Expectations for Para Educators in PE

August 14th, 2014  

INCLUDE STUDENTS IN ALL DOMAINS:
Cognitive: Knowledge
Affective: Social
Psychomotor: Movement

  • Dress appropriately
  • Be engaged with the student and rest of the class
  • Make modifications so the student can do tasks independently with minimum assistance
  • Encourage the student to interact within the context of PE class including instruction and feedback when appropriate
  • Move away from student to encourage independence
  • Assist only as the student needs it
  • Be consistent
  • Interact with everyone
  • Knowledge of equipment
  • Know student
  • Communication- be familiar with visual supports if needed
  • Proactive of next unit- meet with PE teacher
  • Know the environmental differences of the gym vs. classroom
  • Be on the same page as the team
  • Be on the same page re: discipline- Implement approved behavior management program for students in the gymnasium consistent with the plan used in the classroom.
  • Find ways to encourage social interaction between students with and without disabilities
  • Paras should not be student’s partner except for certain circumstances
  • Allow the student to talk for self and encourage communication directly with the other students
  • Share information regarding sleep, meds, seizures, etc. with the PE teacher
  • Know terms used in PE
  • Know students present level of performance
  • Uphold confidentiality guidelines pertaining to students and parents. All parent communication must come from the certified physical education teacher or case manager.

Stepping Back to Develop Independent Learners

October 1st, 2012  

1. Plan to Fade – examples:

a. Back map from your desired outcomes
b. Environmental changes
c. Modified work
d. Peer supports

2. Ask and Listen
a. Ask student how they would like to be supported
b. Behavior is communication
c. Experiment if not sure
d. Be consistent
e. Seek to develop independence

3. Step Back – use least intrusive support possible
a. Set a goal for independence in area that will reach success first
b. Fade Cues
c. Collect data on non-prompted responses
d. Give Wait time!
e. Express the problem, not the solution – let the student find the solution themselves

4. Work the Fading Plan
a. When is it absolutely necessary to physically or verbally direct student?
b. Reduce cueing level
c. Natural supports – peers, other adults, adapted materials
d. Narrow focus to reach success
e. Collect data – attitudes can change with data

More on The Golden Rule of Intensive Supports

The Golden Rule of Intensive Supports

October 1st, 2012  

From “Teaching Exceptional Children” July 2009, by Julie N. Causton-Theoharis

The Golden Rule of Intensive Supports – Support Others as You Would Wish to Be Supported

“Consider for a moment that the school system paid someone to be with you— supporting you 8 hours a day, 5 days a week. Now, imagine that you had no say over who that support person was or how she or he supported you. Or imagine that someone regularly stopped into your place of employment to provide you with one-on-one support. This person was present for all your interactions, escorted you to the restroom, and at times supported you by touching your back or shoulder or by manipulating your hands, head, or other parts of your body. This support person might also give you oral directions for upcoming tasks.

Would you become more independent or more dependent? How would this support change your relationships with your peers? Would you notice a loss of privacy or freedom? Would this person’s presence affect your creativity? At times, would you feel self-conscious about having someone supporting you? What if you asked him or her to move away from you and he or she did not? What would happen if you did not want him or her to touch you? What would you do? Do you think that you might develop negative behaviors?

Now consider how your presence affects the students whom you support.”

“Invasive adult support has inadvertent detrimental effects on students with disabilities”

 Separation from classmates resulting in interference with peer interactions

 Unnecessary dependence on adults

 Insular relationships between paraprofessional and the student

 A feeling of being stigmatized

 Limited access to highly qualified instruction

 Interference with teacher engagement

 Learned helplessness

 Loss of gender identity – parapros are overwhelmingly female

 Provokes behavior problems

More on Stepping Back to Develop Independent Learners

October 2011 FAQs

October 28th, 2011  

Q:   If a student breaks his/her dominant arm, is a 504 Accommodation Plan necessary to make accommodations on the state tests?
A:   No. According to the new Participation Guidelines from the state, “students with transitory impairments (impairment with an actual or expected duration of six months or less) are not regarded as individuals with disabilities if the impairment is transitory and minor.” See the Participation Guidelines, pg. 10, for more information. Full guidelines are available online at
http://www.eed.alaska.gov/tls/assessment/pdf_files/ParticipationGuidelinesWeb_2011.pdf

Back to Top

Q:   What are the proficient scores for the HSGQE (High School Graduation Qualifying Exam)?
A:   Reading:  287;  Writing  304;  Math  328

Back to Top

Q:   I submitted my students’ application for their HSGQE. The exam is in October. How do I know if the modifications were approved?
A:   Any HSGQE modifications which do not  have a corresponding “Date approved” in the database are still considered pending and should not  be implemented during the fall HSGQE re-test.  Case managers can contact Laura Rhyner if they believe modifications that are listed as pending should be listed as approved.

Back to Top

Q:   How about use of CDs or readers during the HSGQE?
A:  CD recordings of the test questions for the writing and math tests are available to order from the state. If you have students who need test questions read aloud, and for whom CD recordings of the test would be appropriate, please make sure that the accommodations box for “Using test contractor audio version of the HSGQE on writing and mathematics tests,” is checked on the IEP.  If this accommodation is necessary and the box is not checked on the student’s IEP, you will need to do an amendment to add the accommodation. For students who are first-time HSGQE testers, this box may not have been checked on previous IEPs.

Back to Top

Q:   What are the proficiency scores for the SBAs (Standards-Based Assessments)?
A:   Reading:  300; Writing:  300;  Math:  300

Back to Top

Q:   Why did I get an email from Darla or Rebecca about my paperwork, and why is there a red “M” showing on a student of mine in the database?
A:   Paperwork is to be completed and sent home to parents within two (2) weeks after the close of the meeting. Case managers have one (1) additional week to have paperwork in the hands of Darla or Rebecca at the District Office. If paperwork is not received at the District Office within three (3) weeks of the meeting held, a “red M” will be marked in the sped database and an email will be sent to the case manager. If a second reminder is needed, the email will be sent to the case manager and copied to the school principal.

Back to Top

Q: Is it all right to write 1:1 adult or aide in a student’s IEP?
A: At times, IEP teams may determine that a student requires additional adult support for a student to be able to benefit from the services provided through their IEPs. Refrain from stating in IEPs that a student needs a one-to-one aide. Instead state the need: Student requires additional adult support for instruction and behavior throughout the school day, or for whatever the IEP determined need is. And always consult with your program coordinator.

Back to Top