The Paraeducators Role in Instruction in the Content Areas

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The Paraeducators Role in Instruction in the
Content Areas

• Special Education Paraeducators
• After-School Videoconference Series
• December 8, 2005

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Paraeducator Development Plan Menu
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.
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Paraeducator Development Plan
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Technical Difficulties

• If you are having
• technical difficulties call
• 1-814-542-2501
• Extension 133

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Questions

• para_at_pattan.net

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Local Policy

• Your local school district, IU, preschool or
  employing agencys policies regarding
  paraeducator job descriptions, duties, and
  responsibilities provide the final word!

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Learner Outcomes

• Participants will
• Describe the difference between an accommodation
  and a modification in the curriculum.
• List several ways to make instructional
  accommodations.
• Identify strategies that help students access
  information in different content subjects.
• Discuss the paraeducators role in helping
  student access the general curriculum.

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The Paraeducators Role in Instruction in the
Content Areas

• Agenda
• What are the Content Area Subjects and Why Are
  They Important?
• Why Do Students Have Problems Learning Content?
• How Do We Help Students Access Content?
• What is the Paraeducators Role in Instruction
  in the Content Areas?

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What are Content Area Subjects and Why Are They
Important?
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What are Content Area Subjects?

• Geography
• Social Studies
• Sciences
• Literature

• Cosmetology
• Auto Mechanics
• Building Trades
• Practical Nursing

Any subject that is not math or reading can be
considered a content area subject.
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What are Content Area Subjects?

• Activity

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Why is Knowledge of Content Area Subjects
Important to Students?

• Builds a knowledge base for further learning
• Fosters independence for life
• Expands world view
• Prepares for PSSA, SAT, and college
• Develops problem solving skills
• Prepares them for a career
• Builds personal responsibility

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Why is Knowledge of Content Area Subjects
Important to Students? (cont.)

• 80 of secondary reading required of students is
  informational.
• 95 of what adults read daily is informational.

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Why is Knowledge of Content Area Subjects
Important to Students? Building a Knowledge Base

• Activity

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Background Knowledge Activity Answers

• The questions that poultrymen face as they raise
  chickens from incubation to adult life are not
  easy to answer. Both farmers and merchants can
  become concerned when health problems such as
  coccidiosis arise any time after the egg stage to
  later life.

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Background Activity Answers (cont.)

• Experts recommend that young chicks should have
  plenty of sunshine and nutritious food for
  healthy growth. Banties and geese should not
  share the same barnyard or even sleep in the same
  roost. They may be afraid of the dark.
• (adapted from Madeline Hunter)

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Why Do Students Have Problems Learning Content?
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Why Do Students Have Problems Learning Content?

• Inability to read the book at the level its
  written
• Lack of background knowledge
• Lack of appropriate subject vocabulary
• Low motivation
• The student cannot access the information

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Helping Students Access Content Information

• Adjusting for Differences

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Adjusting for Differences
IEP Connection to Adaptation

• Accommodations
• Modifications
• Strategies

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Adjusting for Differences (cont.)

• Accommodations and Modifications are those
  changes made to help the student access the
  information presented.
• Strategies are those processes students learn to
  help them make sense of the information.

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Adjusting for Differences (cont.)

• Accommodations, Modifications, and Strategies
• Accommodations Modifications
• Strategies

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Adjusting for Differences

• Accommodations

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Adjusting for DifferencesAccommodations

• Refers to the actual teaching supports and
  services that the student may require to
  successfully demonstrate learning.
• Accommodations do NOT change expectations to the
  curriculum grade levels.
• Focus is on equal opportunity to learn.

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Adjusting for DifferencesExamples of
Accommodations

• Books on tape
• Additional time
• Large print
• Accommodations
• help the student
• get to the information

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Adjusting for DifferencesAccommodations Activity

• Choose a partner
• Brainstorm 5 ways in which we can accommodate for
  the special needs of our students.
• Record on Handout 2 Accommodations,
  Modifications, and Strategies
• Accommodations help the student
• get to the information

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Not an Accommodation!
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Adjusting for DifferencesAccommodationsThe
Paraeducators Role

• Help the student get organized
• Customize the learning environment
• Provide physical supports

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Adjusting for Differences AccommodationsThe
Paraeducators Role

• Getting Organized!
• Help students to
• Set Goals
• Slow Down
• Avoid Clutter
• Make To-do Lists
• Choose an Effective Study Area
• Use a Student Planner
• Color-Code

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Adjusting for Differences AccommodationsThe
Paraeducators Role

• Help the Student Get Organized!
• Set Goals
• Make To-do Lists
• Color Code

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Adjusting for Differences (cont.)Accommodations
Summary

• We have defined accommodation as something that
  helps the student access the information but does
  not change the content.
• We have listed and discussed ways to offer an
  accommodation with specific attention to helping
  the student get organized.

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Adjusting for Differences

• Modifications

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Adjusting for DifferencesModifications

• Refers to changes made to curriculum expectations
  in order to meet the needs of the student.
• Modifications are made when the expectations are
  beyond the students level of ability.
• Focus is on learning based on ability.

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Adjusting for Differences (cont.)Examples of
Modifications-Major

• Use of an alternative curriculum rather than the
  general education curriculum (e.g. life skills
  curriculum, social/behavioral curriculum)
• Taking the PASA (Pennsylvania Alternative System
  of Assessment) rather than the PSSA.
• Alternative graduation requirements.

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Adjusting for DifferencesExamples of
Modifications-Minor

• Student learns 3 vocabulary words while other
  students learn 10 words.
• Student learns long-division with one divisor
  while other students work with double-digit
  division.
• Student does not have to answer the essay
  questions on tests.
• Spelling words are high frequency words only.

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Subject Social Studies Student(s)) T.J,
________________ Unit Westward Expansion
Dates____
Sample Planning Sheet for IEP Students
____Accommodation ___Modified content
For_______________
General Curriculum Content Economic factors
contributing to westward expansion Route of
Oregon Trail Pioneer Life
_____Accommodation or _X__ Modified
content Content for T.J Pioneer Life Travel by
covered wagon US map skills
Key vocabulary Pioneer Oregon trail Covered
wagon West/east
Content in sentence form A covered wagon is a
very large wagon made of wood. It has wooden
wheels. The cover is heavy cloth. A covered
wagon is pulled by horses. There were no cars or
engines. Families put all of their things in.
Families got in. They traveled so far on bumpy
dirt roads. Pioneers are people who try
something different. Pioneer families moved very
far to a very different place. Pioneers traveled
to Oregon
Strategies Pictures/sentence on flash cards CW
art project (diorama) present to group? Work
with peer at computer (Oregon Trail program) Map
work with a group
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Adjusting for DifferencesModifications Activity

• Choose a partner
• Brainstorm 3 ways in which modification can be
  made for the special needs of our students.
• Record on Handout 2 Accommodations,
  Modifications, and Strategies
• Modifications refer to changes made to curriculum
  expectations in order to meet the needs of the
  student.

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Adjusting for DifferencesAccommodations,
Modifications, and Strategies

• Accommodations Modifications
• books on tape - reduced spelling list
• math charts - alternative
  standards
• large print - alternative
  assessment
• Strategies

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Adjusting for Differences (cont.)
ModificationParaeducators Role

• Implementation of the modifications determined by
  the IEP team

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Adjusting for Differences (cont.)Modifications
Summary

• We have defined modification as something that
  helps the student access the information by
  changing the expectations or the material.
• We have discussed ways that modifications can be
  made by the IEP team and implemented by the
  paraeducator.

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Adjusting for Differences

• Strategies

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Adjusting for Differences Strategies

• Refers to an approach used to accomplish
  learning.
• Strategies help the student learn the materials
  or content.
• Focus is on obtaining and retaining the
  information.

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Adjusting for Differences Strategies (cont.)

• Note-taking
• Graphic Organizers
• Reading Words With Many Syllables

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Adjusting for Differences Strategies Cornell
Note Taking
Topic

• Main Idea
• Detail
• Detail
• Main Idea
• Detail
• Detail
• Main Idea
• Detail
• Detail

• Passing Lane
• Before the end of class take five minutes and
  have student partners making up one or two test
  questions that could be answered by the notes
  just taken.

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Adjusting for Differences Strategies Cornell
Note Taking (cont.)
Topic Biodiversity of species

• Passing Lane
• What three factors affect biodiversity?

• Factors Affecting
• Area-more space more species less space less
  species
• Climate-more near equator less at poles
• Coral reefs-rain forest of sea
• Value of
• Economic-human survival
• Ecosystem-all connected

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Adjusting for Differences Strategies Graphic
Organizer

• Graphic Organizers are a visual way to organize
  information and thoughts for understanding,
  remembering, or writing. Graphic organizers are
  powerful tools that can be used to enhance
  learning and create a foundation for learning.
  A picture IS worth a thousand words!

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Adjusting for Differences Strategies Graphic
Organizers (cont.)

• Person Think Sheet
• Goal-Reasons Web
• 5 Ws Chart
• Problem-Solution Chart
• Step-by-Step Chart
• Clock
• Resources
• www.graphicorganizers.com www.eduplac
  e.com/graphicorganizer
• www.graphic.org

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Adjusting for Differences Strategies Graphic
Organizers Clock Activity

• Making a Peanut-butter and Jelly Sandwich Activity

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Adjusting for Differences Strategies

• Reading Words With Many Syllables

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Adjusting for Differences Strategies
Reading Words With Many Syllables

• BEST Strategy
• Break apart the word
• Examine the stem
• Say the parts
• Try the whole thing

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Adjusting for Differences Strategies Reading
Words With Many Syllables

• Lets Try One
• multidimensional

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Adjusting for Differences Strategies Reading
Words With Many Syllables

• Multidimensional

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• Multidimensional

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• Multidimensional

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Adjusting for Differences Strategies
Paraeducator Role

• Helps student learn strategy
• Helps student to determine when a strategy is
  appropriate
• Offers opportunities for student to practice
  strategies
• Periodically reviews strategies

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Adjusting for Differences Strategies Summary

• A strategy is a way to learn.
• A strategy increases the students efficiency in
  learning and studying.
• Teaching a student to be a strategic learner
  helps him build independence and responsibility
  in his own learning process.
• The paraeducator really gets involved in the
  strategies a student learns to use.

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Learner Outcomes

• Participants will
• Describe the difference between an accommodation
  and a modification in the curriculum.
• List several ways to make instructional
  accommodations.
• Identify strategies that help students access
  information in different content subjects.
• Discuss the paraeducators role in helping
  student access the general curriculum.

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Upcoming Videoconferences

• January 24, 2006
• The Paraeducators Role in the IEP Process
• March 2, 2006
• The Paraeducators Role in Supporting Students
  who are Deaf or Hard of Hearing
• April 26, 2006
• Legal Issues in Special Education What
  Paraeducators Need to Know

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Para Educators Spring Seminar

• April 7 and 8, 2006

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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Session Evaluation

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Questions

• para_at_pattan.net