Ms. Senstad (she/her) @msenstad
K-6 Licensed Teacher 🍎 ABAR Educator in Progress Maple Grove, MN Joined June 2012-
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Thank you #ECEAchat for so many wonderful resources and thoughts surrounding AAPI students and the classroom.
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@tlanglie A8. SPED paras and Title 1 paras have different requirements, but they also may need different training. Both must have state/district required initial training, but there are a wide variety of roles paras can play, and an equally diverse range of training required. #CCED421para
@tlanglie A7. According to the Department of Education, Title 1 paras focus on providing academic supports for students (in math and literacy from what I’ve observed). SPED paras provide support for individuals on IEPs in any way to meet that students’ needs. #CCED421para
@tlanglie A6. Having open and consistent communication is the most essential technique I have seen. Making sure that the para feels welcome and valued in the classroom, and that they feel comfortable and supported in their role are two other important aspects. #CCED421para
@tlanglie A5. Paras are lifesavers! A para can make all the difference students’ success. When they are valued, acknowledged for their opinions, and are given ongoing training/support they can make a huge contribution. This was also shown in the maximizing contributions study. #CCED421para
@tlanglie A4. The only supervision I have seen is after school meetings and training sessions for all the paras in the building. From what I understand they are supervised by administrators, and often given instructions about the students from the SPED teachers. #CCED421para
@tlanglie A3. The teacher and paras collaborate frequently in assisting the students in being successful. In my current classroom, this involves a lot of teacher¶&student discussion, and additional support from my teacher for our paras in regulating students’ behaviors. #CCED421para
@tlanglie A2. According to the MN statutes, they need to follow statewide credentials, and within the first 60 days of working with students in a district, the district must provide initial training for a Para. There are may additional compentencies expected of paras. #CCED421para
@tlanglie In which case: in my current classroom, two paras are utilized as SPED paras that work one-on-one with two different students. They spend morning meeting, and snack (one of them) in our classroom, and they support their students so that they can be successful. #CCED421para
@tlanglie I’m guessing you mean: Q1. Describe how paras are utilized in your classroom. #CCED421para
@tlanglie A7. In my ideal PLC, there are roles, an agenda, and a clear purpose for each item. There is also time for teachers to share classroom successes/challenges as laid out in “Collaborative Professional Development”. I‘d end with some form of accountability or a “Try It”. #CCED421plc
@tlanglie then the PLCs would be less productive. wholechildeducation.org/blog/five-dysf… Shares additional dysfunctions that would make a PLC not worthwhile. #CCED421plc
@tlanglie A6. All the PLCs that I have attended, have been very valuable. The one that was least productive was when a support teacher was brought in to discuss an assessment, and it took the entire hour, because they were not prepared. A downside would be not having an agenda, because
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