Effective Use of Paraprofessionals

Janet McCauslinCentral Dauphin School District

Effective Use of Paraprofessionals

Session Content• What a paraprofessional needs to know upon

hire• Use of paraprofessionals to support diverse

learners• The decision-making process for use of support

staff,• When a 1:1 is necessary • Paraprofessional vs. PCA• How to use paraprofessionals in the RtII model• How to develop skills necessary for

paraprofessionals to function in their changing roles.

Demographic Background• School district in suburban Harrisburg, PA• 11,800 students• 1475 special education students• 116 paraeducators• Supporting 13 elementary, 4 middle, 2 high

schools, 4 off-site alternative programs, youth shelter, county prison

• Diverse student population and school make-up including urban, suburban, rural

Paraprofessional Workforce• Paraprofessionals members of collective

bargaining unit• Single job category (ESP)- no PCA designation• Follow same schedule as teaching staff,

including start/end time, required attendance at in-service and summer obligated workdays

• Obligated contractual professional development time for staff significantly exceeds the required hours necessary to maintain qualified status

Classrooms in which paraprofesionals are utilizedAutistic supportEmotional supportIntensive learning supportLearning supportLife Skills supportMultiple Disabilities supportVision supportWork experience

Hiring ParaprofessionalsOverall information related to position provided

by Human Resource department

Job descriptions outlining general roles and responsibilities related to students, classroom, school practices and district expectations; all assignments have some general similarities but unique duties apply in certain classrooms

Yearly performance evaluations completed by building administrator with feedback to paraprofessional

Overall Position InformationSalary/benefitsSupplemental payPay scheduleBenefitsPersonal/sick daysCalendar of

workdaysHours of workAbsence

procedures

Dress codeID badge/building

entryE-mail expectationsProfessional

developmentConfidentialityChain of commandEvaluation

Annual EvaluationThree parts with five categories of rating:Personal characteristics

AttitudeDependability InitiativeAttendance/punctuality

Cooperation with othersJob performance

Task performanceCommunicationTime managementFollowing directionsKnowledge of job

The new role of ParaprofessionalsLess emphasis on clerical tasks of copying,

laminating, materials prep

More expectation of direct involvement with students in remediation, inclusion facilitation, progress monitoring, behavior support

The Paraprofessional in the RTII ClassroomTier II and III SupportMath/Reading Fluency Lab

Read Naturally, Six Minute Solution, K-Pals, FASTT Math, Touch Math

Skills tutoring software programsMy Skills TutorEveryday Math gamesStudy Island

Progress MonitoringDIBELS/DIBELS NextAIMS webFuchs/Fuchs probes

Paraprofessional Support for Learning Focused StrategiesPreview/AccelerationVocabulary preview/reviewBuild background knowledgeGraphic organizersEssential questionsGuided practiceSummarization

Paraprofessionals in the Inclusion Setting

Guided reading assistanceAssist with writing assignmentsSupport assessmentSmall group guided practiceAssist with independent workProvide behavior supportSupport Assistive TechnologyAssist with physical needs

Using paraprofessionals for students with significant delays: Students with autism

Run Competent Learner Model (CLM) formatsProvide guided practice/carryover opportunitiesCollect data/monitor progress for IEP goals

across settingsAccompany students in transition activitiesAccompany students to lunch, recess,

assemblies, inclusion activities, community-based instruction, employment

Create icons and special materialsSet up and review daily schedules with studentsAssist with safe crisis management

Using paraprofessionals for students with significant delays: Students with Intellectual Delay

Provide individual or small group practice instruction in academic skill areas

Assist with semi-independent assignments

Accompany to inclusion settings for modified or parallel activities

Accompany students to lunch, study trips, community-based instruction

Provide job coaching at work sites

Using paraprofessionals for students with significant delays: Students with multiple disabilities Assist students with toiletingAssist students with feeding or eating in cafeteriaComplete positioning transfers Carry out OT/PT/SLP goals in daily practice activitiesCreate communication tools (icons; communication

books)Collect data, complete progress monitoring of goalsAccompany students to inclusion opportunities and

facilitate interactions with instructors/studentsWork with students on guided practice of academic

skills or goal areasAid students with Assistive Technology

Using paraprofessionals for students with significant needs: Students with Emotional Disturbance

Complete point sheets/behavior tracking formsRedirect behavior across settingsMonitor students in time-out spaceAccompany students in transition activities

(special subjects, lunch, class changes) and general education subjects, as necessary

Complete ABC data collection, progress monitoringParticipate in Safe Crisis Management techniquesConduct room clearsAssist with guided practicePartner with mental health therapist to relieve

teacher for meetings, professional development

Assisting Significantly Disabled Students in General Education SettingsOpportunity to meet with general education

teacher outside of classroom timeUse of technology to access curriculumFamiliarity with students’ communication

devicesModified content, materials, expectations

provided by general/special education teachers

Regular data collection on goals and student needs in the classroom

Facilitation of socialization opportunities

Determination of paraprofessional use at the building levelBasic/primary duties established by Special

Education office at district levelCoverage schedules determined at building

level by administrator/special education teacher for students involved in general education setting

Individual schedules determined at building level by special education teacher for special education setting

Determination of need for 1:1 assistanceResearch on the use of 1:1 paraprofessionalsParaprofessional support is not tied to

student achievementParaprofessional support fosters

dependence unless it is carefully scaffolded to include fading

Student communication and socialization is reduced with the addition of a 1:1 adult

Consideration of 1:1 AssistanceFor students with paralysis interfering with use

of arms/hands or who cannot maneuver own wheelchair, need multiple positioning/physical assistance throughout the day

For students who are blindFor students who have extraordinary cognitive

delay in general education classroomsFor portions of the school day for other

students with unique needsMultiple Disabilities Autism Emotional

DisturbanceCognitive Delay Physical Disabilities Vision

needs

Skill development of paraprofessionalsAchieving qualified statusIn-district training modules

Trainer costApproved materialsAssessment

IU training sessionsFor-fee training and assessment

PaTTAN webinarsTraining at own paceRequires oversight by supervisor and

performance evaluation

Maintaining Qualified StatusIn-service, summer days when allowable Webinars/self-facilitated power pointTraining loops during school dayIn-class coachingConsultation services before/after school

dayConferences/seminars out of district

Questions?