Increasing Self-Sufficiency and Decreasing Paraprofessional Dependence in Students with IEP s Keely Swartzer-Special Education Coordinator @ MAWSECO/Delano
Who is here?
Agenda Review of article/research relating to over-reliance Assessing our use of paraprofessionals within our schools IEP teams responsibility in adding and removing paraprofessional support Training ideas for staff to decrease dependence and increase self-sufficiency Strategies to use directly with students to increase self-sufficiency and independence Case study (if time allows)
Don't Limit Me
Article jigsaw A jigsaw is an activity where groups are assigned portions of a reading and asked to summarize it for the whole group. Your team will be given an article. Please assign each member of your group a section to read. Each member will then summarize to your group what they read. We will share out big ideas as a large group.
Assessing our use of paraprofessionals Form a group with others from your building. If you are here as a solo participant, you can complete this activity on your own. Read the focus question, purpose and directions on the Assessing Our Use of Paraprofessionals document Discuss each numbered item and mark the appropriate box. On the cluster worksheet, draw one circle around the number if your team indicated this happens sometimes or for some. Draw two circles around the number if your team indicated this happens frequently/too often. Then, rank the clusters from one to four where one is the greatest area of need (with the most circles.)
Discussion Is this information accurate based on what we know in our building? Is the cluster ranked as #1 really our highest need? If not, which area is our highest need? What do we need to be doing to address the needs in these cluster areas? Be prepared to sharing your findings and your insights about next steps with the large group. NOW WHAT??
what responsibilities does the IEP team have relating to paraprofessional support?
What does case law say?? Having a student with a 1:1 paraprofessional is MORE RESTRICTIVE than having a student in a resource room with peers. It fosters dependence and causes a lack of interaction. Thus, 1:1 services are not appropriate unless the child needs such services in order to make meaningful progress on IEP goals and objectives. Grant v. Independent School District No. 11, 2005 WL 1539805, at *10 (D. Minn. 2005) [Student] v. South Washington County ISD 833, OAH No. 8-1300- 19141-89, MDE Case 08-001H (2007)
What does compliance say? The paraprofessional must be informed of his/her specific responsibilities related to implementing the child s IEP. Remember to include frequency, location and duration of the paraprofessional s services on the IEP. Sample of Compliance: Dan will receive paraprofessional support in each of his regular education classes due to his significant behavioral needs in the area of self-regulation. The paraprofessional will provide verbal behavioral redirection, visual calming cues in the form of cue cards provided by the special education teacher and sensory breaks every 45 minutes to reduce his stressful reaction when over-stimulated.
Process for adding-if you don t have one, you need one! See example handout Pay special attention to questions 1, 6 and 7 Paraprofessional Work Plan Request Paraprofessional supports should be reviewed AT LEAST annually with the IEP team with the goal always being to decrease or eliminate paraprofessional support and increase self-sufficiency.
Let s step back... The purpose of special education is to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living. IDEA 601(d)(1)
always striving toward students becoming as independent as possible!!! -Independence can be defined (Webster's) as freedom from control or influence of another or others. Why is this so important for our students and families? How do we do increase independence?
Training for paras: MS125A.08(b) Before or upon employment: Emergency procedures Roles and responsibilities Confidentiality Vulnerability Reportability Annual training: Student specific skills Understanding disabilities Following lesson plans Implementing follow up instructional activities
Training topics for paraprofessionals (And teachers?) -The goal of paraprofessionals -The definitions of terms like independence, interdependence, etc. -The importance of developing the self-sufficiency of learners -The importance of educating students with disabilities in the least restrictive environment -The role of the paraprofessional in developing independence in students -Support strategies to increase independence -Less intrusive or less audible support options in general education settings -Strategies to facilitate relationship building between students with and without disabilities -Adapting and accommodating tasks/providing peripheral supports -Assistive technology
How can we build independence? Less intrusive supports Less audible supports Facilitating peer to peer interactions
match support to student need
It s a balancing act! When do we fade prompts? When do we support more? When is it just enough? Do we let the student completely tie his own shoes and miss part of phy ed? Do we have the student complete the worksheet while others move on to the next concept? When the balance is not there, the student may become prompt dependent or develop learned helplessness.
Why Up the ante on learning? What happens when students become so dependent on directions/prompts that he or she becomes a passive learner? Upping the ante on learning provides opportunities to: Build self-esteem Motivate students to achieve Give student a sense of purpose Improve social acceptance Reduce stereotypic labels Increase the likelihood of progress on goals and objectives Be an active member in the school community Enjoy learning Feel success Become a lifelong learner
Goals and expectations are key Helps to ensure students have an understanding of the goals and expectations which should lead to self-regulation because they will tie the two together.
Gradual release of responsibility 1. Demonstration I do, you watch. 2. Guided Practice I do, you help. 3. Independent You do, I help. 4. Application You do, I watch.
cueing (General assistance) Cueing is an action intended to encourage a student to initiate or continue a task that he or she previously executed. A cue is a hint or a nudge in the right direction that does not provide a direct answer.
Most Invasive Physical Gesture An adult alerts the student by touch to begin or continue task. Least Independent Pointing An adult provides a single point toward an object or place indicating the beginning step of a task or continuation of the task when the student hesitates. Visual Cue The student is provided with written directions, arrows, color-coding or other visual methods beyond the materials planned initially to help the student initiate or continue the task. Verbal Direct Cue The student is given a hint or short verbal direction that relates specifically to the task but does not provide the direct answer. (Example: Always capitalize the first word in a sentence. ) Least Invasive Verbal Indirect Cue The student is given oral information or a question that guides the student in the right direction but does not provide a direct answer. (Example: What do you think you need to do next? ) Most Independent
prompting (Specific Assistance) Prompting is an action taken when directly assisting a student with the completion of a task. A prompt pulls the student through each step to the end of the task and provides a direct answer.
Most Invasive Physical Assist An adult offers a hand-to-hand manipulation of the student to actually control motor movements to complete the task. Least Independent Adult Modeling An adult demonstrates the task that is requested of the student. Student Modeling Another student demonstrates the task that is requested of the student. Visual Graphic Photographs, videotapes or drawings of the task to be completed beyond the materials planned initially are shown to the student in a sequence of images. Gesture Assist An adult repeatedly points or gestures to indicate a place or object that is the next step of the task. Least Invasive Verbal Direction A step-by-step narration is given to the student in order for the task to be completed. Most Independent
important!
Self Sufficiency Rubric
increase peripheral supports Increase prominence of material (color coding; increase size) Provide pictorial/visual cues Construct and promote the use of visual supports (schedules, choice boards, reminder cards) Pair verbal cues with a gesture Prepare and monitor use of organizational tools (calendars, assignment sheets, etc) Develop checklist to sequence the steps in a task Develop and use adaptations to materials when needed
more ideas! See handouts: -Techniques to Promote Independence -18 Ways to Step Back
strategies to facilitate peer relationships and support Don t make friendships a big deal Respect personal boundaries Model behavior Allow ALL students to help each other Look for opportunities where students can interact Be attentive to interests and natural connections Be a coach Be proactive with ways to increase involvement in games or activities Promote peer modeling
Reminders Many of our students need to be explicitly taught skills to increase their independence. Many of our students need REPEATED practice to master the skills we have taught.
case study (if time allows)
Questions?
Keely Swartzer-Special Education Coordinator for MaWSECO kswartzer@mawseco.k12.mn.us 763-248-0524 Handouts and other resources!