Transcript Tips in Managing the Special Ed. Classroom

Tips in Managing the
Special Ed. Classroom
Presenter: Melanie Bailey-Bird
Program Specialist- Livermore
1
2
Identifying
Roles
Build
Communication
5
Basic Tips
Classroom
Management
Learner
Outcomes:
Goals
4
Write
Effective
Reports/IEP’s
3
Organize
Caseload
Who Supervises Paraeducators?
Administrator
 Hires, terminates &
evaluates
Classroom Teacher
 New Role: Executive
 Directs the day-to-day
work or paraeducators
& provides instructional
supervision
Shared JOINTLY:
 Gives Orientation
 Provides Job
Description
 Clarifies Roles
 Evaluates Performance
 Informs Paraeducators
of Training
Opportunities
 Provides Ongoing
Supervision & Direction
5 Teacher Responsibilities
1. Planning
2. Assessment
3. Instruction
4. Collaboration
5. Paraeducator
Supervision
http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=collaborati
on&section=main&subsection=work/main
What are the Keys to Successful
Paraeducator Supervision?
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The seven keys to success as a school professional who supervises paraeducators are the
same kinds of executive functions performed by team leaders in business. In businesses,
team leaders or executives perform seven vital executive functions to keep the team
working.
Team leaders orient new paraeducators to the program, creating personalized job
descriptions for each paraeducator.
They set a schedule so all members know where they need to be, and when the work needs
to be done.
They provide plans and direction for the work that needs to be done.
They delegate the right kinds of tasks to people who are best able to handle them.
Executives make sure that their workgroup members have the right training to do the job,
and help them get more training for new skills or they provide additional job-specific training
themselves.
They monitor the performance of group members to assure that the work gets done in the
right way and they give feedback and coaching to the team members to help them do their
work well.
Finally, a team leader or executive makes sure that the workplace functions smoothly by
creating communication pathways and systems, implementing problem-solving sequences,
and either mediating conflicts or assisting with conflict management approaches among
team members.
http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=collaboration&section=main&subsection=work/main
Teacher’s Role in
Supervising Paraeducators
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Set expectations of paraeducator performance
Offer challenging plans and ideas
Help build self-confidence of the paraeducator
Encourage ethical and professional behavior
Offer support
Actively listen
Lead and teach by example
Provide growth experiences
Ask questions and give explanations
Coach the paraeducator
Encourage the paraeducator
Inspire the paraeducator
Share critical knowledge
Assist, observe, and demonstrate effective instructional practice
Direct and delegate effectively
Give clear, concise directions
Gerlach (2002)
Paraeducator Roles Based on Research
 Engage individual and small groups of learners in instructional activities
in classrooms and community-based settings
 Carry out behavior management and disciplinary plans developed by
teachers
 Assist teachers with functional and other assessment activities
 Document and provide objective information about learner performance
that enables teachers to plan lessons and modify curriculum content
and instructional activities to meet needs of individual learners
 Assist teachers with organizing and maintaining supportive, safe
learning environments
 Assist teachers with involving parents or other caregivers in their child’s
education
 Assist nurses, physical and occupational therapist, and speech
language pathologists with providing services required by learners with
physical, speech, language, and sensory disabilities and chronic health
care needs
 Participate as required in meetings to develop Individual Education
Plans, Individual Family Service Plans, and Individual Transition Plans.
Pickett, 2002
Paraprofessional Training
Paraeducators:
 Need more than a one shot
workshop
 Need ongoing education &
training in areas such as; age
groups & various disabilities
 Need orientation & in-service
training
Teachers:
 Provide orientation & COACH
on-the-job training
 INFORM:
 Upcoming workshops
 Use journal articles, videos,
self-directed training guides,
internet websites
 Model expected job outcomes:
 Demonstrates caring &
respect toward students
 Portrays behavior that is
trustworthy, cooperative,
positive, respectful,
patience, and persistence in
carrying out educational
objectives
 Create a needs assessment to
identify training needs
Relationship between Impact of Training
Efforts and Training Components
Training
Components
Para
Understands the
Concept or Skill
Para
Demonstrates
the Skill When
Asked
Para Applies
Concept or Skill
On the Job at
Appropriate
times
Presentation of
Theory
85%
15%
10%
Demonstration
or Modeling
85%
18%
10%
Practice and
Feedback
85%
85%
15%
Coaching
90%
90%
90%
Monitor and Give Positive Support
 Monitoring is a vital activity for an effective supervisor of
paraeducators
 Treat your Para as an adult learner
 Assume that they want to learn and improve
 Joint Monitoring
 Para observes you teaching small group
 Teach Lesson together
 Let Para know that you have observed them and compliment
them on their skills
 Allow guided supervisory roles
 Ask them to monitor student’s work/behavior and tell teacher
of their concerns
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Let’s them know continuous informal assessment helps guide
instruction- allows them a small part in the planning process
Create a Training Plan Form to Monitor Needed Training &
Determine who will be the Designated Trainer
Task for which
skills are needed
Name the skill or
competency
Who could
possibly provide
training
When might the
training occur
e.g., mediating
conflicts on
playground
Name or title of
specialist who
could provide
training
Your timeline
1.
2.
3.
Describe the duty
to be performed
(e.g., playground
supervision)
Implement Training: 4 Components
1. Theory
Para’s need basic concepts so they will have context to understand
why/when they will use certain instructional, behavioral, literacy, social
and language learning techniques
2. Demonstration
The skill/strategy/concept is modeled or shown in way so the
sees, hears, or touches an example or see how it works in real
situations
Para
3. Practice & Feedback
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Practice:Para tries out the skill/strategy/concept in a controlled or safe
place
Feedback: Teacher provides info. About how they perform the concept
4. Coaching
Teacher watches the Para perform the skill and give on the
feedback
spot
Lookup: http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/
main.php?cat=collaboration&section=main&subsection=work/training
Para Training Resources
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* National Resource Center for Paraprofessionals. Web site: www.nrcpara.org. Contacts:
Marilyn Likins, Co-Director, 801/599-9708 and Teri Wallace, Co-Director, 612/626-7220.
PAR2A Center, University of Colorado. Web site:
http://www.paracenter.org/PARACenter/. Contact: Nancy French, Director, 303/556-6464.
Project Para Website, University of Nebraska. Web site: http://para.unl.edu. Contact:
Stan Vasa, Co-Director, 402/472-5495.
Project Impact, TRI-SPED Projects, Utah State University. Web site:
http://sped.usu.edu/. Contact: Dave Forbush, Project Director, 435/797-0697.
Minnesota Paraprofessional Consortium. Web site: http://ici2.umn.edu/para/default.html.
Contact: Teri Wallace, 612/626-7220.
Paraprofessional Academy, City University of New York (CUNY). Web site:
http://web.gc.cuny.edu/dept/case/paracad/index.htm. Contact: Thalia Moshoyannis, Project
Director, 212/817-1829.
Paraeducator Support, Paraeducator and Supervisor Training, University of Vermont.
Web site: www.uvm.edu/~cdci/paraprep/. Contact: Stephen Doll, 802/656-1140.
Paraeducator Issues - Washington Education Association. Contact: Jane Robb-Linse,
Puget Sound ESD, 206/439-3636.
Rhode Island Teaching Assistant Resources. Web site: www.ric.edu/ritap. Contact:
Judith Saccardo, Director, 401/456-4600.
Utah Paraprofessional Website. Web site: www.utahparas.org. Contact: Marilyn Likins,
801/599-8708.
* Teacher Vision Website: http://www.teachervision.fen.com/- used for quick handouts
1
2
Identifying
Roles
Build
Communication
5
Basic Tips
Classroom
Management
Learner
Outcomes:
Goals
4
Write
Effective
Reports/IEP’s
3
Organize
Caseload
Effective Leadership:
Improves Communication
 Teamwork Skills: The ability to
interface w/the para in a manner
that promotes teamwork &
develops commitment
 Communication Skills: Ability
to provide & receive information
in an effective manner
 Problem-solving Skills: Ability
to identify problems & propose,
evaluate, and analyze
alternative solutions in order to
develop ways of implementing
the plan
 Interpersonal Skills: Ability to
recognize & demonstrate
appropriate social behaviors,
work with different interpersonal
styles, appreciate the
uniqueness of others, &
manage conflict
 Feedback Skills: Ability to
monitor performance of the para
through appropriate observation
& feedback to ensure team
effectiveness
 Technical and Management
Skills: Ability to understand the
mission of the team & program.
The supervising professional
must schedule, plan & manage
time & handle the unexpected
 Delegating Skills: Ability to
communicate responsibilities
effectively to the para
 Coordinating and Planning
Skills: Ability to see that roles &
responsibilities are scheduled
appropriately, resources are
available when needed, &
conferences & meetings are
used to their fullest advantage
Problem Solving
 Teacher and Para(s) write down how each of you see
the situation and generate solutions on paper before
making actions (brainstorm)
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Decide if the situation concerns a matter of principle or
preference
List suggestions for what could be done to improve the
situation
Next to each suggestion write the name of the person
responsible for implementing the action
Realistically think, how much of a problem is it?
What will you do to start resolving it?
Create an Action Plan
Action Plan
For
________________________
Staff Responsible: __________________
Supervising Teacher: ___________________
Paraeducator: ____________ Date of Meeting: __________________
Other: ________________
___________________________________________________________
Action
Person Responsible
Deadline
Know How to Negotiate
Steps to Negotiation:
1. Agree to Negotiate
2. Gather Points of View
3. Focus on Interests
4. Create Win-Win Options
5. Evaluate Options
6. Create an Agreement
Personality Traits
 The MOST critical lesson you must learn is to
know who you are!
 Hartman Personality/Character Profile
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Identify your driving core motive and others
Understand the 4 personality types
Know the strengths and limitations of those 4
personality types
Learn how to effectively communicate &
interact with others
Core Motive & Natural Talents
Red
Blue
White
Yellow
Core
Motive
Power
Intimacy
Peace
Fun
Natural
Talents
Leadership
Vision
Quality
Service
Clarity
Tolerance
Enthusiasm
Optimism
RED- Strengths/Weaknesses
Strengths
 Logical
 Assertive action-Oriented
 Task Dominant
 Determined
 Competitive
 Highly Verbal
 Unquestioned
 Leader in Home
 Responsible
 Disciplined
 Confident
 Leadership
 Proactive
 Decisive
 Goal Oriented
 Excellent Provider
 Creative in Crisis
Weaknesses
 Selfish
 Insensitive
 Inconsiderate
 Harsh & Judgmental
 Arrogant
 Always right
 Impatient
 Poor Listener
 Bossy
 Aggressive
 Argumentative
 Demanding
 Difficult to please
 Obsessive
 Prioritizes Work Over Personal
Relationships
Red- Do’s and Don’ts
The Do’s
 Present Facts & Figures
 Be Direct, Brief, & Specific
 Present Issues Logically
 Emphasize Productivity &
Efficiency
 Articulate Your Feelings
Clearly
 Support their Leadership
Instincts
 Support their Correct
Decisions
The Don’ts
 Embarrass them in Front of
Others
 Argue from an Emotional
Perspective
 Be Slow & Indecisive
 Always use an Authoritarian
Approach
 Wait for them to Ask your
Opinion
 Take their Arguments
Personally
 Demand Constant Social
Interactions
Famous RED Personalities
Madonna
Hilary Clinton
BLUE- Strengths/Weaknesses
Strengths:
 Compassionate
 Sincere
 Loyal
 Thoughtful
 Appreciates Beauty & Detail
 Organized
 Excellent Trainer
 Self-Sacrificing
 Committed
 Dedicated
 Emotionally Deep
 Dependable
 Deliberate
 Intimate
 Relationships are a Priority
Weaknesses:
 Worry Prone
 Overly Sensitive
 Self-Righteous
 Unforgiving
 Judgmental
 Lacks Ability to Relax
 Non\t Spontaneous
 Suspicious
 Perfectionist
 Easily Frustrated
 Hard to Please
 Moody
 Jealous
 Clingy
 Lecture and Overkill
 Issues
BLUE: Do and Don’ts
Do’s:
 Show appreciation
 Take a Sensitive Approach
 Demonstrate Sincerity
 Limit their Perceived
Exposure to Risk
 Help them Feel Secure
 Promote their Creative
Efforts
 Be Loyal
Don’ts:
 Make Them Feel Guilty
 Be Rude or Abrupt
 Expect Spontaneity
 Promote too much Change
 Expect them to Bounce Back
Easily from Depression
 Expect them to Forgive
Quickly
 Abandon Them
Famous BLUE Personalities
Oprah Winfrey
Walt Disney
WHITE- Strengths/ Weaknesses
Strengths:
 Kind
 Patient
 Adaptable
 Satisfied
 Calm/Easygoing
 Agreeable
 Trusts Self
 Likes Most People
 Agreeable w/difficult Children
 Good Listener
 Accommodating
 Inventive
 Entertains Self
 Considerate
 Diplomatic
Weaknesses:
 Timid
 Indecisive
 Unmotivated
 Silently Stubborn
 Resents Pressure
 Boring & Detached
 Lazy
 Poor Disciplinarian
 Avoids Conflict
 Fearful of Confrontation
 Verbal Response
 Indifferent
 Resists Commitments
 Uninvolved
 Wait and See
WHITE: Do and Don’ts
Do’s:
 Accept their Individuality
 Create an Informal, Relaxed
Setting
 Combine Firmness with
Kindness
 Always React Gently
 Show Patience, Try Not to
Rush Them
 Look for Nonverbal Clues
 Hear them Out; Listen
Quietly, and Carefully
Don’ts:
 Be Cruel or Insensitive
 Expect them to Need Much
Social Interaction
 Force Immediate Verbal
Expression
 Be Domineering or too
Intensive
 Overwhelm Them with too
Much at Once
 Force Confrontation
 Take Away all of their
Daydreams
Famous WHITE Personalities
Gandi
Albert Einstein
YELLOW: Strengths/Weaknesses
Strengths:
 Fun-Loving
 Charismatic
 Carefree
 Enthusiastic
 Optimistic
 Strong Visual Learner
 Loves Physical Contact
 Sociable
 Never Dull or Boring
 Trusting
 Forgives Easily
 Accepts Others
 Spontaneous
 Adventurous
 Happy with Life
Weaknesses:
 Uncommitted
 Disloyal
 Self-centered
 Superficial
 Poor Listener
 Disorganized
 Impulsive
 Undisciplined
 Vain
 Afraid to Face Facts
Inconsistent
 Unfocused
 Interrupts
 Sassy/ Demanding
 Loud and Obnoxious
YELLOW: Do and Don’ts
Do’s:
 Take a Positive, Upbeat
Approach
 Offer Praise and
Appreciation
 Accept Some Playful
Teasing
 Encourage them to Enjoy
their Work
 Encourage their Verbal SelfExpression
 Reinforce Trust with
Appropriate Physical
Gestures
 Value their Social Interaction
Skills
Don’ts:
 Be too Serous Criticism
 Ignore Them
 Forget that they have “down”
times, too
 Expect Them to Dwell on
Problems
 Attack their Sensitivity or be
Unforgiving
 Totally Control their
Schedules/Times
 Give Them too Much Rope,
or They May Hang
Themselves
Famous YELLOW Personalities
Bill Clinton
Robin Williams
1
2
Identifying
Roles
Build
Communication
5
Basic Tips
Classroom
Management
Learner
Outcomes:
Goals
4
Write
Effective
Reports/IEP’s
3
Organize
Caseload
Organizing Caseload
 Create Triennial/Annual
Checklist
 Create a brief checklist
that highlights students
needs (can be given to
general ed. teachers on
caseload)
 Organize Class List
 Fit students into
academic grade level
groups (Later used for
group instruction)
 Match students with
same goals/objs.
(Helpful in creating
individual work folders
or determining group
instruction)
 Create a data
collection system
1
2
Identifying
Roles
Build
Communication
5
Basic Tips
Classroom
Management
Learner
Outcomes:
Goals
4
Write
Effective
Reports/IEP’s
3
Organize
Caseload
Why Assessment?
 Assessment is
What Drives
Instruction!
 Can be Formal or
Informal
 Helps you Write
Triennial Reports
 Helps you
Determine
NEEDED
goals/objs.
Guide to Writing Reports
Reports Should be Written in This Format
1. Identifying Information
student’s name and date of birth
b.
Student’s age and grade
c.
Examination date(s)
d.
Examiner’s name
e.
School, parents’ names, teacher’s name (optional)
2. Reason for Referral
a.
Person who referred the student
b.
Reason for referral
c.
Specific concerns of the referral source
a.
Guide to Writing Reports
-continued3. Background Information
a. Relevant family history
b. Current family situation
c. Health/developmental history
d. Relevant educational history
4. Previous Evaluations and Results
a. Relevant medical or psychological
b. Relevant cognitive or achievement
c. Recent vision and hearing
Guide to Writing Reports
-continued5. Tests Administered
a. Names of Tests Administered
b. Other Assessments Used
6. Behavioral Observations
a. Reactions to Assessment
b. General Response Style
c. Activity Level
d. Attentional Level and Consistency
e. Language Style
f. Response to Success or Failure
Guide to Writing Reports
-continued7. Cognitive Abilities and/or Achievement
a. Report Scores in Text or Attach at End
b. Interpret and Integrate Data
c. Consider Findings from a Variety of
Sources
d. Separate Paragraphs for Each Cognitive
and Academic Area Such as; Reading and
Mathematics
e. Give Specific Examples to Document Clinical
Interpretation
Guide to Writing Reports
-continued8. Summary and Conclusions
a. Briefly Summarize Results
b. State Implication of Results
c. Do Not Include New Information
d. Include statement of Diagnosis or Refer to
Multidisciplinary Team for Consideration of
Next Step
9. Recommendations
a. Base on Both Strengths and Weaknesses
Provide Realistic and Practical Intervention Objectives and
Strategies
b. Suggest any Further Evaluation Needed
c. Involve Student, parents and teachers
Present Level of Performance
 Under IDEA 2004, the IEP
must include “a statement of
the child’s present levels of
academic achievement and
functional performance
 Present levels of academic
achievement and functional
performance require
objective data from
assessments
 State what they can do, can’t
do, and why work on this
skill
 Example:
“Kyle understands the
phonemic short vowel
patterns of CVC words. He
has difficulty reading CCVC
or CVCC blends (i.e., flock,
tent) and consonant
digraphs (i.e., th, sh, wh, ch,
ph) in words. Working on
these skills will help Kyle
understand the basic
features of reading and
achieve fluent decoding
skills.”
Measurable Goals
 IDEA 2004 also requires IEP’s to include “a
statement of measurable annual goals, including
academic and functional goals.”
 Basic Format of Goals/Objectives in Writing:
Conditions:
“By 11/08, when given a randomly selected 2nd grade
passage”
 Behavior:
“John will read aloud”
 Criterion:
“at (accuracy rate) at a number of trials (__/5)”
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Example: Goal and Objectives
Goal: Std. 1.1.2: By 2/09, when given two random numbers between 0 to 100, John
will write the correct symbol (less than, equal to, or greater than) with 90%
accuracy as measured by student work samples, teacher observations and/or
charts.
Objectives:
1.
By 6/08, when given two random numbers between 0 to 30, John will write the
correct symbol (less than, equal to, or greater than) with 50% accuracy as
measured by student work samples, teacher observations and/or charts.
2.
By 11/08, when given two random numbers between 0 to 70, John will write
the correct symbol (less than, equal to, or greater than) with 70% accuracy
as measured by student work samples, teacher observations and/or charts.
3.
By 2/09, when given two random numbers between 0 to 100, John will write
the correct symbol (less than, equal to, or greater than) with 90% accuracy
as measured by student work samples, teacher observations and/or charts.
Note:
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Progress reporting times should be 3x’s a year. Remember these reporting
dates March, June and November.
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The last progress reporting time should match the goal annual date.
1
2
Identifying
Roles
Build
Communication
5
Basic Tips
Classroom
Management
Learner
Outcomes:
Goals
4
Write
Effective
Reports/IEP’s
3
Organize
Caseload
Rules & Procedures
Guidelines for Creating Rules
(expected norm regarding
behavior)
 Limit 5-6
 Specific is better
 Consistent with School
Rules
 Understandable
 Manageable
 Always Applicable
 Positive
 Consistent with Teacher’s
Philosophy
Procedures (concern how
things get done in the
classroom)
 Classroom Behavior Plan
 Warning System
 Consequences
 Steps in Teaching
“Procedures are the railroad
tracks- content is the train.”
- Rick Smith
Classroom Rules Sample
1.
2.
3.
4.
5.
6.
Be in your assigned seat
and ready to work when
the bell rings.
Bring required books and
materials to every class,
unless told otherwise by
the teacher.
Listen and stay seated
when someone is
speaking.
Follow directions the first
time they are given.
Turn assignments in on
time.
Treat everyone and their
property respectfully.
 Phrase rules in the positive
 Make sure rules reflect your
philosophy
 Check each rule for clarity.
Delete any unnecessary
words.
 Communicate rules to
families.
Steps to Building a Positive School Climate
 Build Relationships and Communicate Caring
 Create a Climate of Cooperation
 Provide a Safe and Secure Environment
 Model and Teach how to be Responsible
 Communicate High Expectations to students and
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Staff
Teach and Show Respect
Be Ready with a Positive Attitude Each Day
Teach and Encourage Expected Behaviors
Support Frequent Communication with Parents
Behavior Guidelines
 Tell them What to do Rather
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than What not to do
Get Student’s Attention Prior to
Giving Directive
Give Clear and Concise
Directions, and Check for
Comprehension
Give Direction Once, then Help
with Compliance.
Give Choices if Possible
Allows Follow Through
Determine Antecedents to
Behavior
Comment On and/or Reward
Appropriate Behaviors
Be Models for the Students
Don’t be Afraid to ask for Help
 Use as Few Words as Possible
 Use Least Intrusive Prompt
 Allow Process Time before
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Redirecting
Be Consistent
Avoid Using “No” and “Don’t”
Use Transition Warnings
Give Reminders/Prompts Prior
to a Difficulty Activity/Situation
Reinforcement and/or
Consequence Should be
Immediate
Have a Filler Activity Available
Don’t Talk About Students in
front of them, another Student
or a Parent
Catch Them Being Good!!!!
Procedural Tips
 Colored walls that
correlate with color
table groups
 Determine Behavior
charts that works best
for each individual
student
 Create Data Collection
 Color Folders for
specific academic workindependent work at
student’s desk
System for assessment,
group work, individual
work and/or student self
charting
References
 Broer, S., Doyle, M. & Giangreco, M. (2002). Perspectives of
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