Edsp 524 or 528 - week 4 -- para educator presentation

4. • https://www.scribd.com/doc/263903465/EDS
P-524-or-528-Week-4-Para-Educator-
Presentation-Speaker-Notes

5. Para educator Presentation
Speaker Notes
Anthony Maiorano
Concordia University Online

6. Para Educator…
Para is a prefix derived from ancient Greek
meaning alongside of or akin to.
• Behavior
Intervention
• Career
Specialist
• Classroom
Assistant
• Educational
Assistant
• Educational
Paraprofessional
• Educational
Technician
• ELL/Bilingual
Assistant
• Guidance
Specialist
• Home
Liaison
• Instructional Aide
• Instructional
Assistant
• Interpreter • Learning
Assistance
Program
Assistant
• Media Center
Assistant
• Occupational
Information
Specialist
• Outreach
Specialist
• Job Coach • Para educator • Playground
Assistant
• Secondary
Programs
Assistant
• Special
Education
Assistant
• Para Pro • Speech/Language
Assistant
• Supervision
Aide
• Teacher Assistant

7. Four Educational Philosophies
• Behaviorism: science of
behavior would shape
the world to a better
place to live
• Experimentalism: tinker
or experiment & change
• Essentialism:
conservative view of
curriculum holding
schools responsible for
immediately needed
instruction.
• Perennialism: teach
time-honored curricula
with no change

8. Practice makes Permanent
• Ensure General
Educator (GE) and
paraprofessional on
“same page” as equals
– Philosophies
• Use in classroom
• Use in management of
student
• Use in other aspects

9. Legal Foundations
• Brown v. Board of Education of Topeka (1954)
– “separate but equal” (i.e., segregation by race) is not
constitutional
• Pennsylvania Association for Retarded Children v.
Commonwealthof Pennsylvania (PARC) (1971)
– “uneducable” or “untrainable” students can not be excluded
from public education
• Mills v. Board of Education (1972)
– broadens the scope of PARC to included students with other
disabilities
– children of school age should be provided with free and suitable
public education, and
– no exclusion due to insufficient funds

10. Practice makes Permanent
• Ensure General Educator
(GE) and paraprofessional
understand
– Legal Implications of
Special Education
• What went wrong to come
to litigation in…
– Durham County (NC)
– Antioch Unified School
District (CA)
– Manhattan Beach Unified
School District (CA)
• Discuss in detail & ensure
compliance
– DOCUMENT…DOCUMENT
…DOCUMENT

11. Individual Education Plan (IEP)
• Present Level of Academic
Achievement & Functional
Performance current
academic & functional
performance, behaviors,
social/emotional
development, & other
relevant information
– SMART Goals
• Annual Goal(s)
– Benchmark(s)
• Evaluative Instruments
• General Education (GE)
Accommodations/Modifications:
classroom accommodations and
modifications
– Modified Assignments
– Extended Time
– Read Aloud
– Separate Setting / Small Group
– FM System
– Multiple Breaks
– Copy of Notes
– Audio recording of instruction

12. Individual Education Plan (IEP)
• Testing Accommodations
– End Grade Testing
• Braille Writing
• Extended Time
• FM System
• Marks in Book
• Multiple Breaks
• Modified Assignments
• Read Aloud
• Separate Setting / Small Group
• Small Group / 1:1
– Replicate the classroom
accommodations
• Specifically Designed
Instruction
– Setting where Exceptional
Children services needed
• Math
• Writing
• Reading
• Speech/Language
• Occupational Therapy
• Adaptive PE
• Writing
• Transportation

13. Individual Education Plan (IEP)
• Alternative Educational Placements
– Least Restrictive Environment: “student
with disability should be educated with
non disabled peers to the greatest
extend possible”
• Regular
• Resource
• Separate

14. Individual Education Plan (IEP)
• Signature Page
• IEP VIOD IF NOT SIGNED BY…
• Local Education Agency Representative
• Parent
– Must be on record as such
• Special Education Teacher
• General Education Teacher
• Speech/Language Pathologist (if needed)
• Occupational Therapist (if needed)

15. Practice makes Permanent
• Review Individual
Education (IEP) plans
prior to first day
– Create chart
documenting students
• Continuum
• Least Restrictive
Environment
• Accommodations
• Modifications
• Parental Contact

16. Learner Characteristics
“must be motivated to make effort to learn”
• Visual – Spatial
– Think physical space
– Teach with
• Drawings
• Multimedia
• Maps
• Bodily-kinesthetic
– Body movements
– Teach with
• Movement
• Making things
• Touching
• Body language
• Acting out
• Role playing

17. Learner Characteristics
“must be motivated to make effort to learn”
• Musical
– Rhythm & Sound
– Teach with
• Background music
• Lyrics
• Tapping Rhythm
• Interpersonal
– Interacting with
others
– Teach with
• Group Work
• Discussion
• People Skills

18. • Intrapersonal
– Understanding
– Teach with
• Independence
• Books
• Creative materials
• Diaries
• Privacy
• Linguistic
– Languages
– Teach with
• Read books together
• Computers
• Games
• Multimedia
• Books
Learner Characteristics
“must be motivated to make effort to learn”

19. Learner Characteristics
“must be motivated to make effort to learn”
• Logical – Mathematical
– Concrete Thoughts
– Teach with
• Logic games
• Investigations
• Mysteries
• Naturalist
– Nature
– Teach with
• Nature
• Topics involving nature
• Earthly topics

20. Assessment
IQ: Seventy and below
COGNITIVE ASSESSMENT
– Ravens Matrices
• measures the test-taker's
reasoning ability
– Cognitive Abilities Test
• measures verbal, non
verbal, quantitative
– Woodcock Johnson III
• measures intellectual
ability, cognitive abilities,
oral language, academic
achievement
SPEECH/LANGUAGE ASSESSMENT
– Goldman-Fristoe Test of
Articulation
• measures articulation ability, &
imitative sound production
– Oral & Written Language Scales
• measures integrated written skills
across 3 – 21 age range

21. Evaluation
• Every three (3) years
– Ensure student is still
eligible
• No Over/Under Serve
– Data Driven
– Team Created
– Use recent results from
‘Assessment’
Practice makes Permanent
• GE and paraprofessional
– BE AS SPECIFIC AS
POSSIBLE
– Explain needs and
expectations of data
– Keep Records
– Document…Document…Do
cument
– Keep in locked area

22. Culture, Ethnicity, & Diversity
“Although the education
system is becoming more
diverse, students who come
from stigmatized groups
(e.g., groups that are the
target of negative
stereotypes, prejudice, and
discrimination) still perceive
barriers to education” (Ruggs &
Hebl, 2012).
Practice makes Permanent
• Review with GE & Para
educator
– Diversity
– Stereotypes
– Negative Outlook
– Discrimination Training
• Sign Up for Online
DiscriminationTraining and
HarassmentTraining
Course

23. Instructional Effectiveness
• Progress Monitor
– Common Core Related
• DIBLES
• Benchmarks
• Reading 3D
• M Class
• Ready Test
– Data Notebook
• 1 Page = 1 Student
Practice makes Permanent
• Consistently review
where students
are…where students
need to be per IEP
PLAAFP

24. Teaching Strategies
• Kagan Structures
– Cooperative Learning
• JIGSAW
• Timed Reading
• Timed Math Drills
• Organization of Class
• Management of Class
• Schedule/Consistency
Practice makes Permanent
• Review, model
expectation with Para
educator
• Do not be afraid to
admit something
doesn’t work
• Roll with it

25. Professionalism

26. Confidentiality, Ethics, & Safety
• Family Educational
Rights and Privacy Act
(FERPA)
– Make Smart Choices
• Would you want someone
to say ‘xx’ about your
child?
• Ethics
– Simply put, if you have
none, just get your stuff
and go
• Safety
– #1 Priority: Ensure all
students are safe at all
times!

28. Professional Development
• Always keep learning
• Hold yourself to same
standards as teacher
• Keep record of PD
credits
Practice makes Permanent
• If you need something
ask (day off)
• Perfect your craft of
Para educating through
Professional
Development
• Seek out Opportunities
– NEA

29. Useful Links
• NEA Para Educators Handbook URL
• North Carolina Department of Public
Instruction Exceptional Children (EC) Forms
URL

30. References
• Ashbaker, B. & Morgan, J. (2013). Paraprofessionals in the classroom: A survival guide (2nd ed.). Upper Saddle River, NJ: Pearson
• Brown vs. TopekaBoard of Education, 347 U.S. 483 (United States SupremeCourt May 17, 1954)
• Ed Source. (2015,April19).Little oversight of restraint practices in special education. RetrievedfromEdSource: http://edsource.org/2015/little-oversight-of-restraint-practices-in-special-
education/78040#.VUU_6vlVhBd
• E LearningFundamentals. (2015, January1).Lesson 3:Learner Analysis.Retrievedfrom VirginiaTechSchool of Education:http://www.itma.vt.edu/modules/spring11/efund/lesson3/learneranalysis.pdf
• Mills v. Board of Education of theDistrict of Columbia, 71-1939 (Federal District Court of Washington DC August 1, 1972).
• NationalEducation Association (NEA). (2015, January 01).Para educator Roles and Responsibilities. Retrieved from Education Support Professionals:http://www.nea.org/home/20783.htm
• Office of Special EducationandRehabilitationServices. (2003, April1).Individuals with Disabilities Act 1997. Retrievedfrom Ed.gov:http://www2.ed.gov/offices/OSERS/Policy/IDEA/the_law.html
• Porter v. Board of Trustees of Manhattan Beach Unified School District et al., 307 F. 3d 1064 (9th Cir. 2002),cert. denied, 537 U.S. 1194, 123 S. Ct. 1303, 154 L. Ed. 2nd 1029 (2003)
• Ruggs, E., & Hebl, M. (2012).Diversity, Inclusion, andCultural Awareness for Classroom andOutreachEducation. Assessing Woman and Men in Engereering, 16.
• WRAL. (1998, August 18).Durham Schools Settle With Special Ed. Parents. RetrievedfromWRAL Local News:http://www.wral.com/news/local/story/131678/
• Images
– Bodily – Kinesthetic : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
– Clock: https://sp.yimg.com/ib/th?id=JN.Sb%2bibRn6pgOSnUvhbMsK7w&pid=15.1&P=0
– Continuum of Student Needs: http://ok.gov/sde/sites/ok.gov.sde/files/styles/large/public/Continuum%20of%20Student%20Needs%20Chart.jpg
– Data Notebook: https://sp.yimg.com/ib/th?id=JN.k07disBEJT8mN2PLRsgQYg&pid=15.1&P=0
– Gaval: https://sp.yimg.com/ib/th?id=JN.IKqBh10R86TJg6AcfyBgMA&pid=15.1&w=180&h=119&p=0
– Goal: http://globaltrendtraders.com/wp-content/uploads/2009/12/goal.gif
– IEP Photo: http://www.pubcentral.com/wp-content/uploads/2013/03/education-tag-cloud.png
– IEP Hierarchy: http://www.examiner.com/images/blog/wysiwyg/image/build-IEP(1).jpg
– Interpersonal : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
– Intrapersonal : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
– Linguistic : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
– Logical Mathematical: http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
– Math Clip Art: http://www.digitwhiz.com/digiblog/wp-content/uploads/2013/01/math-and-symbols-image3.jpg
– Meeting Chairs: https://sp.yimg.com/ib/th?id=JN.eRItcu274zxOoIsvBfwB4A&pid=15.1&P=0
– Musical : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
– Naturalist : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg
– PhilosophyPicture: https://izombi.wordpress.com/2013/12/03/for-the-love-of-reason/
– Professional Development: https://sp.yimg.com/ib/th?id=JN.0nLfZCuLX40DfvU%2fGOzxbQ&pid=15.1&P=0
– Professionalism:http://3.bp.blogspot.com/_0FpVRE6yOEU/TMKPAUNp9MI/AAAAAAAAAps/5KdV-b3OemE/s1600/The_Golden_Rule.001.jpg
– Signature: http://blog.timesunion.com/opinion/files/2012/01/0131_WVsignatures.jpg
– Smart Goals: https://www.pinterest.com/pin/313633561523540425/
– Students IEP Team: http://www2.ed.gov/parents/needs/speced/iepguide/iepteam.gif
– Visual Spatial : http://ace.schoolnet.org.za/cd/images/assessing/logicalmath.jpg

31. • Workingwith paraeducators is going to be a key aspect of your position. Mostfirst-year specialeducationteachers
do not havethe experienceto workwith paraeducators.When you completethis assignmentyou will havean
initial resourceto reducesomeof the logistics related to the supportand organizationofparaeducators.
• Createa multimedia (Prezi,PowerPoint,Moviemaker) presentation with 20 - 25 slides. Orientthis presentation
toward familiarizingparaeducatorswith their roles and responsibilitiesin the classroom settingas they are
interactingwith generaleducation students,generaleducationteachers,and other related service members (i.e.
speech therapists,occupationaltherapists,etc.),and students with disabilities.
• Address thefollowingareas in your presentation.
– Philosophical historical and legal foundations of SPED
– Function and key elements of the IEP
– Learner characteristics
– Purposes of assessment and evaluation
– Culture, ethnicity, and diversity
– Instructional effectiveness
– Teaching strategies
– Professionalism
– Confidentiality, ethics, and school safety
– Paraeducator’s duty to engage in professional development
• Includethe followingas you aredevelopingyour presentation:
– A brief summary of the importance each of the ten concepts listed above.
– A plan to provide paraeducator staff development related to the concept.
– A plan to determine the effectiveness of the staff development activity.
– At least two references from the professional literature related to supporting and supervising paraeducators.
– Speaker notes as necessary.
– Apply APA style throughout the presentation. Support your statements with evidence from the required studies and your
research.