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Directing the work of Paraprofessionals in District 622

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Title: Directing the work of Paraprofessionals in District 622


1
Directing the work of Paraprofessionals in
District 622
Schumacher 9/2005
2
Definition -
MN 3525.0200 DEFINITIONS FOR SPECIAL EDUCATION
- Subp. 10a. Paraprofessional.
Paraprofessional means a district employee who
is primarily engaged in direct instruction with
one or more pupils for instructional activities,
physical or behavior management, or other
purposes under the direction of a regular
education or special education teacher or related
services provider.
3
Defining Supervision -
  • NCLB and IDEA use the word supervision and in
    Minnesota we use the phrase directing the work
    of paraprofessionals refer to similar roles. In
    Minnesota, supervision includes the ability to
    hire, terminate and evaluate. However, teachers
    do not fulfill these roles and yet they must
    provide day-to-day direction to
    paraprofessionals.

4
Defining Supervision -
  • NCLB, 2002 -
  • What does NCLB say?
  • A paraprofessional works under the direct
    supervision of a teacher if the teacher plans the
    paraprofessionals instructional activities and
    evaluates the achievement of the students with
    whom the paraprofessional works
  • The paraprofessional also would be required to
    work in close proximity of the teacher
  • - Draft Non-Regulatory Guidance

5
Seven Competency Areas
  • Communicating with Paraprofessionals
  • Planning and Scheduling
  • Instructional Support
  • Modeling for Paraprofessionals
  • Public Relations
  • On-the-Job Training
  • Management of Paraprofessionals
  • - Wallace, Shin, Bartholomay, Stahl (2001)

6
Communicating with Paraprofessionals
  • Communicates with paraprofessionals in a clear,
    receptive and responsive manner.
  • Provides clear daily direction in coordinating
    plans, schedules and tasks.
  • Informs and updates paraprofessionals regarding
    student information, such as assessment results,
    behavioral changes, medications and other factors
    that many influence the work of the
    paraprofessional.
  • Provides regular opportunities for staff
    communication, group discussion, and
    collaboration
  • Assists paraprofessionals in clarifying their
    roles and responsibilities to other staff,
    parents, or volunteers.

7
Planning and Scheduling
  • Establishes goals and detailed plans around which
    activities of paraprofessionals are coordinated.
  • Organizes and manages schedules that allow for
    cooperation, planning and information sharing.
  • Considers the strengths, interests and needs of
    paraprofessionals when managing schedules.
  • Manages smooth transitions brought on by changes
    to the daily schedules of paraprofessionals.
  • Organizes and provides materials and resources
    that are necessary to carry out the objectives of
    each paraprofessionals activity.

8
Instructional Support
  • Provides regular, constructive feedback regarding
    each paraprofessionals work performance.
  • Encourages the involvement of paraprofessionals
    in setting goals and planning, implementing, and
    evaluating program and instructional activities.
  • Coordinates collaboration among paraprofessionals
    and other staff, such as specialists.
  • Efficiently manages resources related to student
    instruction, such as instructional materials,
    physical space, and personnel.
  • Supports paraprofessionals in using modified
    instructional plans and materials to accommodate
    the exceptional learning needs of various
    students.
  • Provides assistance and direction for
    paraprofessionals who work in independent
    capacities.

9
Modeling for Paraprofessionals
  • Models for paraprofessionals a caring and
    respectful manner when interacting with students.
  • Models for paraprofessionals a behavior that is
    trustworthy, cooperative, and active in
    school-wide programs.
  • Models for paraprofessionals respect, patience
    and persistence in carrying out educational
    objectives.

10
Public Relations
  • Informs administrators, teachers, and parents of
    the responsibilities and roles paraprofessionals
    have in the educational program.
  • Advocates for the paraprofessional regarding
    training and leave time, modifications in
    responsibility, involvement in decision groups,
    and other issues of importance to
    paraprofessionals.

11
Training
  • Provides opportunities for on-the-job training
    for paraprofessional skill development.
  • Educates paraprofessionals of their legal rights
    and responsibilities regarding their student
    interaction, services, and instructional
    programming.
  • Advocates for school and district to provide
    inservice training opportunities that are
    directly related to the daily work of
    paraprofessionals.
  • Advocates for school and district to offer
    paraprofessionals a basic training in current
    issues and strategies related to the teaching of
    students with disabilities.

12
Management of Paraprofessionals
  • Clearly describes, to each paraprofessional,
    their roles and responsibilities.
  • Maintains regular positive and supportive
    interaction with paraprofessionals.
  • Contributes to the evaluation of paraprofessional
    performance with the intent of assisting
    paraprofessional skill improvement.
  • Maintains professionalism through respect,
    confidentiality, and honoring boundaries.
  • Provides beginning and substitute
    paraprofessionals with an orientation that
    results in sufficient understanding of the
    setting, staff, students, and staff roles and
    responsibilities.

13
District 622 Model for Paraprofessionals
  • Program Paraprofessional assigned specifically
    to a special education classroom, ASD, DCD, etc.
  • Building Paraprofessional Assigned to a
    building to provide support for SE kids in the
    mainstream
  • Individual Student Paraprofessional Assigned to
    be with a specific student for all or parts of
    the day

14
Dist 622 IEP specifications
  • Paraprofessional or Adult assistance will be
    in place to provide support and guidance in the
    classroom with the goal of building _____'s
    capacity for independence in the educational
    setting. Support will be provided in, but not
    limited to, the following areas SPECIFY TWO
    OR THREE TASKS such as reviewing schedules,
    keeping on task, etc.

15
Performance Feedback Process
  • New Paraprofessionals Review SE
    Paraprofessional Performance Feedback 2 times
    during probationary period (3 month, per
    contract)
  • Returning staff complete the process annually

16
  • A paraprofessional, under the supervision of
    qualified professional personnel, will assist,
    for ___ minutes weekly, in meeting ___s needs in
    the area of
  • A. toileting, bowel and bladder care.
  • B. range of motion and muscle strengthening
    exercises.
  • C. transfers and ambulation.
  • D. turning and positioning.
  • E. application and maintenance of prosthetics
    and orthotics.
  • F. dressing and undressing.
  • G. assistance with food, nutrition and diet
    activities.
  • H. assisting, monitoring or prompting the
    student to complete the above PCA services.
  • I. redirection and intervention for behavior,
    including observation and monitoring.

17
Special Education Paraprofessional Performance
Evaluation
  • Para Teacher Rate several statements in each of
    the following areas
  • Instructional Duties
  • Resource Duties
  • Organizational Duties
  • Behavior Management Duties
  • Clerical Duties
  • Team Building Duties

18
Review process
  • Paraprofessional completes the checklist
  • Supervising staff completes the checklist
  • Meet to clarify, discuss, modify Plan future
    activies
  • Share with SE Coordinator or Principal
  • Copy to HR for personnel file

19
Timesheets
  • To be completed on the 5th and 20th of each month
  • Teacher/Supervisor verifies time, gives to the
    principal for signature and then it is sent to SE
    accountants
  • Coordinators must preapprove any additional hours
    beyond the usual contract time

20
(No Transcript)
21
Other support for teachers role in supervising
paraprofessionals
  • French, 2003
  • Pickett Gerlach, 2003
  • Pickett and Safarik, 2003

22
7 Executive Functions -
  • Orienting the paraprofessional to the classroom,
    school and students
  • Planning for paraprofessionals
  • Scheduling for paraprofessionals
  • Delegating tasks to paraprofessionals
  • On-the-job training and coaching of
    paraprofessionals
  • Monitoring and feedback regarding performance
  • Managing the workplace (communication, problem
    solving, conflict management)
  • - French (2003)

Adapted from Managing Paraeducators in Your
School How to Hire, Train, and Supervise
Non-Certified Staff, by N. French, 2003.
Thousand Oaks, CA Corwin Press.
23
Responsibilities for Teachers-
24
Responsibilities for Teachers-
25
Responsibilities for Teachers-
26
Responsibilities for Teachers-
27
Responsibilities for Teachers-
28
Responsibilities for Teachers-
Adapted from Strengthening and Supporting
Teacher/Provider-Paraeducator Teams Guidelines
for Paraeducator Roles, Supervision, and
Preparation, by A.L. Pickett, 1999 - National
Resource Center for Paraprofessionals.
29
Responsibilities of Teachers with Regard to
Paraprofessional Supervision (Pickett and
Safarik, 2003 in Pickett and Gerlach, 2003)
  • Participate in supervision training prior to
    using a paraprofessional and upgrade supervision
    knowledge and skills on a regular basis.
  • Participate significantly in the hiring of the
    paraprofessional for whom he or she will be
    responsible.
  • Inform the family and student about the level
    (professional vs. paraprofessional), frequency,
    and duration of services, as well as the extent
    of supervision.
  • Review each individual plan with the
    paraprofessional at least weekly.
  • Delegate specific tasks to the paraprofessional
    while retaining legal and ethical responsibility
    for all services provided or omitted.
  • Sign all formal documents (e.g., IEPs, reports).
  • Review and sign all informal progress notes
    prepared by the paraprofessional.

30
Responsibilities of Teachers with Regard to
Paraprofessional Supervision (Pickett and
Safarik, 2003 in Pickett and Gerlach, 2003)
  • Provide ongoing on-the-job training for the
    paraprofessional.
  • Provide and document appropriate supervision of
    the paraprofessional.
  • Ensure that the paraprofessional performs only
    tasks within the scope of the paraprofessionals
    responsibility.
  • Participate in the performance appraisal of the
    paraprofessional for whom he or she is
    responsible.
  • Adapted from Learning Disabilities Use of
    Paraprofessionals, National Joint Committee on
    Learning Disabilities, 1999 (Winter), Learning
    Disabilities Quarterly, 22, pp. 23-28.

31
Minnesota Data - Wallace, Stahl, Johnson
(2003)
Appendix A
Table 14 (next slide) provides the 2003
paraprofessional responses regarding persons
responsible for day-to-day direction, supervision
and annual performance reviews. The responses to
each of the questions are placed side by side for
ease of comparison. The teachers responsibility
appears to diminish from direction to supervision
to performance review whereas the administrators
responsibility has the opposite effect. This
isnt surprising and is what we would expect
given the various roles of teachers and
administrators. Perhaps the most concerning
response is that 18 (156) of the
paraprofessionals were not sure who was
responsible for their performance review.
32
Minnesota Data - Wallace, Stahl, Johnson
(2003)
Table 14 Persons Responsible for Day-to-Day
Direction, Supervision, Performance Reviews
Day-to-Day Direction Supervision
Performance
of Total N of Total N of Total N
33
Directing the day-to-day work of
paraprofessionals?
  • Focus groups (teachers,
  • administrators, paraprofessionals)
  • Administrators and Paraprofessionals asked, What
    should teachers do to direct the work of
    paraprofessionals?
  • Teachers asked, What do you do to direct the
    work of paraprofessionals?
  • Validation survey
  • Sent to administrators, paraprofessionals and
    teachers and they were asked, How important is
    it for teachers to know or be able to do_______?
  • 7 competency areas 30 competencies
  • All 30 competency statements were validated with
    more than 90 indicating each statement
    important or very important.

34
Legislation -
Appendix B
  • MS125A.08(b) -
  • (b) For paraprofessionals employed to work in
    programs for students with disabilities, the
    school board in each district shall ensure that
    --
  • Before or immediately upon employment, each
    paraprofessional develops sufficient knowledge
    and skills in emergency procedures, building
    orientation, roles and responsibilities,
    confidentiality, vulnerability, and
    reportability, among other things, to begin
    meeting the needs of the students with whom the
    paraprofessional works

35
Legislation -
  • MS125A.08(b) - continued
  • 2. Annual training opportunities are available
    to enable the paraprofessional to continue to
    further develop the knowledge and skills that are
    specific to the students with whom the
    paraprofessional works, including understanding
    disabilities, following lesson plans, and
    implementing follow-up instructional procedures
    and activities and

36
Legislation -
  • MS125A.08(b) - continued
  • 3. A district wide process obligates each
    paraprofessional to work under the ongoing
    direction of a licensed teacher and, where
    appropriate and possible, the supervision of a
    school nurse.
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