Transcript Windham Paraprofessionals August 24, 2012 Iris White Education Consultant

Windham Paraprofessionals
August 24, 2012
Iris White
Education Consultant
Connecticut State Department of Education
08/24/2012
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Definition
Walker, Colvin, and Ramsey (1995) define antisocial
behavior as the “opposite of cooperative, positive, and
mutually reciprocal behavior.” Students exhibiting
anti social behavior are described as aggressive,
frustrated, incorrigible, hard to deal with, difficult to
teach, and unmotivated.
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Paraprofessional Study
 The Legislative Program Review and Investigations Committee
authorized a study of paraprofessionals in April 2006. The
study focused on whether Connecticut should establish
minimum standards for public school paraprofessionals who
perform instructional tasks for students in kindergarten through
twelfth grade (K-12) . Findings and recommendations were
made in several areas affecting paraprofessionals with
instructional responsibilities.
 The full report can be downloaded at:
www.cga.ct.gov/2006/pridata/Studies/School_Paraprofessional
s_Final_Report.htm.
Connecticut Paraprofessional Legislation
 Sec. 10-155j. Development of paraprofessionals. The Department of
Education, through the State Education Resource Center and within
available approproriations for such purposes, shall promote and encourage
professional development activities for school paraprofessionals with
instructional responsibilities. Such activities may include, but shall not be
limited to, providing local and regional boards of education with training
modules and curricula for professional development for paraprofessionals
and assisting boards of education in the effective use of paraprofessionals
and the development of strategies to improve communication between
teachers and paraprofessionals in the provision of effective student
instruction.
Connecticut Paraprofessional
Legislation
 Sec. 10-155k. School Paraprofessional Advisory Council. The
Commissioner of Education shall establish a School Paraprofessional
Advisory Council consisting of one representative from each statewide
bargaining representative organization that represents school
paraprofessionals with instructional responsibilities. The council, shall
advise, at least quarterly, the Commissioner of Education, or the
commissioner’s designee, of the needs for the training of such
paraprofessionals. The council shall report, at least quarterly, in accordance
with the provisions of section 11-4a, on the recommendations given to the
commissioner, of the commissioner’s designee, pursuant to the provisions of
this section, to the joint standing committee of the General Assembly having
cognizance of matters relating to education.
Connecticut Paraprofessional
Legislation
 Sec. 2008. Not later than December 1, 2008, the
department shall report and make recommendations to
the joint standing committee of the General Assembly
having cognizance of matters relating to education
concerning professional development for
paraprofessionals and the status and future of school
paraprofessionals with instructional responsibilities.
School Paraprofessional Advisory Council Members:
Regina
Birdsell
Assistant Executive Director
Connecticut Association of Schools
Darlene
Brodbeck
Teacher
ACES
Stacey
Cannon
Special Education Teacher
CES
Stefanie
Carbone
Assistant Principal, Lake Garda Elementary School
Region 10
Marcia
Cattanach
Paraprofessional, Hartford Public Schools
AFT Connecticut
Ann P.
Dombroski
Assistant Executive Director
ACES
Cheryl
Kaiser
Teacher, Watertown Public Schools
Education Connection
Jacqui
Kelleher
Assistant Professor, Special Education
Sacred Heart University
Rhonda
Kempton
Consultant, Bureau of Special Education
CSDE
Annie
Mac Donald
Paraprofessional/Local President
CILU/CIPU
Donna
Morelli
Education Specialist
CREC
Kevin
Murphy
Director, Collective Bargaining
AFSCME Council 4
Heather
Penfield
SERC
Niloufar
Rezai
Education Services Specialist
Interim Director, Child and Family Dev. Resource
Center
Janet
Scialdone
Program Coordinator, TABS
CREC
Ellen
Tyler
Principal
Old Lyme
Bill
Walkauskas
Paraprofessional
CSEA
Loyola
Welsh
Education Director and Steward Coordinator
CEUI/MEUI
Eastern CT State University
•Assisted in the development of CSDE resource materials for educators, including the
Scientific Research Based Interventions (SRBI) and Paraprofessionals brief and provided
guidance on the publishing of a monthly newsletter that has included important resources
and provided information on many key professional development topics (e.g., Assistive
Technology, Creating Student Independence, and Paraprofessionals and Instructional
Support).
•Assisted in the development of surveys to districts which identified the professional
development needs of instructional paraprofessionals and problem areas that may exist.
This information has been used to inform statewide professional development offerings
that meet the needs of paraprofessionals.
•Developed the Connecticut Paraprofessional of the Year Program to recognize the
important role of the paraprofessional in supporting student achievement.
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CT Paraprofessional of the Year
 The Connecticut State Department of Education (CSDE
and the School Paraprofessional Advisory Council has
established the Connecticut Paraprofessional of the Year
Program to recognize the important role of the
paraprofessional in supporting student achievement.
 The 2013 Connecticut Paraprofessional of the Year will be
announced at the SERC Paraprofessionals as Partners
Conference on November 14, 2012 at the Crowne Plaza
Hotel, Cromwell, CT.
Council Recommendations
 Field experiences for teacher candidates should include opportunities to observe
effective collaborative practices between teachers and paraprofessionals and the
appropriate utilization of paraprofessionals in the classroom.
 Collaboration with paraprofessionals should be integrated into the Teacher Educator
and Mentoring (TEAM) Program.
 Training programs for school administrators should include coursework on how to
supervise and evaluate paraprofessionals.
 Districts should be encourage to involve their paraprofessional workforce in regular
professional development activities each school year aimed at ensuring that these
staff members: 1) remain current on all instructional practices related to their
assignments; and 2) continue to develop and enhance their instructional
competencies in core areas (such as, working with students with autism, managing
behavior, instructional strategies for students who are struggling, school climate,
etc.)
Connecticut’s Working
Definition
“A paraprofessional is an employee who assists teachers
and/or other professional educators or therapists in the
delivery of instructional and related services to students. The
paraprofessional works under the direct supervision of the
teacher or other certified or licensed professional. The
ultimate responsibility for the design, implementation and
evaluation of instructional programs, including assessment of
student progress, is a collaborative effort of certified and
licensed staff.”
Connecticut Guidelines for the Training and Support of
Paraprofessionals
 Published and endorsed by the CT State Department of
Education
 Revised March 2012
 Revised document adds:
 Questions supervisors should ask themselves when evaluating
paraprofessionals
 Interview questions for teacher candidates
 Documents: SERC LRE Newsletter and Paraprofessional
Briefs on: working with English Language Learners, Students
With ADD/ADHD, and Challenging Behaviors
IEPs
In the case of paraprofessionals whose support includes
students with disabilities, it is necessary for them to have
an understanding of the IEP information that is pertinent
to their role as an implementer.
-Connecticut Guidelines for Training and Support of
Paraprofessionals, pg. 58.
Paraprofessionals at the IEP Team Meeting
 Paraprofessional attendance and placement team (PPT) meetings is an
individual district and school-based decision. It is important that district or
school personnel explain their policy on the attendance of paraprofessionals
at PPTs to both parents and school staff. If a paraprofessional is required in
the IEP and is not attending a student’s PPT meeting, it is the responsibility
of the student’s teacher and the paraprofessionals’ supervisor to
communicate in detail with the paraprofessional about the student, before
the PPT.
-Connecticut Guidelines for the Training and Support of Paraprofessionals, pg.
42.
CSDE Paraprofessional
Information and Resources
Webpage
 Paraprofessional Information and Resources, part of the
CALI website
www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321752
Contains paraprofessional regulations and legislation,
professional development opportunities, resources, and
research on paraprofessionals.
Paraprofessional District Contact Person
 Each district in Connecticut has identified a central office
employee as a district contact person for paraprofessional
issues. This persons’ role is to: act as a liaison between
the district and SDE, disseminate information of
importance to paraprofessionals, such as personnel
development opportunities, policy updates, resource
availability, information exchange, data gathering
regarding best practices and networking across districts on
effective practices for paraprofessionals.
 Newsletter emailed every month. Newsletter should be
distributed to all staff.
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Three factors that may cause
antisocial behavior
 A harmful early childhood
 Aggressive behavior displayed when the child first
enters school
 Rejections to other children their age
Children with antisocial behavior often do not know
how to solve problems, talk about their thoughts or
feelings, manage their anger, or build good
relationships.
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Characteristics of Children with
Antisocial Behavior
 Students with antisocial behavior also have more
trouble following directions given by adults. These
behaviors often lead to serious problems on the
playground, bus, in hallways, lunchrooms, or libraries
(Walker et al., 1987).
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Emotional Disturbance
 A condition exhibiting one or more of the following characteristics over





a long period of time to a marked degree, which adversely affects
educational performance:
An inability to learn that cannot be explained by intellectual, sensory,
or health factors;
An inability to build or maintain satisfactory relationships with peers
and teachers;
Inappropriate types of behavior or feelings under normal
circumstances;
A general pervasive mood of unhappiness or depression; or
A tendency to develop physical symptoms or fears associated with
personal or school problems (Individuals with Disabilities Education
Act, 1992).
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Alpha and Beta Commands
 Alpha Commands
 Clear, concrete, and specific
 Minimal number of words
 Reasonable amount of time for behavior to occur
Beta Commands
 Vague
 Wordy
 Often convey feelings of anger or frustration
 May contain many sets of directions
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Classroom Structure
 http://www.youtube.com/watch?v=PhJD5RL331Q&fea
ture=related.
 http://www.youtube.com/watch?v=IgGiY0BJzLc&feat
ure=related.
How can you as a paraprofessional support the teacher in
providing a positive, but structured classroom
environment.
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Research
The Force Research Science Center at Minnesota
State University-Mankato conducted a study on
the nature of commands given in policing
situations, particularly violent encounters like
officer-involved shootings.
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Findings
 In nonviolent situations, officers overwhelmingly issued
so-called “alpha” commands. Alpha commands are simple
direct, and explicit, so that even someone in a chemically or
emotionally induced fog is likely to understand them.
“Take your hands out of your pocket”
“Stop Talking”
“Don’t leave your vehicle”
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Findings
In violent confrontations, the research revealed, officers’
command style tended to be dramatically different. As
threats appeared or escalated, officers overwhelmingly
used beta commands.
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Findings
 In nonviolent encounters, 84 percent given were alpha
commands. In violent situations, only 16 percent were
alpha.
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Implications
 Based on Professor Houlihan’s work with autistic children
and others who show resistance in classrooms, he knows
that “beta commands are very ineffective and inefficient.
“They leave people guessing.” When teachers switch from
beta to alpha commands, they experience greater
compliance even from mentally and emotionally disturbed
students. With the change you almost immediately see
better teachers and better kids.”
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Implications
 Walker insightfully noted that “whether or not a child
complies with an adult directive has as much to do
with how the command is framed and delivered as it
does with the consequences, or lack of them, that
follow the delivery.”
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Cultural Competence
 Important to rule out cultural differences before
identifying behavior as a problem.
 Unrealistic to expect anyone to be completely
knowledgeable about all intricacies of students.
 Important to have an understanding of the cultural
backgrounds of students.
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“It is easier to prevent a behavior from occurring, than
to deal with it after it has happened”
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Acting-Out Stages
Calm
2. Triggers
3. Agitation
4. Acceleration
1.
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5. Peak
6. De-escalation
7. Recovery
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The MODEL
Behavior Intensity
High
Low
Peak
Acceleration
De-escalation
Agitation
Recovery
Calm Trigger
Time
Managing the Cycle of Acting-Out Behavior in the Classroom
By Dr. Geoff Colvin
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The MODEL
Behavior Intensity
High
Low
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CALM

Time
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Calm: Description
 On-task
 Follows rules and expectations
 Responds to praise
 Initiates appropriate behavior
 Goal oriented
 Socially appropriate
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Calm: Intervention
 Structure
 Secure and predictable environment
 Provide attention
 Teach social behavior
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Recognizing Appropriate Behavior
 Assign additional desired responsibilities
 Give feedback to parent or guardian
 Distribute certificates of merit
 Give verbal praise
 Provide written feedback
 Allow extra free time
 Post student work
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The MODEL
Behavior Intensity
High
Low
TRIGGER

Time
Triggers: Description
Any event that provokes an
undesired response from
the student.
 School-based
 Non school-based
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Triggers: Intervention
 Respond to negative student behaviors in a
professional manner
 Don’t take it personally
 View as a teaching opportunity
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The MODEL
Behavior Intensity
High
Low
AGITATION

Time
Agitation (Anxiety): Description
 More animated
 Eyes dart—little focus
 Busy hands
 In and out of group
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 Stares into space
 Language subdued and
non-conversational
 Hands contained
 Withdraws from group
 Off-task
 Non-responsive
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Agitation: Intervention
Utilize strategies that calm the student down
 Let student know you are aware that there is a problem.
 Space-provide student with opportunity for isolation.
 Time
 Preferred activities-allow student to engage in a preferred activity for a
clearly specified short time
 Independent activities
 Movement activities
 Involve the student-allow student to plan for this time if appropriate
 Relaxation activities
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Acknowledge the student is in control of his or her
own decisions
•Offer Choices
•Non-compliant choice
•Compliant choice
•Reinforce compliant choice
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Offer Choices: Activity
 Choose a new partner
 Teacher makes request
 Open to page 36
 Line up for lunch
 Put your materials away
 Student refused request
 Teacher provides choices
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Acceleration (Defensive):
Description
 Whines and cries






Questions/argues
Uncooperative
Off-task
Provokes others
Tests limits
Unacceptable social
behavior
 Performs below expected
levels
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 Seeks to avoid an
activity
 Threatens and
intimidates
 Verbal abuse
 Destroys property/
serious aggressive
behavior in general
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The MODEL
Behavior Intensity
High
ACCELERATION
Low
Time
Acceleration: Intervention
(Last Opportunity to Avoid Peak Behavior)
 Avoid escalating the behavior
 Maintain calm, respect and detachment
 Utilize crisis prevention strategies to interrupt the
chain of escalating behavior
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Guidelines for Approaching the Accelerating
Child
 Move slowly
 Establish eye-level
 Speak privately, calmly
position
 Be brief
 Stay with the agenda
 Withdraw if behavior
escalates
 Avoid power struggles
 Acknowledge
cooperation
and respectfully with
student
 Minimize body language
 Keep reasonable distance
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•Choose a partner
•Teacher
•Stand more than arm’s distance from the student
•Stand with one shoulder slightly angled toward student
•Open hands
•Relax arms in front of body
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The MODEL
Behavior Intensity
High
PEAK
Low
Time
Peak: Description
 Serious destruction of
 Hyperventilation
property
 Assault
 Screaming
 Someone is target or
victim
 Running
 Violence
 Self-abuse
 Severe tantrums
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Peak: Intervention
 Protect yourself, students and others as much as
possible
 Remove students or remove others
 Pause and Assess
 Physically step away and
 Send for help
 Block non-aggressively
(if necessary)
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De-escalation (Acting Out):
Description
 No apparent focus or
 Responsive to very
purpose in behavior
 Reconciliation
 Withdrawal
 Denial
 Blaming others
 Sleeping
concrete directions
 Responsive to
manipulation or
mechanical tasks
 Avoidance of discussion
(unless there is an
occasion to blame
others)
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De-escalation: Intervention
 Isolate child with
 Complete exit paperwork
supervision
 Allow some time to cool
down
 Engage in independent
work that produces a
product for about 20
minutes
 Restore environment
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 Resume regular schedule
 Easiest activity for the
student at this point is a
solitary, independent
task.
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The MODEL
Behavior Intensity
High
DECELERATION
Low
Time
Recovery: Description
 Defensive
 Some children will
independent work or
display very cautious
activity
behavior
 Interactions with other
 Avoidance of de-briefing
students are difficult
 Children are generally
 Subdued in group work
reluctant to talk about
 Subdued in class
the outburst.
 Eagerness for
discussions
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Recovery: Description
 Defensive
 Some children will
independent work or
display very cautious
activity
behavior
 Interactions with other
 Avoidance of de-briefing
students are difficult
 Children are generally
 Subdued in group work
reluctant to talk about
 Subdued in class
the outburst.
 Eagerness for
discussions
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The MODEL
Behavior Intensity
High
Low
Time
RECOVERY

Recovery: Intervention
 Provide strong focus on
 Strongly acknowledge
normal routines
 Do not negotiate
consequences for the
serious behavior
 Reinforce cooperation
after an incident
 De-brief
problem-solving
behaviors
 Communicate
expectations that child
can succeed with help
 Establish plan with
specific steps
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Scenario #1
 Andy was working on his penguin project when the teacher
asked him to get ready for math class. Andy wanted to
continue working on this project and not go to math. The
teacher again firmly told Andy to get ready for math and to
put his project away. Andy continued to ignore her requests
and give her dirty looks. Andy begins to plead with the
teacher to allow him to continue working and not go to
math, but when the teacher says no again Andy gets defiant
He begins yelling obscenities up and down the hallway.
When the principal asks Andy what the problem was, he
tells her that his teacher was making him go to math class
and that he didn’t like math and blamed his teacher for
making him throw his desk. Andy is then sent to sit by
himself and complete his required work without anymore
problems.
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Scenario #2
 While sitting at his desk working on his five spelling words,
Jose begins to play with his pencil. The teacher assistant in
the class walks over to Jose and demands that he get back
to work. Jose pushes his work aside and puts his hands into
his pockets, as he stares into space. Again, the assistant
insists that Jose get back to work. Jose takes his work and
tears it in half and begins screaming at the assistant to
leave him alone. After the teacher returns to the classroom
she finds Jose sitting alone in the back of the room
whimpering. The assistant tells her that she doesn’t know
what his problem is and that he just started throwing a
tantrum. When Jose finally calms, down, the teacher
speaks with him regarding the incident and provides Jose
with another chance to work on his spelling.
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Relaxation Skills
 Diaphragmatic breathing
 Progressive relaxation
 Hands and arms
 Arms and shoulders
 Jaw
 Face and neck
 Stomach
 Legs and feet
 Physical exercise
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Self-Control
 Definition:
Behaviors and strategies that an individual uses to
achieve self-selected outcomes.
 Includes:
 Self monitoring—observing and recording one’s own
behavior
 Self evaluation—compare behavior to self or external
standard and judge acceptability
 Self reinforcement—select and administer own
positive consequence
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Conclusion
Discuss with a partner, one strategy/idea that you
learned from this session, that you will implement.
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Need Additional Information
 Iris White, Education Consultant
CSDE, Bureau of Accountability and Improvement
(860) 713-6794
[email protected]
General Information
www.ct.gov/sde/para-cali.
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