Pennsylvania Training and Technical Assistance Network PaTTAN

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Credential of Competency Standard 10
Collaboration

• Pennsylvania Training and Technical Assistance
  Network (PaTTAN)
• April 28, 2009

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• Pennsylvanias Commitment to
• Least Restrictive Environment (LRE)
• Recognizing that the placement decision is an
  Individualized Education Program (IEP) team
  decision, our goal for each child is to ensure
  IEP teams begin with the general education
  setting with the use of Supplementary Aids and
  Services before considering a more restrictive
  environment.

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NEWS FLASH!!

• Effective April 1, 2009, PA Department of
  Education, Bureau of Special Education will only
  accept Competency Assessment Checklists with
  original signatures from the supervisor or
  designee.
• This means blue ink
• Previous signatures can be initialed in blue ink
  by supervisor or designee

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District, IU, Preschool, Agency Policy
Your local districts policies regarding
paraeducator job descriptions, duties, and
responsibilities provide the final word!
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Standard 10 Collaboration

• K1. Common concerns of families of individuals
  with exceptional learning needs.
• K2. Roles of stakeholders in planning an
  individualized program.
• S1. Assist in collecting and providing objective,
  accurate information to professionals.
• S2. Collaborate with stakeholders as directed.
• S3. Foster respectful and beneficial
  relationships.
• S4. Participate as directed in conferences as
  members of the educational team.
• S5. Function in a manner that demonstrates a
  positive regard for the distinctions between
  roles and responsibilities of paraeducators and
  those of professionals.

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Agenda

• Roles and Responsibilities of Stakeholders in
  Planning an Individualized Education Program
  (IEP)
• Fostering Respectful and Beneficial Relationships
  Including Understanding Common Concerns of
  Families
• Collaboration Working as a Team!
• Being a Positive and Contributing Member of the
  School Community

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Learner Outcomes

• Participants will
• Know roles of all participants, including
  paraprofessionals, in planning an individualized
  program for a student with a disability.
• Recognize common concerns of families of
  individuals with exceptional learning needs.
• Assist in collecting and providing objective,
  accurate information to professionals.
• Collaborate with stakeholders as directed.
• Foster respectful and beneficial relationships.
• Function in a manner that demonstrates a positive
  regard for the distinctions between roles and
  responsibilities of paraeducators and those of
  professionals.

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The Individualized Education Program

• Your Role in the IEP Process

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The IEP Process

• How do students qualify for Special Education?
• Evaluation
• Referral
• Evaluation Team
• Gather Information
• Write Evaluation Report

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The IEP Process

• Determining eligibility
• The Evaluation Team answers two questions
• Does the child have a disability?
• Does the child need specially designed
  instruction?

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Disability Categories

• Autism
• Deaf-blindness
• Deafness
• Emotional Disturbance
• Hearing Impairment
• Mental Retardation
• Multiple Disabilities

• Orthopedic Impairment
• Other Health Impairment
• Specific Learning Disability
• Speech/Language Impairment
• Traumatic Brain Injury
• Visual Impairment

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The IEP Process

• IEP Development The Evaluation Report (ER)
• Includes information about
• Where the student is now
• What the students strengths are now
• What the students needs are now

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The IEP Process

• IEP Development The Special Education Program
• The IEP
• Outlines goals and supports needed for the
  student to live, work, and play in the community
• Is directly related to the general education
  curriculum

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The IEP Process

• How is the IEP Developed?
• Based on the Evaluation Report
• Written by the IEP Team
• Paraeducators role
• IEP Form

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The IEP Process

• IEP Development The IEP Team
• Special Education Teacher
• Regular Education Teacher
• Parents
• LEA Representative
• Student if appropriate
• Vo-tech rep., if appropriate

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The IEP Process

• Writing the IEP
• Look at Evaluation Report
• Where the child is presently functioning
• Determine annual goals and short term objectives

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The IEP Process

• Writing the IEP
• Decide what supports are needed
• Discuss where services will be provided

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The IEP Process

• The Paraeducators Role
• May attend meetings
• May provide information for team

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The IEP Process

• IEP Implementation
• What is taught
• Where it is taught
• How it is taught
• Who teaches it
• Paraeducators role

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The IEP Process

• Progress Monitoring
• Data is gathered to
• See if students are on track to meet their goals
• Adjust instruction if not on track
• Make decisions at IEP meetings
• Report progress to parents

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The IEP Process

• Reevaluation
• Use data collected during Progress monitoring
• IEP team decides if additional information is
  needed
• Report is written and used to write a new IEP

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The IEP Process

• Lets take a brief look at some of the important
  parts of the IEP form

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Fostering Respectful and Beneficial Relationships
With Families
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Interacting with Families

• Importance of Families
• They know the child best
• Are involved with the childs educational program
  throughout their entire school career
• Have responsibility for the childs care and
  well-being

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Interacting with Families

• Role of the Family
• Informed decision makers in all aspects of
  special education program planning.
• Equal and important team members regarding
  decisions about their childs education.

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Interacting with Families

• Families and Educators Working Together
• Parents can be an educators greatest ally.
• The special education process is complex.
• It is critical to share a focus on instructional
  goals to promote
• the students independence.

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Interacting with Families

• In the Classroom
• Be sure parents know who you are and who the
  teacher is
• Be friendly and professional
• Defer questions about childs education to the
  teacher
• Before sending home-school communication books
  home, have teachers review items written by you

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Interacting with Families

• Before, during, and after school
• Be prepared for questions or discussions outside
  of the school day

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Interacting with Families

• Tools for Challenging Situations
• Anticipate situations
• Collect ideas for what to do or say

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Interacting with Families

• Families want information or help.
• Families share information with you.
• Families ask you to do something in the classroom
  that is not consistent with the students written
  plan
• You perceive that families are angry or upset.

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Interacting with Families

• Challenging Situation 1The family asks you
  for information about educational progress.

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Interacting with Families

• Challenging Situation 2The family wants your
  help.

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Interacting with Families

• Challenging Situation 3The family shares
  personal information with you.

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Interacting with Families

• Challenging Situations 4
• The family directs you how to do something
  related to the childs educational plan.

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Interacting with Families

• Challenging Situation 5Families confront you
  with statements expressing dissatisfaction or
  anger.

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Interacting with Families

• Positive Comments

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Positive Things to Say

• I enjoy working with your child.
• Sam always tries his best.
• We are all proud of his accomplishments.
• Sally is helpful to her
• classmates.
• Joe is always willing to try something new.

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Interacting with Families

• Avoid judgment on opinions
• and decisions of families
• Anticipate situations and consider possible
  responses
• Remove yourself from conflict situations or seek
  help from your partner teacher
• You are an important person in the lives of many
  children.

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Collaboration Working as a Team!
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Activity

• Boggle Game

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What did Boggle Teach Us ?
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CollaborationStages of Teaming

• TEAM
• A number of people
• associated together in
• work or activity to function
• collaboratively

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Stages of Teaming

• Forming
• Storming
• Norming
• Performing

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Collaboration Stages of Teaming

• Stage 1 Forming
• _______, anticipation, and ______, but
• members are somewhat _________about the team and
  _______ about the task ahead.

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Collaboration Stages of Teaming

• Stage 1 Forming
• Excitement, anticipation, and optimism, but
  members are somewhat tentative about the team and
  anxious about the
• task ahead.

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Collaboration Stages of Teaming

• Stage 2 Storming
• _________to the task and fluctuations in attitude
  about the team.

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Collaboration Stages of Teaming

• Stage 2 Storming
• Resistance to the task and fluctuations in
  attitude about the team.

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Collaboration Stages of Teaming

• Stage 3 Norming
• _________of team and progress on accomplishing
  the project.

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Collaboration Stages of Teaming

• Stage 3 Norming
• Acceptance of team and progress on
  accomplishing the project.

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Collaboration Stages of Teaming

• Stage 4 Performing
• One singular sensation
• Acceptance, Progress,
• ___________

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Collaboration Stages of Teaming

• Stage 4 Performing
• One singular sensation
• Acceptance, Progress,
• Satisfaction

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Consider
Where has your team been? Where is your team now?
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Being a Good Team Member
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The Four Knows

• Know yourself
• Know your fellow team members
• Know your students
• Know your stuff

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Interacting Positively With Other Adults In the
Class

• Use effective communication strategies
• Active listener
• Objective reporting
• Be aware of filters

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Interacting Positively With Other Adults In the
Class

• Be responsible, honest, loyal and show integrity

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Interacting Positively With Other Adults In the
Class

• Learn to give and receive compliments

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Interacting Positively with Others In the
Entire School

• What happens in Vegas, stays in Vegas!
• Treat others with respect
• Recognize the levels of authority and sphere of
  influence
• Obey school rules

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Resolving Conflicts When They Occur
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Resolving Conflicts (cont.)

• Use I messages
• the feeling
• the situation
• the reason
• I feel__________when________ because____________.
  

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Resolving Conflicts (cont.)

• Find a good time to talk
• Listen carefully, speak carefully
• Take the time to get at the real problem
• Focus on what you can do to solve the conflict
• Take action and evaluate the situation over time

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Collaboration Problem-Solving

• Five-Step Problem-Solving Process
• Identify and describe the problem
• Determine the cause of the problem
• Decide on a goal and identify alternative
  solutions
• Select a course of action
• Implement and evaluate the solution

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Resolving Conflicts (cont.)

• Once an issue has been resolved
• LET IT GO
• And help things get back to normal

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What We Can Learn From Geese
excerpted from What Do You Think? by Darrell
Sifford
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Learner Outcomes

• Participants will
• Recognize common concerns of families of
  individuals with exceptional learning needs.
• Know roles of all participants, including
  paraprofessionals, in planning an individualized
  program for a student with a disability.
• Assist in collecting and providing objective,
  accurate information to professionals.
• Collaborate with stakeholders as directed.
• Foster respectful and beneficial relationships.
• Function in a manner that demonstrates a positive
  regard for the distinctions between roles and
  responsibilities of paraeducators and those of
  professionals.

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Summer Paraeducator Institute

• August 18-19, 2009
• PaTTAN King of Prussia
• PaTTAN Harrisburg
• PaTTAN Pittsburgh
• Selected Downlink sites
• 2 ½ hours of training each morning and afternoon
  for a total of 10 hours

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Afterschool Videoconferences

• October 13, 2009
• November 17, 2009
• February 10, 2010
• March 10, 2010
• April 28, 2010
• 415-615 pm

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Bureau of Special Education Pennsylvania Training
and Technical Assistance Network
Edward G. Rendell
Gerald L. Zahorchak, D.Ed.
Governor

Secretary Diane Castelbuono, Deputy
Secretary Office of Elementary and Secondary
Education John J. Tommasini, Director Bureau of
Special Education
Contact Information Name of Consultant, Email
address www.pattan.net