DECREASING DEPENDENCY Moving Away From Oneonone Paraprofessionals Vicki

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DECREASING DEPENDENCY Moving Away From One-on-one Paraprofessionals Vicki Butler, Coordinator Patti Crawford, Coordinator Riverside

DECREASING DEPENDENCY Moving Away From One-on-one Paraprofessionals Vicki Butler, Coordinator Patti Crawford, Coordinator Riverside County SELPA

John Dewey 1916 n It is the responsibility of the school environment to. .

John Dewey 1916 n It is the responsibility of the school environment to. . . “See to it that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment. ” n n Independent functioning is an American value Social skills are fundamental to getting and keeping a job or functioning in the community 2

IDEA n n 1997 amendments to IDEA allows “paraprofessionals and assistants who are appropriately

IDEA n n 1997 amendments to IDEA allows “paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulations, or written policy. . . To be used to assist in the provision of special education and related services to children with disabilities. ” Many states and districts are struggling as they implement this provision 3

Inclusion Needs n n n General education teachers feel they need extra support in

Inclusion Needs n n n General education teachers feel they need extra support in order to fully include special education students One-on-one assistants have provided that support Some students are even provided one-on-one support in a special day class 4

Inclusive Settings n Literature on inclusive practices continues to highlight limitations of the general

Inclusive Settings n Literature on inclusive practices continues to highlight limitations of the general ed setting for students with disabilities (Baker & Zigmond, 1990, Janney & Snell, 1997, Mc. Intosh, Vaughn, Schumm, Hager, & Lee, 1993, Zigmond & Baker, 1999) n Especially for students with behavioral challenges (Braxten, Kauffman, Braxton, Polsgrove, & Nelson, 1998; Lewis, Chard, & Scott, 1994, Mac. Millan, Greesham & Forness, 1996) 5

Full Inclusion n n Increasing parent demands have increased the number of disabled students

Full Inclusion n n Increasing parent demands have increased the number of disabled students in inclusive settings Many parents believe the best place for their student is general ed Parents are impatient waiting for the system to change Insist on “fully including” their child with a one-on-one assistant or paraprofessional (Marks, Schrader, Levine, 1999) 6

More Paraeducators n “The size of the paraeducator workforce continues to climb as schools

More Paraeducators n “The size of the paraeducator workforce continues to climb as schools and districts place more students with disabilities in programs alongside their peers without disabilities. ” (Pickett, 1999) n “Special education budgets inflated as paraeducators were hired due to the belief that the only way a student could successfully be included in a general education classroom was to have adult support. ” (Giangreco, Broer, & Edelman, 1999) 7

Changing Role of Instructional Assistant n n While school districts have employed paraprofessionals in

Changing Role of Instructional Assistant n n While school districts have employed paraprofessionals in classrooms for a number of years, changes in school communities have necessitated an expansion of their role They now work along-side teachers to provide specialized services to special education students with unique needs 8

#’s of 1 on 1 Assistants Swell n n More and more 1 on

#’s of 1 on 1 Assistants Swell n n More and more 1 on 1 assistants are being requested by parents and teachers LRE placements-inclusive placements and mainstreaming Demand for intensive individualized instruction for certain students, esp. students with autism 9 Intensive Medical Needs

Training May Not Be Adequate n Many instructional assistants are thrust into positions where

Training May Not Be Adequate n Many instructional assistants are thrust into positions where they have little or no training (Wallace, Shin, Bartholomay, Stahl, 2001) n n Teachers may not feel adequately prepared to train instructional assistants Many are performing instructional tasks with little or no training (Wallace, Shin, Bartholomay, Stahl, 2001) 10

Hovering Assistants n Individual one-on-one help can have far -reaching effects on the following:

Hovering Assistants n Individual one-on-one help can have far -reaching effects on the following: – Classroom teacher’s ability to assume ownership for the student – The frequency and types of peer interaction – The student’s ability to become an independent learner (Giangreco, Edelman, Luiselli, & Macfarland, 1997 and Marks, Schrader & Levine, 1999, Mueller & Murphy, 2001) 11

Teacher role becomes clouded n n Teachers may not take responsibility for the student

Teacher role becomes clouded n n Teachers may not take responsibility for the student Teachers may not know how to adapt the curriculum for special needs Curriculum modification and adaptation may be left up to the paraprofessional IAs may be viewed as the “expert” in understanding student needs (Marks, Schrader, Levine, 1999; Giangreco, Edelman, Luiselli, & Macfarland, 1999) 12

Velcro Assistants Research Shows: n Assistants maintain close proximity with student – physical contact

Velcro Assistants Research Shows: n Assistants maintain close proximity with student – physical contact – sitting immediately next to student – accompanying students everywhere n Such proximity can be detrimental to the student – student learns to rely on assistant – peers avoid the student – (Giangreco, Edelman, Luiselli, & Macfarland, 1997 and Marks, Schrader & Levine, 1999, Mueller & Murphy, 2001) 13

Social Skills Development n n n Parapros may separate the student from classmates Hovering

Social Skills Development n n n Parapros may separate the student from classmates Hovering assistants interfere with natural supports: peer supports Parapro interaction with sp. ed. student may interfere with general ed student’s attention and concentration Loss of gender identity--opposite gender (student’s gender secondary to that of the parapro), bathroom, class activities) Loss of privacy (Giangreco, edelman, Luiselli, 14 Mac. Farland, 1999)

Independent Functioning n Assistants may do too much for the student n Little evidence

Independent Functioning n Assistants may do too much for the student n Little evidence of fading of prompts (Giangreco, Edelman, Luiselli, Mac. Farland, 1999)) n n Assistants perceive their job as helping the student not to be a “bother” to the teacher (Marks, Schrader, Levine, 1999) Assistants may have little or no planning time with the teacher (Marks, Schrader, Levine, 1999) 15

Codependent Communication Patterns n Parent may approach the parapro for ongoing information or to

Codependent Communication Patterns n Parent may approach the parapro for ongoing information or to make educational suggestions(Marks, Schrader, Levine, 1999) n n Teacher may rely on the parapro to communicate daily progress-sometimes in writing or by phone Parapro may begin to view his/her role as dependent on parent support 16

STRATEGIES For Decreasing Codependency

STRATEGIES For Decreasing Codependency

Change Perception n Information--know the research Provide information for principals and other administrators Discuss

Change Perception n Information--know the research Provide information for principals and other administrators Discuss the research with teachers and parents One on one paraeducators, “shouldn’t be the best option” for some children. “There is research now that a one-on one paraeducator may not be necessary in many cases. It interferes with peer interaction. It doesn’t happen naturally (because) it is directed by adults” --Lou Colwell, program supervisor and CSPD coordinator for Washington State Dept. of Ed. 18

Provide Training n Train teachers (Gen. ed. and Sp. ed. ) – inclusive practices

Provide Training n Train teachers (Gen. ed. and Sp. ed. ) – inclusive practices – modification of curriculum – working with instructional assistants n Train instructional assistants – – role -communication fading prompts -behavioral strategies appropriate support guidebook for instructional assistants (see Resources List) – video and guide for one-on-one support (see Resources List) 19

Inform Parents n n n Provide workshops on appropriate inclusive practices Emphasize independent student

Inform Parents n n n Provide workshops on appropriate inclusive practices Emphasize independent student functioning as success Lead them to the literature Provide a Parent Guide to Additional Classroom Assistance ( see Guide, p. 16 & 17) Work with groups like Regional Center and advocacy groups 20

Communication Patterns n n n The classroom teacher is the hub of all communication

Communication Patterns n n n The classroom teacher is the hub of all communication The parent communicates with the teacher, not the paraprofessional The teacher and the assistant must have time to meet and plan Plan for student social interaction with peers--provide natural supports The entire team meets periodically to evaluate and review 21

Discuss Support, not Personnel n Discuss appropriate support – – – – When is

Discuss Support, not Personnel n Discuss appropriate support – – – – When is it needed? What specific settings or subjects? When can the student be independent? Who can provide such support? What natural supports are available? How will support be faded? When will extra support no longer be needed? Discuss the goal of independent functioning 22

IEP n Train administrators and designees – Must be at the meeting and in

IEP n Train administrators and designees – Must be at the meeting and in control – parent rights, timelines, legal issues – Aware of continuum of services – Aware of available interagency services – Work well with parents – Knows the research Use Careful wording: What you write is what – Knows the law you must provide (1 on 1? ) 23

If you determine extra paraeducator support is absolutely necessary. . n n n n

If you determine extra paraeducator support is absolutely necessary. . n n n n Look at how much time support is needed (3 hours, etc. ) Can existing staff from other classes be used to fill the need? Write a goal and objective for the student to complete with the instructional assistant Agree on expected duration Discuss training needed for IA and who will supervise Discuss that this is not a permanent solution Discuss that success will occur when the student can function independently of assistant 24 Agree on a review date (3 to 6 months)

Funding n Full time IA is more costly than substitute employee – Substitute rate

Funding n Full time IA is more costly than substitute employee – Substitute rate about $65. 00 per day – Permanent rate about $125. 00 per day (with benefits) n An outside agency might be more cost effective – Easter Seals -Non-public agencies – Volunteer programs 25

Evaluate Temporary or Long-term n Disadvantages of temporary – high absentee rate – limited

Evaluate Temporary or Long-term n Disadvantages of temporary – high absentee rate – limited training opportunities n Advantages of temporary – less expensive – more flexible Bottom Line: Velcro Assistants Are Not Good for Kids ! 26

It is broken. . . n Using One-on-one IA’s to support individual students –

It is broken. . . n Using One-on-one IA’s to support individual students – decreases teacher “ownership” of disabled students – decreases appropriate home-school communication patterns – decreases student acquisition of social skills and independent functioning – increases dependence – increases expenditures 27

How Do We Fix It? n n Gather Data (How many 1 on 1

How Do We Fix It? n n Gather Data (How many 1 on 1 parapros? Where are they? ) Ascertain why parapros are in place – Autism – Behavior teacher – Low Incidence – Medical -Overcrowded Class -Unseasoned -Untrained -Parent pressure 28 -Due process

Fixing it. . n n Organize a team to observe in the classrooms and

Fixing it. . n n Organize a team to observe in the classrooms and provide feedback Look for trends during visitation – lack of training (teacher or assistant) – overcrowded classes – inappropriate student placement – IAs doing paperwork or bulletin boards – no classroom modifications or accommodations – ineffective substitute assistants 29

Looking for Trends n n n Are natural supports being used Would assistive devices

Looking for Trends n n n Are natural supports being used Would assistive devices help the student, rather than using a person? Behavioral Interventions – – – Is there a behavior plan in place? Is the behavior plan current? Is it appropriate? Is it being used? Do we need a Functional Behavioral Assessment? – Look at classroom management issues 30

Systems Change n Focus on student Needs Develop a process to help IEP teams

Systems Change n Focus on student Needs Develop a process to help IEP teams determine appropriate levels of support (see Resources), (also see Mueller & Murphy, 2001) – – – – Evaluation Behavioral plan in place Process Checklist IEP Team Suggestions for Consideration Parent Guide Rubric for adding extra classroom support Class Weighting Worksheet (see handbook) 31

Positive Aspects of a Process n n Ensures all modifications and supports are in

Positive Aspects of a Process n n Ensures all modifications and supports are in place prior to considering additional assistance Increases awareness of roles and responsibilities of those providing support Provides clear understanding that the decision is student centered, based on student needs Provides a structure for decision making 32

Personnel Practices n Look at hiring practices – Rotating paraprofessionls to diminish codependency, supervised

Personnel Practices n Look at hiring practices – Rotating paraprofessionls to diminish codependency, supervised by RSP, or – Inclusion specialist – Try to never add one-on-one-assistance, but instead, add extra support to classroom – Cross-train and rotate support from parapros – Provide other alternatives for parapro as support is faded--another position – Two 3 -hour parapros, rather than one – Consider contracting privately, rather than 33 hiring an employee

Consider IA deployment n n n Pool assistant hours at a site and deploy

Consider IA deployment n n n Pool assistant hours at a site and deploy as needed (6 hr assistant-5 th hr goes to child who needs individual assistance) Highly train “rotating assistants” supervised by RSP or Inclusion specialist to meet temporary needs Use experienced, highly trained IAs to work temporarily with high-needs child Place temporary assistants in less demanding situations Two 3 -hour assistants may bring more 34 energy for a demanding child

Personnel Strategies n n n Cross-train and rotate support from a parapro daily or

Personnel Strategies n n n Cross-train and rotate support from a parapro daily or weekly among students Don’t add one-on-one assistance, but add extra support to classroom Re-deploy assistant when support is faded Career ladders Supervisory paraprofessionals Specialist assistants, e. g. discrete trial, speech/language, behavior 35

IT’S TIME Using one-on-one assistants to support individual students can do MORE HARM than

IT’S TIME Using one-on-one assistants to support individual students can do MORE HARM than good. . to put policies and practices into effect that are responsible and effective ways to provide support for students