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parapro template

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Sarah Murphy

on 9 April 2013

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Transcript of parapro template

Any school employees whose positions are either instructional in nature or who deliver other direct services to students and/or their parents; and who work under the supervision of teachers or other professional staff who have the ultimate responsibility for the design, implementation and evaluation of education and related services programs and student progress.
(http://www.geocities.com/soozeej/SpEdPara.htm; Feb. 2, 2013) The Paraprofessional Interactions with Administration,
Related Services, and Parents Qualifications and Legality What are the legal aspects of being a paraprofessional? Interviews with a special education teacher
and paraprofessional The Hierarchy School Board Superintendent Elementary School Principal Supervising Teacher Paraprofessional High School Principal Supervising Teacher Paraprofessional Thank You What are the qualifications to become a paraprofessional? Collaboration with a Supportive Supervising Teacher Years of service: 21yrs
Education: B.S. English

What does your job entail on a day to day basis?
Assist teacher, conduct lessons, help students with homework and questions they may have, take anecdotal notes

When a problem arises with a student, can you approach administration directly? Or do you have to tell your supervising teacher first?
Yes, although it is my responsibility to inform the teacher beforehand. I have often gone to administration, Social Workers, or whoever else may be appropriate

What is your role with related services?
I often share information with Social Worker, Nurse, Speech Therapist, and have worked with each on classroom presentations/activities.

Do you collaborate on a regular basis with other teachers?
As often as possible- When appropriate will attend team meetings and will seek out teachers to help with push-in situations

When discussing an IEP, are you present and/or do you have a voice in the matter?
Supervising teacher often asks for my opinion on IEPs. We discuss student work, completion, behaviors, and ongoing progress

What has been your relationship with District Office?
In the past, it was quite cordial; however recently there has been a change in administration and a change in the dealings with paraprofessionals. Interestingly, when my experience is needed by D.O., I am treated much differently (i.e. better)

When there is a meeting with parents, are you allowed to express your concerns or observations?
I attend parent meetings on a regular basis. I have been encouraged to voice my concerns, express my opinions, and share my observations Collaboration with a Uncooperative Supervising Teacher Years of service: 1 yr
Education: Elementary Education; Middle School Science Endorsement

What does your job entail on a day to day basis?
Assist the teachers throughout the school day with students' questions.

When a problem arises with a student, can you approach administration directly? Or do you have to tell your supervising teacher first?
I must go to my supervising teacher first, then if need be, the teacher goes to the administration

What is your role with related services?
N/A

Do you collaborate on a regular basis with other teachers?
No

When discussing an IEP, are you present and/or do you have a voice in the matter?
No, I am not present. I am informed of material on a need-to-know basis

What has been your relationship with District Office?
not much, just when I have paperwork to turn in

When in a Meeting with parents, are you allowed to express your concerns or observations?
I have yet to be invited to attend a meeting, although many have taken place Appropriate Relationships as Defined in Area Special Education Cooperative (ASEC): Special Education Paraprofessional Handbook
(ASEC, 2010) With Students:
Engage only in instructional and other activites for which you are highly qualified
Help to see if the best interest of the students are met
With Parents:
Not to express your concerns or communicate progress to parents without supervisors permission
refer concerns expressed by parents to your supervising teacher
With School/District:
Perform behavior management strategies that are in correlation with standards of the district
Know and follow school policies
As a Paraprofessional, you are not required to partake in faculty meetings
A paraprofessional may be required to attend an IEP meeting, being that they spend a good part of their day working closely with the students. If they are not invited, they are required to give the case manager all relevant information to be relayed to the other members of the team What is your role in the classroom if a substitute is present?

Supported: To take over the running of the classroom

Uncooperative: Assist Sub with whatever plans there are for the day

Appropriate Role of Paraprofessional and Substitute:
The paraprofessional is expected to aid the substitute as he/she would aid their supervising teacher. This helps keep a sense of normalcy for the students
The supervising teacher may leave specific instructions for the paraprofessional to be carried out during times of their absence Paraprofessional and Extracurricular Activities Paraprofessionals are not required, nor expected, to be a part of district/faculty committees and are to use caution if they choose to.
You are encourage to join some committees, but if you are asked to join and it proves to be too much with all your responsibilities you must advocate for yourself.
Paraprofessionals should attend professional development activities to strengthen their knowledge of the classroom and new policies. Qualifications No Child Left Behind Act of 2001
Paraprofessionals must show competency no later than four years after the law was enacted.
High school diploma/GED
Associate’s degree or have earned a minimum of 60 semester hours of credit from a regionally accredited institution
Must pass a test of basic skills (www.isbe.net) Qualifications (continued) NCLB also mandates a transition to a "Educator License" system (applies to teachers also)
Paraprofessionals must obtain a license and apply for the paraprofessional endorsement (after the before said requirements are fulfilled)
State Paraprofessional Approval is different from NCLB approval
State Paraprofessionals may not provide instructional support in programs funded by Title 1, Part A of the Elementary and Secondary Education Act (ESEA).
State Paraprofessionals must hold a high school diploma/GED, and earned 30 semester hours of college credit from a regionally accredited institution of higher education.
State Paraprofessionals cannot obtain a license unless they meet qualifications for NCLB
(www.isbe.net) Deputy Secretary of Education Ray Simon "No Child Left Behind is built upon a promise: all children deserve the opportunity to learn from a highly qualified teacher. The law states that all teachers and paraprofessionals must be highly qualified." Legality and Ethics Examples of duties that are inappropriate for paraprofessionals:
Be solely responsible for special education instruction or related service
Be solely responsible for preparing lesson plans or initiating original concept instruction
Be assigned to implement the Individual Education Plan (IEP)
Be used as a substitute teacher
Perform nursing procedures or administer medications without appropriate supervision from an approved health care professional Legality and Ethics (continued) There are many laws that pertain to educational information and confidentiality.
Paraprofessionals must be aware of what is considered "privileged information," and the legal factors pertaining to this information.
Example: It is illegal to discuss student information with those not professionally involved with the student.
This includes information about health, disabilities, families, IEPs, and other information.

Paraprofessionals are also mandated reporters of child abuse. The Illinois Department of Children and Family Services gives educators and other school personnel the legal responsibility to report any sign of child abuse. Student Support and Monitoring Read to students
Listen to student recitations
Assist students with individual tasks (assignments, homework, tests...)
Assist with small group activities (games, drills, discussions...)
Supervise students (lunch, recess, playground, bus loading...)
Attend to student physical needs (lunch, bathroom)
Observe and record academic performance
Observe and record students behaviors Instructional Materials Preparation Research and prepare materials for specific lessons/units under teacher direction
Construct and duplicate instructional materials
Prepare bulletin boards, graphs, notes, student notebooks
Reserve films and materials
Assist in making field trip arrangements The Paraprofessional in the classroom Student Support and Monitoring
Instructional Materials Preparation
Communication Support
Administrative Support
Pros and Cons Communication Support Participate in team meetings
Prepare charts of student academic performance and/or behaviors
Provide feedback regarding student progress towards goals
Provide information about school/classroom routines and expectations
Provide information about student behavior when under your supervision
Listen for understanding about plans made for students with special needs Administrative Support Record attendance
Check Papers
Word processing, filling, and other routine paperwork
Maintain student records Pros Assist with instruction
Offer additional Perspective
Additional support and encouragement
Can provide small group instruction as needed
Can offer teacher insight into student engagement during lessons Cons Teacher has to find ways to utilize aide in best ways possible
Students may try to play one off the other (mom says no......go to dad type thing)
If teacher and aide have very different personalities or philosophies it can be difficult
Aide does not understand the material
Assisting the students to much (enabling) The Paraprofessional in the self-contained classroom Paraprofessional in the self-contained classroom A special education paraprofessional is on who is assigned to assist and support the teacher, but who does not assume the primary responsibility for the classroom.
1:1--What does that mean and what do they do?
carry out goals and benchmarks that are in the student's IEP
helps with documentation Parent Response Experiences Taking students to the hygiene room to learn proper hygiene and complete this independently.
teaching students wash dishes
helping students with their classroom work.
help the students learn and build positive coping skills. Interview with a special education teacher What is your biggest pet peeve when working with paraprofessionals?

What roles do the paraprofessionals serve in your classroom?

Do you do a debriefing at the end of the day where you discuss what happened that day?

How involved are your paraprofessionals with collaborating with parents, administration, and related services? Interview with a paraprofessional Do you feel there is enough communication between you and your teacher?

Do you feel like there is enough communication between you and the administration, parents, and related services?

Do you feel like you have enough say in what goes on in the student's behavior plan?

Do you feel supported by your teacher and/or administration? The Paraprofessional and the Substitute
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