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THE ROLE OF THE TEACHING ASSISTANT

& TEACHER AIDE

September 2015

Points for Discussion

Introductions

Classified Job Activity (Handout)

Who’s Job Is It Anyway? (Handout)

NYSED Roles & Responsibilities

NYSED Considerations for Determining if a Student Needs a One-to-One Aide (Handout)

Data Collection (Attachment 4)

Fostering Student Independence

Accommodations vs. Modifications

Safety First

Positive Behavioral Interventions

Communicating with Staff & Supervision

Responsibility Nuts & Bolts

Taking Care of Yourself!

Introductions

New to the field < 1 year?

1-5 years in the field?

6-10 years in the field?

Both TA & aide positions have changed over time!

Classified Job Description Activity

Create a classified job description for your position based upon the expectations you

had when you began.

Make sure to list the challenging job requirements.

Be creative – have fun with it!

Anonymous – No Names.

Who’s Job Is It Anyway?

NYSED Office of Teaching Initiatives

MAJOR DIFFERENCES

TA:

Provide instructional support to students under the supervision of a certified teacher.

Primary instruction must be provided by the certified teacher.

AIDE:

Perform ‘non-instructional duties’ & assist students with academic tasks.

Help students to safely navigate the environment (including peer interactions).

Assist in physical care tasks & health related activities as appropriate.

OVERLAPPING RESPONSIBILITIES

Support behavioral/management needs & data collection.

Review lessons & concepts previously taught by the teacher.

Provide test accommodations / modifications.

Assist students in the use of assistive technology / instructional resources.

Support academic needs

Additional duties as per contract.

NYSED Considerations for Determining if a

Student Needs a One-to-One Aide

1. NYSED goal = increase student independence & fade dependence on a 1:1 aide 2. The skills & goals the student is planned to achieve to reduce / eliminate the need for the 1:1

• The specific role the aide will provide 3. Other natural supports, accommodations or services that could help meet these needs instead

• ex., BIP, environmental accommodations, scheduling adjustments, assistive technology etc.

4. When the student will need the 1:1 during the day

• ex., part of the day, transitions, specific classes

5. When a student is in a special class, an additional aide should only be recommended in special circumstances based on individual needs

6. Potential benefits and how they will be measured to justify continuation 7. Potential negative impact of assigning a 1:1

• ex., self-esteem, fostering dependence.

• Attachment 1 - 1:1 aide planning • Attachment 2 - student needs • Attachment 3 - natural/other supports • Attachment 4 - data collection*

Roles / Responsibilities (NYSED)

Become familiar with the IEP & the needs of the student.

Communicate with other staff working with the student to foster consistency across school settings.

Participate in student monitoring to help make decisions about student growth (or justification to continue with the 1:1 aide).

Data collection - Attachment 4.

Maintain CONFIDENTIALITY.

Data Collection… It Doesn’t Have to Be Hard!

• Essential when monitoring both academic & behavioral response to interventions.

• Provides objective information about

progress (or lack of progress). • Guides instruction & behavior management changes can be made based upon the data.

• IEP requirement when reporting on goals &

recommendations.

SAMPLE DATA COLLECTION • ABC - Antecedent, Behavior, Consequence • Frequency – how OFTEN does it occur

• Duration – how LONG does it last

• Intensity – how SEVERE was the episode

• Attachment 4

Time

Please

indicate

subject area

Target Behavior

Hitting

# of times student

needed assistance

to function in

school

(tally)

# of episodes of

target behavior

(tally)

List behavior

Hitting adults / peers

Level of adult assistance needed

for student to function

N = No Assistance

MN = Minimal

MD =Moderate

INT = Intensive

8:40-

9:00am

9:00-

9:35am

9:35 –

10:20am

Sample Data Collection

Fostering Student Independence

One of the goals of special education is to help students learn the skills they need to become self-sufficient adults by encouraging them to be

as independent as possible.

Encourage Independence

1. Assign tasks that challenge, but are within the student’s reach.

2. Give simple & clear directions. Visuals are very helpful.

3. Provide tools such as checklists to keep track of tasks & promote organization skills.

4. Step back & allow students to work through tasks as much as possible, even if it is not perfect.

5. Provide only the help that is needed.

6. Avoid hovering by keeping some space between.

7. Allow the student to take reasonable risks & learn from mistakes.

8. Make room for & encourage other adults to also interact with the student.

9. Allow the student to speak for themselves; don’t speak for them (when able).

Accommodations vs. Modifications

• Be sure to provide the accommodation / modification as listed on the IEP.

• Accommodations & modifications should be recommended based

upon student NEED on a regular basis (not just for state exams). • Student refusal of test accommodations – document if a student

refuses to use their test accommodations.

Accommodation Minor changes in the way a student is expected to show their knowledge (level the playing field).

Modification Substantial change to the curriculum or instructional methods (changes the construct).

Safety First

• Students Peers Staff • Report suspicions of child abuse. • Regulations require the primary person that

suspects child abuse or neglect, must report it to the authorities.

• When a student is highly agitated… many times TALKING LESS will help reduce the agitation.

• Do not get in to a Power Struggle with students this creates a ‘no win’ situation.

• When in doubt, seek further support.

Preventing Behavioral Problems

• Be aware of your own personal behavior when responding to challenging student behaviors.

• Don’t take student behavior personally. • HOW you say, WHAT you say can deescalate a

problem or ignite further behavioral problems.

• TIME & SPACE… to allow students to cool off (when safe & possible).

• Behavior is a form of communication… • Trying to understand what is behind a student’s

negative behavior helps determine ways to reduce/ eliminate the behaviors.

M - E - A - T - S

FUNCTIONS OF BEHAVIOR

MEDICAL

Sick & unable to express such

ATTENTION

Getting noticed, approval, gaining power

ESCAPE

Reducing anxiety when over-stimulated,

Avoiding difficult work, tasks, frustration

TANGIBLE

Gaining desired items

SENSORY

Gaining stimulation when bored

Communicating with Staff

• Each teacher has their own style & can set the tone for how students perceive paraprofessional staff.

• Ask questions early & often to avoid miscommunication &/or

problems (scheduled time vs. on-the-fly communication). • When in doubt ask for clarification about your

responsibilities. • Know your legal responsibilities

• ex., child abuse reporting

• Bridge the connection between the student & the general education teacher… • you should not be the only adult working with the student

in the general education class. • Encourage inclusion of the student in class activities & groups.

Responsibility Nuts & Bolts

Supplemental instruction/academic assistance

Behavior intervention & support**

Behavior/academic data collection

Activity preparation & follow up

Collaboration & communication

Student supervision

Health or personal support

Confidentiality

BEHAVIORAL SUPPORT

has become a primary reason students qualify for aide/TA support in recent years

Take Good Care of Yourself

Thank You…

for your caring dedication

as you work with our neediest students!

Name That Classification Time Permitting

REFERENCES

DeLorenzo, J.P. (2012). Special education field advisory: Guidelines for determining a student with a disability’s need for a one-to-one aide. The State Education Department, University of The State of New York, Albany. French, N.K. (2013). Paraeducator’s resource guide. Dude Publishing, National Professional Resources, Inc. Port Chester, NY. Quest. (n.d.). Effective use of paraprofessionals in the classroom. Retrieved from http://www.questar.org/services/rse-tasc-ii/presentations/instruction/Effective-Use- of-Paraprofessionals-in-the-Classroom.pdf,

Additional behavioral resources available upon request.