Directing the work of Paraprofessionals in District 622

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Directing the work of Paraprofessionals in
District 622
Schumacher 9/2005
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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.
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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.

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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

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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)

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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

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• 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.

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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

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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

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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

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(No Transcript)
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Other support for teachers role in supervising
paraprofessionals

• French, 2003
• Pickett Gerlach, 2003
• Pickett and Safarik, 2003

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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.
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Responsibilities for Teachers-
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Responsibilities for Teachers-
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Responsibilities for Teachers-
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Responsibilities for Teachers-
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Responsibilities for Teachers-
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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.
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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.

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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.

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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.
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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
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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.

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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

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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

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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.