Working with Paraprofessionals and Developing Peer Tutor Programs

The need for Paraprofessionals

Support inclusive education, early childhood intervention, and transition services ESL/ELL students Economically disadvantaged students Shortages in special educators Culturally diverse populations

Responsibilities may include:

Level 1 Preparing materials Monitoring learners in different settings Assisting teacher or providers to provide supportive, safe, & healthy learning environments Maintaining learning centers Level 2 Monitoring student performance Conducting small group instruction following the teachers lesson plan Assisting with informal assessments Preparing instructional materials Participating in team meetings Level 3 Documenting data using functional assessments Implementing programs appropriate to learner needs Making onsite decisions while coaching learners in the community Provide feedback and make recommendations regarding learner performance to teacher or provider

Specifics for Title I Paras

Required with NCLB
Prior to NCLB: High school diploma and anything goes role Currently: Instructional roles. This is intended to provide extra academic support in Title I schools to help students meet high standards of achievement.
Completed at least 2 years of study (48 semester hours) at an institution of higher education, OR Obtain an associates (or higher) degree, OR Formal test/demonstration
Similar to the Praxis, the test by ETS is called ParaPro Portfolio option for those with field experience

Specifics for ELL Paras

Responsibilities:
Simplification of classroom language (re-phrase and re-state) Accommodating assignments, tests, quizzes Role models for language minority groups Bilingual paraeducators may translate classroom instructions, parental communication (conferences and phone trees), school personnel communication
It can be abused (translation does not equal instruction) Students may not know content-area vocabulary in their L1, so translation will not help them learn the concept

Requirements
Paraprofessionals are expected to have at least two years of college and sufficient skills in academic English to assist students. Bilingual paraprofessionals must be proficient in English and also another language.

Specifics for SPED Paras

1. 2. 3. 4. 5. 6. 7. Positive role model for students Increase learning opportunities Provide individualization Monitor and evaluate student progress Monitor and carry out instruction Assess student behavior and academic performance Supervise students during academic and recreational activities

Requirement: High school diploma or equivalent

For more information:

www.utahparas.org

PEER TUTOR/MENTOR PROGRAMS

Benefits
Students with Disabilities Peers without Disabilities

Increased access to Provides opportunities general education to develop deeper sense classes of global awareness Increased positive Reduces fear and interactions stereotyping Opportunities to Developed courses can develop social skills be designated for credit Increased access to and even career extra-curricular activities exploration

Additional ideas from reading group #1? (Hell-Bent on Helping and The Need to Belong)

What is the role of peer tutors?

Peer tutors are. . . . Peer tutors should not be . . .
Teachers Disciplinary figures Instructional assistants Behavior modifiers Supervisors

PEERS! Friends Role models Guides

Great Resources
Kentucky Peer Tutoring provides resources for developing programs for peer tutors
www.kypeertutoring.org

Best Buddies is a national non-profit organization for establishing a volunteer movement that creates opportunities for friendships, integrated employment, and leadership development for people with intellectual and developmental disabilities
www.bestbuddies.org