Sunday, October 30, 2011
Extra Support in the Classroom
I have a class that originally had 16 our of 38 students on IEPs. We did manage to get another section added and reduce the number down to 26, but 14 of the remaining students are on IEPs. I've been lucky enough to have a paraprofessional assigned to the room AND a special education teachers comes in twice a week. Has anyone out there tried something out of the box and unique in order to maximize support staff in the classroom? I feel like we have to balance the para's comfort level, perceived expectations (some are there to work with a specific group of students and make sure to take excellent notes day after day), and students' perceptions. Do any of you ask paras to do things like walk the room for proximity, track on/off task behavior, work with a small group on organization or content (maybe take them to a smaller setting to allow different pacing), or anything else? Especially when I have the special educator in the room, I try to break students off into small groups to work with her. I'm a little worried that this slows down the pace of the rest of the class and that students feel intentionally isolated (in a negative way). Thoughts, opinions? How can we maximize support staff?
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Your classroom sounds just like my husband's. He is teaching a remedial course at Eastview and has a para in his room 24-7. Since she is not assigned to any students, he uses her to keep students on task, work with struggling individuals or groups and collect work for missing students. In my room I have two paras, but they are assigned to two seperate students who are in constant need of attention. Every once in a while they are able to assist with other students, but in general, this is not the case. Not sure if any of this was insightful. I could always give you ken's email and you two could exchange thoughts.
ReplyDeleteHi Ben,
ReplyDeleteI do know that, for the students with IEPs, you can take a look at their accomodations on the IEP and use your paraprofessional as a support for meeting those accomodations. That has been a good way for me to utilize paraprofessional time, sharing/grouping accomodations as they are presented within the classroom environment and having the para meet those needs within the classroom. I think with your example of note taking, it is not a great use of the paras time; you could probably provide a notes handout and use the para in a more effective way.
Ben,
ReplyDeleteFrom my very limited experience, I really haven't trained my paras to do anything specific. That being said, they do a fantastic job! I have a class with 6 IEPs, 3 504 Plans, and some additional behavior issues. Usually, my para helps by taking a small group of students out of the room when we have work time. When we have a lecture based environment with notes, she usally is just keeping students on task as I've provided them a copy of powerpoints and notes I use. I agree with Ryan, minimize the note taking by paras. My paras last year also really helped keep everyone on task and to check in with them regarding missing assignments. Good luck! Sounds like a challenging group!
Ben,
ReplyDeleteAs a special educator, it is difficult to give direction to para's on exactly what to do when in a regular education setting. Many teachers’ opinions on the role of the para differ. I always tell the para's to consult with the teacher prior to class; it is their classroom, they call the shots. This defines the roles and expectations. If you have clear communication, they will feel more comfortable in your room and know what is expected of them, thus using their time more productively. At our school, we have intervention paras and special education paras. This can be a slippery slope; because (due to funding) SPED paras can only work with those students who have IEPs/504s. Not saying they absolutely cannot talk/help a student who isn't, just be careful about groups. I would agree that note taking by paras is not the best utilization of their time. I would have notes prior to the class (which is an accommodation I'm sure a lot of your students already have). I would also suggest encouraging the para to float around the room helping out as needed. Depending on the student needs, some paras may need to be doing some documentation, behavior modifications, or other necessary work expressed in the IEP. You can find out this information by consulting with the case manager(s). Always be encouraged to consult with your special education teachers, that’s why they are there (there are actual “indirect” minutes reflected in the IEP, that’s for you!). If you don’t bring up your concerns, chances are they aren’t aware of the concerns. Hope that helps!
As a special education teacher, I would definitely ask the para to move around the room and assist with other students (not just students on IEP's). I have told my paras that if their student(s) are on task and doing what they are supposed to be doing, then they should move about the room and help others. This creates a "feeling" in the classroom that the para is not just there for the "special" needs children and it doesn't single them out all the time.
ReplyDelete