Effective Use of Paraprofessionals in the Classroom

Transcription

1 Effective Use of Paraprofessionals in the Classroom

2 Qualifications of Teacher s Aide Certification not required. In some districts, employment is subject to New York State Civil Service laws. Qualifications are determined by local Boards of Education.

3 Teacher Aide A teacher aide may be assigned by the Board of Education to assist teachers in such nonteaching duties as: assisting in physical care tasks and health-related activities as appropriate reading to and playing audio-visual materials for students assisting students with behavioral/management needs supervising students under the direction of classroom teachers and/or other professional staff

4 Teacher Aide assisting in the correction of test papers, recording grades, maintaining files, and preparing statistical reports managing records, materials and equipment assisting in proctoring exams and administering test accommodations reviewing lessons and concepts previously covered by the teacher with individuals and small groups assisting teachers with the preparation of instructional materials

5 Teacher Aide performing various clerical tasks as assigned assisting in oversight and technical operations of language and/or computer laboratories assisting in the set up of laboratory equipment and performing limited reviews of student laboratory reports preparing scripts for recording purposes attending in-service programs and workshops conducted for the regular teaching staff performing such additional duties as assigned

6 Teaching Assistant Description, Qualifications and Duties Description A teaching assistant is appointed by a Board of Education to provide, under the general supervision of a licensed or certified teacher, direct instructional service to students.

7 Qualifications of Teacher Assistants Certification required as a Level I, Level II, Level III, Pre-Professional, Temporary, or Continuing teaching assistant certificates.

8 Qualifications of Teacher Assistants Level I high school diploma or equivalent and NYS Assessment of Teaching Assistant Skills Test; valid for 3 years Level II- 9 credits and NYS Assessment of Teaching Assistant Skills Test; valid for 3 years Level III-18 credits (cumulative) and NYS Assessment of Teaching Assistant Skills Test; continuously valid as long as the LTA completes 75 hours of professional development every 5 years

9 Duties Teaching assistants help teachers by performing duties such as: providing test accommodations and program modifications, as directed by the teacher working with individual students and/or groups of students on special instructional projects assisting students in the use of instructional resources

10 Duties providing teachers with information about students to assist in the development of appropriate learning and behavioral experiences assisting in the development of instructional materials, as directed by the teacher utilizing their own special skills and abilities by assisting in instructional programs including remediation in content subjects, foreign languages, study skills, organizational strategies, arts, and music

11 Duties assisting in related instructional work, including creating and copying materials, as required implementing classroom-wide behavioral supports and individual behavior intervention plans, as directed by the teacher assisting students with specific health related activities as appropriate additional duties, as assigned by the principal or teacher

12 Key Points (1) The most important idea to notice in this regulation is that aide positions are non-instructional while assistant positions are instructional. We should set our expectations of performance based first on this distinction. (2) Neither aides or assistants are responsible for directing student discipline. Some school districts have an ISS program run by an assistant. The classroom teacher is responsible for discipline. The teacher may direct the aide or assistant to help with student discipline to the extent of monitoring a student s behavior or accompanying a student to a time out area or the main office. (3) When working out of a classroom (to be done only at the direction of the teacher), the aide or assistant should follow the behavior plan for the student set up by the teacher.

13 Key Points con t (4) Aides and assistants should communicate specifically with the special education teacher about the needs of the student. Confidentiality needs to be respected and maintained at all times both privately and publically.

14 Aides/Assistant Guidelines Respect personal space of students; monitor behavior and communicate with classroom teacher. Be aware of your own personal behavior and conversations; You are a role-model; be professional at all times! Be cautious about sharing personal information or responding to information shared by the student. Be careful of becoming emotionally involved. Take care to maintain a professional distance from the student.

15 Guidelines con t Aides/Assistants should plan on working as directed by the district calendar (regardless if targeted student is present of not). 1:1 aide positions are mandated by IEP s, it is essential that a substitute is needed. If an aide will be absent, notify the office asap.

16 Assistant Guidelines Assistants should follow the directions of special education teacher to whom they are assigned. Assistants are hired to increase instructional time for students by providing one-on-one or small group instruction. During teacher planning period, the assistant should be available for teacher directed needs. Aides/Assistants should be available during school examinations/regents time periods throughout the school year to administer testing modifications as directed by the student s IEP.

17 Providing Testing Accommodations Be sure to check the student s IEP Be aware of the restrictions for each state test. If you are not sure, then ask! If there is no one to ask, then always err on the side of caution. Students can never have questions explained or extra information given on a state exam.

18 Providing Testing Accommodations There is a special process for scribing a student s answers. If you have any questions about this, ask! It is perfectly acceptable to encourage students to try their best, keep working, etc. If anything unusual happens during a testing situation, be sure to tell the teacher.

19 Strategies for Working with ADHD Students To help make transitions from one activity to another, do a countdown for the last several minutes of the activity. For instance, announce when there are five minutes left, then four minutes, three minutes... If a student starts to become disruptive, call on that student to read a passage aloud, answer a question or anything else you can think of. This will help get the student's mind back on task. Help students develop decision making skills by giving them simple decision to make during the day. For instance, they can take their test in ink or pencil. Explain your decisions to the students and encourage them to do the same for you. Allow students to do constructive doodling. Some students are more attentive when doodling. Sincerely praise students often for specific things they have done during the day. Encourage participation in all activities. Shift the focus away from winning or losing to enjoyment, contribution and satisfaction.

20 Strategies for Working with Learning Disabled Students Individuals with LD generally have average or above average intelligence, yet they often do not achieve at the same academic level as their peers. Weaker academic achievement, particularly in reading, written language, and math, is perhaps the most fundamental characteristic of LD. Significant deficits often exist in memory, metacognition, and social skills as well.

21 Strategies for Working with Learning Disabled Students May take longer to complete work and may need extended time Provide frequent opportunities for feedback Clarify assignments Be sensitive to students who may be unable to read aloud or answer questions when called on

22 Strategies for Working With Asperger s Students Language, self-care skills and adaptive behavior and curiosity about environment show normal development up to 3 years of age. Qualitative abnormality in reciprocal social interaction and circumscribed interests and repetitive, stereotyped patterns of activities.

23 What s In A Name? Asperger Syndrome High Functioning Autism Nonverbal Language Disorder Attention Deficit Disorder Semantic Pragmatic Disorder Hyperlexia Auditory Processing Disorder

24 In Summary They do not know what to say Rule and routine bound Want things their way Perfectionist Have narrow interests Anxiety increases quickly They are smart Uncoordinated Sensory Issues

25 3-Ring Binder 1. Students with AS need more time than other students to learn how to keep track of work, due dates, notes, etc. 2. Put the following in the binder: Assignment Notebook, Take-Home folder, Give to the Teacher folder, Homework folder, Extra s pocket, labels, reinforcements, paper. 3. Take to school and home every day!

26 The Assignment Notebook 1. Keeps the student organized 2. Informs parents 3. Teaches responsibility 4. Establishes a routine 5. Provides for planning ahead 6. Notifies of schedule changes 7. Everyone checks it!!!!!

27 Handwriting 1. Print 2. Reduce emphasis on neatness 3. Try Handwriting Without Tears program 4. Ability to formulate ideas and transfer to written form may be impaired 5. The best way to assess your child s actual knowledge of a subject or proficiency in self-expression may be to write for him/her or use assistive technology

28 Cut & Enlarge 1. Enlarge worksheets 2. Cut into sections 3. Attach to graph paper 4. Don t do all at once

29 Home-School Communication Communication Notebook Picture Charts Support Services Change in Routine Notification

30 Pragmatic Disorder Lack of understanding about the reciprocity of verbal and nonverbal communication Decreased understanding and use of gestures Decreased use of questions Difficulty maintaining a conversation

31 HELP WANTED Social Interpreters Needed! Must be able to explain verbal and non- verbal language to communicationdisabled Student. Must be able to coach the student in how to communicate effectively with peers.

32 Scripting and Rehearsal Give the child the exact words to say: Say, Dad, I want to go to the store, Say, Teacher, I need help. Say, Joe, it s my turn.

33 Coaching Show and tell the child what to do. Teach the protocol of the activity. Have the child practice.

34 Teach Flexibility I HAVE TO BE RED! Let him be red and explain to the others that maybe next time he can let someone else be red, but it is too hard to change today. If two want RED, let them share turns If the argument persists then you can either give in or let him wait until it is his turn to be RED.

35 Children with obsessive interest in reading and a diagnosis of autism or Asperger s. Hyperlexia Reading comprehension level is at the level of their language comprehension. IT DOES NOT EXIST UNLESS IT IS WRITTEN

36 What To Do with Anxiety STOP the activity, Ensure safety, Decrease the causes of the anxiety, Reestablish calmness, Then REHEARSE it using coaching, enticing, and sweeten it up. BROADEN HIS INTERESTS AND SKILLS

37 Strategies for Working with ED Students Provide encouragement. Reward more than you punish, in order to build selfesteem. Praise immediately at all good behavior and performance. Change rewards if they are not effective for motivating behavioral change. Develop a schedule for applying positive reinforcement in all educational environments. Encourage others to be friendly with students who have emotional disorders. Monitor the student's self-esteem.

38 Strategies for Working with ED Students ABOVE ALL: Develop a relationship with the student Make sure the student feels safe

39 Strategies for Dealing with Oppositional Students Oppositional students will be able to meet your expectations in the classroom setting without battles. But how?

40 Strategies for Dealing with Oppositional Students What is ODD? Ongoing pattern of uncooperative, defiant, hostile and annoying behavior towards people in authority Behavior disrupts child s normal daily activities, both within family and at school

41 Strategies for Dealing with Oppositional Students A pattern of negativistic, hostile, and defiant behavior lasting at least six months during which four or more of the following are present: Often loses temper Often argues with adults Often actively defies or refuses to comply with adults' requests or rules 4. Often deliberately annoys people 5. Often blames others for his or her mistakes or misbehavior 6. Is often touchy or easily annoyed by others 7. Is often angry and resentful 8. Is often spiteful and vindictive

42 Strategies for Dealing with Oppositional Students Common Characteristics: Repeated temper tantrums Excessive arguing with adults Refusal to comply with requests and rules Attempts to annoy or upset others and/or easily upset by others Blames others for his/her mistakes

43 Strategies for Dealing with More Oppositional Students Frequent outbursts of anger and resentment Spiteful and seeks revenge Frequent swearing and obscene language Says mean and hateful things when upset

44 Strategies for Dealing with Why? Oppositional Students Oppositional behaviors are not a function of students choosing to act in a defiant and noncompliant manner. Inability to meet adult expectations is due to a delay in the development of the skills of flexibility, adaptability, and frustration tolerance, or significant difficulty applying these skills when they are most needed.

45 ODD rarely travels alone

46 Risk Factors Co-morbid conditions are common 50-65% of ODD children also have ADHD 35% of these children develop some form of affective disorder 20% have some form of mood disorder, such as Bipolar disorder, depression or anxiety 15% develop some form of personality disorder Many of these children have learning disorders

47 Strategies that Work! Creating a psychologically supportive classroom: Caring relationships with adults Clear expectations Opportunities for meaningful participation in learning Positive interactions with peers

48 Goals in Working With Students Avoid power struggles Understand purpose of challenging behaviors Understand developmental level of students Increase positive interactions between students and adults Have students meet expectations of adults

49 Positive Behavior Supports Altering the physical environment Maintaining predictability Increase choices Curriculum responsive to students Appreciating positive behaviors Teaching replacement skills

50 Altering the physical environment Behavior linked to environmental triggers I.e. noise, distractions, preferential seating Room arrangement Location of materials

51 Maintaining predictability Have schedule known to all Use planner/agenda, daily classroom poster Prepare students for unplanned changes Transitions visual, auditory or tactile cues

52 Increase choices Allow students some choices throughout the day to build skills Provide array of academic options when feasible Teach students appropriate ways to say no or refusal to do task Honor ideas students suggest to encourage problem solving

53 Appreciating positive behaviors Use of positive statements as source of encouragement Focus on positives of other students in the class while noting needs of student with challenging behaviors

54 What NOT to do: Use aggressive or authoritarian language to control the student Push the student into a corner Plead with the student to do as you wish, ie, Would you please do this for me this one time Threaten the student with if you don t do, then you won t get

55 What are Aides and Assistants? A valued assistant that teachers and other professionals need to deal effectively within a large and diverse classroom group, or to provide the level of support required to include students with identified challenges.

56 What are Aides and Assistants? They are like BAYER ASPIRIN They work miracles. They are like FORD They have better ideas.

57 What are Aides and Assistants? They are like GENERAL ELECTRIC They bring good things to life. They are like ALLSTATE You re in good hands with them.

58 What are Aides and Assistants? They are like COKE They are the real thing. They are like HALLMARK CARDS They care enough to send their very best.

59 What are Aides and Assistants? They are like V0-5 HAIR SPRAY They hold through all kinds of weather. They are like the U.S. POST OFFICE Neither rain, nor snow, nor ice will keep them from their appointed destination.

60 What are Aides and Assistants? But Most of all They are like FROSTED FLAKES They re GRRRRREAT.