evaluation is performed following parental consent by an evaluation team which usually includes a school psychologist, teachers and other appropriate professionals as well as the parents.
A determination is made whether a child has a disability, what that disability is, what the child’s strengths and needs are, if the child requires specially designed instruction and if that child is eligible to receive special education services.
IEP Development
After it is determined a student has a disability and is in need of SDI(adaptations or modifications to instructional materials or activities), a designated IEP Team – including the parents meets to develop an Individualized Education Program for that child. Students age 14 or older should be invited to participate in the development of their IEP.
The IEP outlines what services will be provided, the educational goals and objectives and specific specially designed instruction,accommodations and assistive technology. These goals should be achievable within one year’s time.
Ongoing assessment of student progress occurs as outlined in the IEP and reports of progress to parents should be at least as often as for regular education students.
The IEP is reviewed and revised by the IEP team at least annually and more often as necessary.
Reevaluation occurs at least every three years ( every 2 years for MR students as required under the PARC consent decree and two years for Early Intervention) to determine continued eligibility and need for special education services. Reevaluation may occur more often as need.

48. How Students Qualify IDEA ‘04 Must have 1 of 13 disabilities
Must need specially designed instruction (later written in an IEP)
This slide describes how students qualify for IDEA ’04 services that we call special education. Students must fit into one of the 13 disability categories that we’ll look at on the next slide. The student must also need specially designed instruction that is described in that student’s Individualized Education Program or IEP. Specially designed instruction are those methods or materials that go beyond what the majority of students receive in regular education.

49. Disability Categories
IDEA ‘04
How Students Qualify
Disability Categories
Autism
Deaf-blindness
Deafness
Emotional disturbance
Hearing impairment
Mental retardation
Multiple disabilities
Orthopedic impairment
Other Health Impairments
Specific learning disability
Speech/language Impairment
Traumatic Brain Injury
Visual impairment
Just to refresh your memory, this is a list of the 13 disability categories under IDEA ’04 and Chapter 14. In order to qualify for special education under IDEA ‘04, a student must have a disability in one of these categories AND need specially designed instruction, not just reasonable accommodations provided in the classroom. These disability categories are very clearly defined in IDEA ’04 and the federal regulations. We have included those definitions in your handout package labeled Handout #4 if you are interested in reviewing them.

50. Section 504 and Chapter 15 How students qualify What they require
How they are different from IDEA ’04
Accommodations in the regular class
Now we are going to discuss exactly what Section 504 and Chapter 15 are. We’ll take a look at how children qualify for Section 504/Chapter 15 services.
We’ll spend some time talking about the differences between IDEA ’04 and Section 504.

51. Description Section 504/ Chapter 15
Section of the Rehabilitation Act 0f 1973
Prohibits discrimination based on disability
Applies to all entities that receive federal dollars
Chapter 15 = PA regulations
Section 504 refers to that section of the Rehabilitation Act of 1973
It is a Civil Rights Statute (another word for law) that applies to all agencies or entities that receive any federal dollars like school districts and intermediate units. The Rehabilitation Act covers all aspects of living and working. As a civil rights law, it prohibits discrimination based on many things including disability. Section 504 refers to discrimination in education.

52. How Students Qualify Section 504/ Chapter 15
Disability that substantially limits participation in, or access to, school programs
Not necessarily one of the 13 IDEA ’04 disabilities
This slide describes how students qualify for Section 504 services. Students must have a disability that substantially limits their access and participation in school. This disability is not necessarily one of those 13 disability categories that are described very clearly in IDEA ’04.

53. How Students Qualify Section 504/ Chapter 15
Needs can be met by reasonable accommodations in regular classrooms
Specified in 504 Plan/Service Agreement, not an IEP
Besides having a disability that limits participation in school programs, students who qualify for Section 504 services must have needs that can be met by reasonable accommodations in the regular classroom that are provided by the regular education teacher. There is not a need for specially designed instruction delivered by a special education teacher or service provider.
Services are described in a document called a Service Agreement. We’ll look at a sample form for a Service Agreement in a minute.

54. How Students Qualify Have a disability that substantially limits:
Section 504/
Chapter 15
How Students Qualify
Have a disability that substantially limits:
Walking
Talking
Seeing
Hearing
Speaking
Breathing
Working
Performing Manual Tasks
LEARNING
Sitting
Reaching
Stooping
Procreating
Here we have a list of those major life activities that we previously mentioned. In order to qualify for a Section 504 plan or Service Agreement, a student must have a disability that substantially limits one of these major life activities. A student generally qualifies for Chapter 15 services when he needs accommodations to access learning.

55. What It Requires: Accommodations
Section 504/
Chapter 15
Some of those accommodations that might reasonably be provided in the regular education class are:
Location of student desk near teacher
Checklist to organize desk and work materials
Extra time to complete work
They are provided in the regular class by the regular educator.
Regular Educator

56. Americans with Disabilities Act (ADA)
How students qualify
What it provides
Now let’s talk about the Americans With Disabilities Act or the ADA. We’ll discuss what it is, who qualifies for its protections and and what it provides.

57. Description
ADA
Prohibits discrimination on the basis of disability in:
Employment (companies with 15 or more employees)
State and local government
Public accommodations
Commercial facilities
Transportation
Telecommunications
We will now look at another law that prohibits discrimination on the basis of disability: the Americans With Disabilities Act or ADA.
It prohibits discrimination on the basis of disability in the areas listed on this slide.
This is where the rules about accessibility come into play.
This is why public buildings, including schools, must be accessible to people who have disabilities.

58. How Students Qualify ADA Attend a school (even a private school!)
All public facilities must be accessible
In order to be protected by ADA, one must have a disability.
The ADA does not specifically name all of the disabilities that are covered.
Different sections of the ADA talk about the prohibition of discrimination on the basis of disability in employment, government activities, public transportation, public facilities and telecommunications such as telephone and television.
All public facilities and programs must be accessible to all people, including those with disabilities.
Public facilities are private entities who own, lease, lease to, or operate facilities such as restaurants, retail stores, hotels, movie theaters, private schools, convention centers, doctors’ offices, homeless shelters, transportation depots, zoos, funeral homes, day care centers, and recreation facilities including sports stadiums and fitness clubs.

59. What It Requires ADA Provides for access and removes barriers:
Elevators
Ramps
Curb cuts
Wheelchair lifts
The ADA is the reason why we have ramps, elevators and curb cuts to accommodate people in wheelchairs or who have mobility problems.
It is the reason why telephone and television companies must establish access for people with hearing and speech disabilities.
This is also why we have special buses to transport some of our special education students who need wheelchair lifts or other special transportation accommodations.
When we do trainings here at PaTTAN, the registration form asks for any special accommodations such as interpreters or special access.
Importance to Paraeducators:
It is good for paraeducators to be aware that there is a law that protects all persons with disabilities from discrimination on the basis of disability and provides for the physical access of buildings and facilities by all.
Some students who have physical disabilities may require physical accommodations provided for in the Americans With Disabilities Act.
For example, a paraeducator may be assigned to help a student with a physical disability use the elevator to go from floor to floor in a school building.

60. Roles and Responsibilities
Now we are going to spend some time talking about the roles and responsibilities of those who implement the special education programs that are required by the laws that we just talked about.
We’ll spend a little time discussing how the paraeducator position came into being and what it means to be a paraeducator.

61. History of the Paraeducator
1950 Teacher shortages
Title 1
Head Start
P.L
1997 Reauthorization of IDEA
Teacher aides were introduced into the classroom more than 40 years ago. In the 50’s, post WW II, teacher shortages forced school boards to find alternative personnel and methods for providing educational services. The value of employing teacher aides was demonstrated through a project sponsored by the Ford Foundation and research done at Syracuse University. During this period teacher aides duties were record keeping, housekeeping tasks, preparing materials and monitoring students on the playground, in lunch rooms and in study halls. The introduction of Title 1, Head Start and P. L ( Federal Legislation- The Education for All Handicap Act or FAPE) provided momentum for the employment of paraprofessionals. The paraprofessionals role was also changing, with greater emphasis beginning to be placed on providing direct service to children, youth and their parents. The reauthorization of IDEA recognized the increased reliance on paraprofessionals in more complex and demanding roles. State and local agencies are now required to develop policies and infrastructures that will insure that paraprofessionals are appropriately prepared and supervised in order to carry out their assigned tasks. Today several factors have come together that have led to an even greater reliance on paraeducators in more complex and demanding roles. They include:
Increased participation of students with disabilities in inclusive and community based educational settings.
Federal and state legislative mandates for adequate support of students with disabilities in educational settings.
Teacher shortages
Continuing efforts to redefine and restructure the roles of teachers.

62. Paraeducator “Para”- “alongside”
Paraeducator – someone who works alongside an educator
The definition of “para” means “alongside” so paraeducator means some one who works alongside an educator.
This is similar to the way assistants in the medical and legal field are called “paramedics” and “paralegals”.
Paraeducators include people who’s job titles are teacher assistant, instructional assistant, job coach or teacher aide.
We use the term “paraeducator” because it is preferred in the professional literature and it is a more accurate and professional way to refer to this role.

63. Paraeducator A school employee who:
Provides instructional or other direct support services to students
Works under the supervision of a certified staff member who is responsible for educational programming and student progress
A very general job description that conveys the current meaning of the paraeducator role is that
of a school employee who:
Provides instructional or other direct support service to children, youth and their families, and
Works under the supervision of a certified staff member who is responsible for the design, implementation, assessment and evaluation of learner progress and instructional programs.

64. Involvement of Paraeducators
Impact on the improvement of educational settings
Benefits for education
The involvement of paraeducators has had an impact on the improvement of educational programs and these improvements are associated with positive outcomes for students.
Impact of paraeducators on educational programs include:
1. More individual instruction to students
2. More monitoring and evaluation of students
3. More positive role models in students’ environment
4. More time for teachers to assess needs, consult, diagnose
problems and plan lessons
The benefits of paraeducators involvement in education include:
1. Improved student learning
2. More consistency in student service
3. Improved student behavior in classroom
4. Improved parent-school- community relations
Presenter should cite resource from which this information came: In the book Supervising Paraeducators by Anna Lou Pickett she cites Gartner and Riessman, 1974 and 2 studies by Bankstreet School supporting the above-mentioned benefits of having paraeductaors in educational settings.

65. Roles and Responsibilities of Teachers
Teacher Responsibilities
Exercise
Work with your table group to compile a
list of daily, weekly and periodic tasks performed by TEACHERS in different
programs or settings.
Be prepared to share your list with the
entire group when you are finished
Use Handout #5
Ask participants to work with their neighbors or tale groups to compile a list of tasks performed by teachers. Have participants complete only the teacher portion (left side) of this sheet at this point. We will return to the other portion in a little while.
Ask participants to share the items on their lists.
Trainers may want to create a chart of a master list in front of the room as the discussion takes place or have groups post their lists after completing the column with the paraeducator tasks.
5 minutes to work on lists and 5 minutes for feedback

66. Roles and Responsibilities of Teachers
Classroom Teachers
Manage learning environments & programs
Participate in development of standards
Assist with curriculum development
Members of school based management teams
Establish program priorities to meet student’s needs
The term “classroom teacher” no longer adequately defines the roles and responsibilities of teachers in today’s schools.
This list describes their major duties for which teachers are responsible.
Development of standards- teachers often participate on committees to determine what students need to learn by a given grade or age level.
Curriculum development – involved with deciding what is actually taught to students – curriculum is the “stuff” you actually teach

67. Roles and Responsibilities of Teachers
Teachers have primary responsibility
for students’ education including …
Diagnosing students’ education and support needs
Prescribing the programs to meet these needs
Developing instructional goals and objectives
Preparing lesson plans for an entire class
Modifying strategies and curriculum content to meet the instructional objectives established for individual students
Many tasks performed in learning environments may be shared with the paraeducator
But some functions in the instructional process and the delivery of other direct services are the responsibility of teachers and other school professionals.
Distinctions in the roles of teachers and paraeducators must be clear and must be understood by all team members in order for them to work together as an effective unit.
Teachers have primary responsibility for students’ education.
Diagnosing- finding out where a child is functioning using tests, classroom information and other information from parents and other professionals.
Prescribing – deciding what a student’s program should be in order to meet his/her individual needs according to where he/she is functioning.
Modifying – changing the content used with students to help them be successful

68. Roles and Responsibilities of Paraeducators
Paraeducator Responsibilities
Exercise
Work together with your table group to compile a list of daily, weekly, and periodic tasks performed by PARAEDUCATORS in different programs or settings.
Be prepared to share your list with the entire group when you are finished.
Using Handout #5 and working in table groups or with neighbors, have participants compile a list of tasks performed by paraeducators.
Once the list has been completed ask participants to share the responsibilities they have identified for paraeducators and compare them with the lists they created for teachers.
Look for similarities and differences in the lists and be sure to note that the teachers have primary responsibility to develop a plan for the students’ education.
5 minutes for lists and 5 minutes for feedback

69. Roles and Responsibilities of Paraeducators
Paraeducators are responsible for
Supplementing an appropriately certified teacher for instructional duties
Performing non-instructional duties as directed by a certified professional
i.e. paraeducators will be responsible to a certified professional when assigned to monitor cafeteria, study halls, homeroom, etc.
It is important to make clear that the paraeducator’s role is to supplement rather than replace or stand in for the certified professional.
Supplement means “in addition to” not “instead of”. Or according to the definition of paraeducator it means “along side of”
If asked to perform non-instructional duties the paraeducator is still responsible to a certified professional or other supervisory staff member for performance of his/her duties.
A certified person employed and assigned as a paraprofessional is restricted to educationally nonprofessional-level INSTRUCTIONAL AND NON-INSTRUCTIONAL DUTIES. However, nothing prevents the subsequent employment assignment of a certified person, initially employed as a paraprofessional, as a “substitute,” “temporary professional employe” or “professional employe.” Quoted from CSPG No.107 Certification and Staffing Policies and Guidelines for PA
If a paraeducator has a question or concern about how they are being utilized in a work situation he or she should ask their supervisor.

70. Roles and Responsibilities of Paraeducators
Provide Instructional Support
Implement instructional programs and lesson plans as directed by teachers
Assist students with individual work
Assist in collecting and maintaining data
Score objective tests and maintain appropriate records
Contribute information and/or attend IEP/IFSP or other staff meetings
Changes in the roles of teachers and other school professionals have had a profound impact on the nature of paraeducator roles and responsibilities.
Paraeducators are now integral members of education and related service teams
Paraeducators’ primary responsibility is to provide educational assistance to the supervising teacher by performing the tasks assigned by the teacher.
It is a good idea for the paraeducator to have access to the annual goals and short term objectives for each student they support so they understand what skills the student should be developing.
Collecting and maintaining data- this means assisting teachers in collecting information about students progress such as charting numbers and types of behaviors or counting number of correct responses, words read,etc.
Note: Paraeducators may or may not be invited to the IEP meetings for a variety of reasons, nevertheless, it is important for paraeducators to share information they have about the student with the teacher. Some circumstances may impact on the child’s behavior in the school setting so it would be helpful for the team to be aware of any pertinent information.

71. Roles and Responsibilities of Paraeducators
Provide behavior management support
Provide clerical/technical support
Provide personal/health assistance
Consult with others on the educational team
Behavior Management
Implement teacher-developed behavior management programs in the classroom
Supervise students and enforce school policies for student behavior in non-academic settings (i.e., playground, lunchroom, and buses)
Observe/ count behaviors
Clerical Support
Prepare/duplicate materials
Set up and maintain adaptive equipment and learning centers
Operate office or video equipment
Health Assistance
Assist with personal/hygienic care
With proper training, assist with special health care needs Health issues are a matter of local policy
Consult with Team –Paraeducators who work with students with disabilities often need to work with professionals from other disciplines who provide services to these students. The suggestions and exchange of information with the people on the team can be very valuable in providing the best program for the students.

72. Learner Outcomes Participants will:
Describe what makes a special education paraeducator “highly qualified.”
Examine the Special Education Paraeducator Credential of Competency and how to achieve the 10 standards
Discuss purposes of programs for individuals with exceptional learning needs.
The first three learner outcomes are as listed on this slide:
Participants will:
Become familiar with what makes a special education paraeducator “highly qualified.”
Be aware of the Special Education Paraeducator Credential of Competency and how to achieve the 10 standards
Be aware of the purposes of programs for individuals with exceptional learning needs.

73. Learner Outcomes Participants will:
Describe basic educational terminology regarding students, programs, roles and instruction.
Become familiar with laws and regulations for special education students.
Examine roles and responsibilities paraeducators and teachers in support of students with disabilities.
The final learner outcomes are:
Participants will:
Know and understand basic educational terminology regarding students, programs, roles and instruction.
Become familiar with laws and regulations for special education students. .

74. Planning and Evaluation
Please complete the evaluation form for today’s session.
Using the Paraeducator Development Plan Menu and Action Plan, incorporate the topics covered tonight into your plan.
Sign out and pick up Certificate of Attendance
Please do the following closing activities.

75. Upcoming Events Afterschool Videoconferences:
November 15, 2007— Standard #2
“Development and Characteristics of Learners”
February 12, 2008 – Standard #3
“Individual Learning Differences”
March 18, 2008 – Standard #4
“ Instructional Strategies”
April 22, 2008 – Standard #5
“Learning Environments and Social Interactions”
Be aware of the upcoming paraeducator activities.