CURRICULUM VITA

CURRICULUM VITA

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Name:      = ;            &n= bsp;      Margaret Gessler Werts, Ph.D.

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Business Address: &= nbsp;   Appalachian State University

        &= nbsp;           &nbs= p;            &= nbsp; Language, Reading= , and Exceptionalities

        &= nbsp;           &nbs= p;            &= nbsp; ASU Box 32085

        &= nbsp;           &nbs= p;            &= nbsp; Boone, = NC 28608=

        &= nbsp;           &nbs= p;            &= nbsp; (828) 262-6365

        &= nbsp;           &nbs= p;            &= nbsp; Fax: (828) 262-6767

        &= nbsp;           &nbs= p;            &= nbsp; E-mail: wertsmg@appstate.edu

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Education and Training

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Undergraduat= e: &nb= sp;          Bachelor of Arts – Cum Laude, Psychology

1967-1971         &n= bsp;            = ;            &n= bsp; Emory University; Atlanta, Georgia

Honors Paper=         &= nbsp;      Discrimination of Attitudes by Mentally Retarded and Normal

&n= bsp;            = ;            &n= bsp;          Children

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Graduate:        &= nbsp;            Master of Arts, Special Education

1971-1972        &= nbsp;          The University of Texas; Austin, Texas

Thesis Title= :        &= nbsp;         Discrimination of Attitudes by Mentally Retarded and Normal

&n= bsp;            = ;            &n= bsp;          Children

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1975-1977         &n= bsp;            = ;            &n= bsp; Ed= ucational Specialist (Post-Masters), Special Education

Uni= versity of Iowa; Iowa City, Iowa

<= span style=3D'mso-bidi-font-size:10.0pt'>Thesis title:           &nb= sp;        Structured Math Curriculum through Task Analysis of Behavioral

Objectives

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1995-1998         &n= bsp;            = ;            &n= bsp; Do= ctor of Philosophy, Special Education

University of Pittsbur= gh; Pittsburgh, Pennsylvania

Dissertation= Title:        &= nbsp; Paraprofessional Proximity and Academic Engagement of Children

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Certificatio= ns:        &= nbsp;       Elementary Education

        &= nbsp;           &nbs= p;            &= nbsp; Special Education-Cross Categorical

        &= nbsp;           &nbs= p;            &= nbsp; Behavior Disordered

        &= nbsp;           &nbs= p;            &= nbsp; Mental Retardation

        &= nbsp;           &nbs= p;            &= nbsp; Learning Disabilities

        &= nbsp;           &nbs= p;            &= nbsp; Monterey Reading T= eacher

        &= nbsp;           &nbs= p;            &= nbsp; Braillist: National Library of Congress

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Professional Experience

2004-        &= nbsp;           &nbs= p;      Associate Professor. Appalachian State= University, Boone, NC.

Responsibilities include teaching, serv= ice, and research.

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8-98 –= 7-2004        &= nbsp;    Assistant Professor. Appalachian State= University, Boone, NC.

Responsibilities include teaching, serv= ice, and research.

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1997-present=         &= nbsp;       Adjunct faculty. University of Pittsburgh, Pittsburgh, PA.

        &= nbsp;           &nbs= p;            &= nbsp; Teaching courses in special education.

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1991-1998         &n= bsp;            = ;            &n= bsp; Project Associate and Research Coordinator. Child and Families St= udies Program, Allegheny University of Health Sciences, Pittsburgh, PA.<= /st1:place> Responsibilities included planning, initiating, and coordinating studies with persons with disabilities.

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1988-1989         &n= bsp;            = ;            &n= bsp; Counselor/Consultant. Hampton Township School Dis= trict, Allison Park, PA. Responsibil= ities for this one-year, grant-funded position included initiating a program of counseling in elementary schools under the Committee for Drug Free Schools.=

1986-1989         &n= bsp;            = ;            &n= bsp; Bibliographer. Allegheny Personnel Services at Weste= rn Instructional Support Center, Gibsonia, PA. Responsibilities included analyzin= g new materials. Coordinating workshops, and assisting teachers in selecting materials.

1983-1985         &n= bsp;            = ;            &n= bsp; Teacher. Madison Metropolitan School District, Madison, WI. Responsibilities included teaching a class for students with learning disabilities.

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1980          &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;        Consultant. Madison, WI. Responsibilities included conducti= ng inservices.

1977-1979         &n= bsp;            = ;            &n= bsp; Teacher. = ; Iowa City Community Sch= ool District, Iowa = City, IA. Responsibilities included teaching a class for students with learning disabilities, mental retardation, and emotional disturbance.

1997-1989         &n= bsp;            = ;            &n= bsp; Tutor. Private students.

1974-1977         &n= bsp;            = ;            &n= bsp; Teacher. College Community School District, Cedar Rapids, IA. Responsibilities included teaching a class for students with learning disabilities (grades K-2) and behavior disorders (Grades 1-8).

1973-1974         &n= bsp;            = ;            &n= bsp; Director and Teacher. Bexar County Mental Health Mental Retardation Center, San Antoni= o, TX. Responsibilities included teaching= tasks of daily living, survival skills, and pre-vocational skills to adults and children in a day care facility for clients with severe retardation. Additional responsibilities were supervising teaching and transportation staff, and coordinating activities = with other center directors.

1972-1973         &n= bsp;            = ;            &n= bsp; Teacher. San Antonio Association for Retarded Citizens, San Antonio, TX.&n= bsp; Responsibilities included teaching a class for students with moderate mental retardation.

1972          &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;        Psychometrist. Austin Independent School District, Austin, TX. Responsibilities included administ= ering WISC and Stanford-Binet intelligence tests to students enrolled in special education classes.

1972          &= nbsp;           &nbs= p;            &= nbsp;           &nbs= p;        Teacher. MaryLee School of Special Education, Austin, TX. Responsibilities included teaching adolescent girls with serious emotional disturbances and mental retardation= .

1972&nb= sp;            =             &nb= sp; Coordinator of Supervisors of Student Volunteers, Univer= sity of Texas, Austin, TX.

1971&nb= sp;            =             &nb= sp; Research Assistant/Substitute Teacher. Vanderbilt Universit= y School of Medicine, Child Psychiatry School, <= st1:City w:st=3D"on">Nashville, TN. Responsibilities included teaching= a class of elementary aged students who were undergoing psychiatric treatment, and providing assistance for research.

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Memberships in Professional Societies

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<= span style=3D'mso-bidi-font-size:10.0pt'>Phi Lambda Theta Education Honorary

National Bra= ille Association

Volunteer Braillists, Incorporated, Madi= son, WI

The Associat= ion for Persons with Severe Disabilities (TASH)

Council for Exceptional Children

Council for Exceptional Children, Division of Early Childhood

Council for Exceptional Children, Division for Developmental Disabilities

Council for Exceptional Children, Division for Learning Disabilities<= /p>
Council for Exceptional Children, Division on Teacher Education

Council for Exceptional Children, Division on Research

American Soc= iety of Curriculum and Development

National Hea= d Start Association

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Honors and Awards=

First place = award, Georgia Psychological Association, Student Research Competition; 1972<= /o:p>

Alumni Docto= ral Scholarship; Department of Instruction and Learning, University of Pitts= burgh; Awarded for Excellence in Teaching, 1998

100 Scholars Research Award, Appalachian State University, Office of Graduate School and Research, 2000-2001

<= span style=3D'mso-bidi-font-size:10.0pt'> Excellence on Praxis II assessmen= ts

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Publications<= /p>
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Werts, M. G. Wolery, M., & Holcombe= , A. (1991). Instructive feedback: Increasing opportunities to = learn through the addition of incidental information. ERIC Document 305312. <= o:p>

Werts, M. G., Wolery, M., Holcombe, A., Vassilaros, M. A., & Billi= ngs, S. S. (1992). Efficacy of transition-based teaching with instructive feedba= ck. Education and Treatment of Children, 15, 320-334.

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        &= nbsp;   Holcombe, A., Wolery, Werts, M. G., & Hrenkevich, P. (1993). Effects of instructi= ve feedback on future learning. Journal of Behavioral Education, 3, 259-285.

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        &= nbsp;   Venn, M. L., Wolery, M., Werts, M. G. Morris, A., DeCesare, L. D., & Cuffs, M= . S. (1993). Embedding instruction in art activities to teach preschoolers to imitate their peers. Early Childhood Research Quarterly, 8, 277-294.

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Werts, M. G., Wolery, M., Holcombe, A., & Frederick, C. (1993). Effects of instructive feedback related and unrelated to the target behavior. Exceptionality, 4= (2) 81-95.

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        &= nbsp;   Wolery, M., Holcombe-Ligon, A., Brookfield, J., Huffman, K., Schroeder, C., Martin,= C. G., Venn, M. L., Werts, M. G., & Fleming, L. A. (1993). The extent and nature of preschool mainstreaming A survey of general early educators. Journal of Special Education, 2= 7, 222-234.

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Wolery, M., Holcombe, A., Werts, M. G., & Cipollone (1993). Eff= ects of simultaneous prompting and instructive feedback. Early Education and Development, 4, 20-31.

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        &= nbsp;   Wolery, M., Werts, M. G., & Holcombe, A. (1993). Reflections on related and unrelat= ed instructive feedback. Exceptionality, 4(2), 117-123.

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        &= nbsp;   Wolery, M., Werts, M. G., Holcombe, A., Billings, S. S., & Vassilaros, M. A. (1993). Comparison of simultaneous and alternating presentation of non-target information. Journal of Behavioral Education, 3= , 187-204.

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&nb= sp;          Wolery, M., Werts, M. G., Snyder, E. D., & Caldwell, N. K. (1994). Efficacy of constant time delay implemented by peer tutors in general education classrooms. Journal of Behavioral Education= , 4, 415-436.

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Wolery, M., Werts, M. G., & Holcombe, A. (1994). Current practices with young child= ren who have disabilities: Issues of placement, assessment, and instruction. Focus on Exceptional Children, = 26(6), 1-12.

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Werts, M. G., Wolery, M., Holcombe, A., & Gast, D. L. (1995). Instructive feedback: Review of parameters and effects. Journal of Behavioral Education, 5, 55-75.

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        &= nbsp;   Wolery, M., Werts, M. G., Caldwell, N. K., Snyder, E. D., & Lisowski, L. (1995). Experienced teachers&= #8217; perceptions of conditions and supports for inclusion. Education and Training in Mental Retardation and Developmental Delay, 30,15-26.

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        &= nbsp;   Anthony, L., Wolery, M., Werts, M. G., Caldwell, N. K., & Snyder, E. D. (1996). Effects of daily probing on acquisition of instructive feedback responses. Journal of Behavioral Education, 6= , 111-133.

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        &= nbsp;   Caldwell, N. K., Wolery, M., Werts, M. G., & Caldwell, Y. (1996= ). Embedding instructive feedback into student-teacher interactions during independent seatwork. Journal of Behavioral Education, 6, 459-480.

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        &= nbsp;   Werts, M. G., Caldwell, N. K., & Wolery, M. (1996). Peer modeling of response chains: Observati= onal learning by students with disabilities.&nb= sp; Journal of Applied Behavior Analysis, 29, 53-66.

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        &= nbsp;   Werts, M. G., Wolery, M., Gast, D. L., & Holcombe, A. (1996) Sneak in some ext= ra learning by using instructive feedback. Teaching Exceptional Children, 28(3), 70-71.

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        &= nbsp;   Werts, M. G., Wolery, M., Snyder, E. D., & Caldwell, N. K. (1996). Teachers= 217; perceptions of the supports critical to the success of inclusion programs. = Journal of the Association for Persons with Severe Handicaps, 21, 9-21.

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        &= nbsp;   Werts, M. G., Wolery, M., Snyder, E. D., Caldwell= , N. K., & Salisbury= , C. L. (1996). Supports and resources associated with inclusive schooling: Perceptions of elementary-school teachers about need and availability. J= ournal of Special Education, 30, 187-203.

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      = ;      Werts, M. G., Wolery, M., Venn, M. L., Demblowski, D., & Doren, H. (1996). Eff= ects of transition-based teaching with instructive feedback on the acquisition of skills by children with and without disabilities. Journal of Educational Research, 9= 0, 75-86.

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      = ;      Wolery, M., Anthony, L., Snyder, E. D., Werts, M. G., & Katzenmeyer, J. (1997). Training elementary teachers to embed instruction during classroom activities. Education and Treatment of Children, 20, 40-58.

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      = ;      Kennedy, C. H., Meyer, K. A., Werts, M. G., & Cushing, L. S. (2000). Effects of sleep deprivation on avoidance responding.= The Journal of the Applied Experimental Analysis of Behavior. 73,= 333-345

      = ;      Werts, M. G. (2000). Can schools afford to meet students’ needs? Research & Reflection: A Journal of Educational Praxis. 5(1), http://www.gongaza.edu/rr/v5n= 1mw.htm

    &nbs= p;       Werts, M. G. (2000). Invited response to Deborah A. Burns. NHSA Dialog, 4, 175-176.=

Werts, M. = G., Zigmond, N., & Leeper, D. C. (2001). Paraprofessional proximity and academic engagement: Primary-aged students with disabilities in general education classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 36, 424-440.

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Wert= s, M. G., Mamlin, N., & Pogoloff, S. M. (2002). Knowing what to expect: Introducing preservice teachers to IEP meetings. Teacher Education and Special Education, 25(4).

Wert= s, M. G., Tillery. C. Y., Roark, R. R., Harris, S. H. (2002). Evaluating students for learning disabilities: Assessment instruments used in North Carolina. Appalachian State University.

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        &= nbsp;   Werts, M. G. & Wolery, M., & Caldwell, N. K. (20= 03). Instructive feedback: Effects of a presentation variable. Journal of Spe= cial Education, 37, 124-133. <= /span>

= Tillery, C. Y., Werts, M. G., Roark, R. R., & Harris, S. H. (2003). Perceptions = of paraeducators on job retention. Teacher Education and Special Education.= 3, 154-168.

      = ;      Werts, M.G., Tillery, C. Y., Roark, R. R., & Harris, S. (2004). What parents t= ell us about paraeducators. Remedial and Special Education, 25, 232-239.=

Nowacek, E. J., Werts, M. G= ., Harris, S. D., & Tillery. C. Y. (2005). Paraeducators’ and teachers’ perceptions of knowledge needed to collaborate in classrooms. Submitted.

Werts, M. G. (2005). Instructive feedback as a tool for differentiating instruction. Proceedings: International Association of Special Education, Halifax, Nova Scotia.

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Book Reviews=

Werts, M. G. (1987). Book Review, [Review of the book Behavioral assessment in school psycho= logy]. Association of School Psychologists of Pennsylvania Insight Newsletter.

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        &= nbsp;   Werts, M. G., & Kohler, F. W. (1997). Book Review, [Review of the book Characteristics and strategies for teaching children with mild disabilities]. Resear= ch and Reflection, 3(1).

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        &= nbsp;   Werts, M. G. (2004). Book Review, [Review = of the book Use of functional behavior assessment in schools and classrooms] by T. S. Watson & M. W. S= teege. TC Record, 106, Nov. 11, http:/www.tcrecord.org, ID # 11317.

Manuals=

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      = ;      Werts, M. G., Wolery, M., & Holcombe, A. (1991). Instructive feedback: Increasing opportunities for learning through the addition of incidental information. Allegheny Singer Research Institute, Pittsburgh, PA.<= /st1:place>

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        &= nbsp;   Holcombe, A. Wolery, M., & Werts, M. G. (1992). Using attending cues and respo= nses to increase the efficiency of direct instruction. Allegheny Singer Rese= arch Institute, Pittsburgh, PA.

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        &= nbsp;   Wolery, M., Filla, A., Katzenmeyer, J., Anthony, L., Venn, M. L., Holcombe, A., &am= p; Werts, M. G. (1994). Adapt= ing early childhood classroom activities for young children with special needs.= Allegheny Singer Research Institute, Pittsburgh, PA.

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        &= nbsp;   Anthony, L., Wolery, M., Snyder, E. D., Caldwell, N. K., Werts, M. G., & Heckath= orn, J. K. (1995). Constant time delay: Steps for using and embedding in ongo= ing instruction. Allegheny Singer Research Institute, Pittsburgh, PA.<= /st1:place>

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Caldwell, N. K., Wolery, M., Werts, M. G., Anth= ony, L., Snyder, E. D., & Heckathorn, J. K. (1995). Instructive feedback: learning made more efficient. Allegheny Singer Research Institute, Pittsburgh, PA.

Werts, M. G., Wolery, M., Anthony, L., Snyder, E. D., Caldwell, N. = K., & Heckathorn, J. K. (1995). Peer tutoring using response prompting strategies. Allegheny Singer Research Institute, Pittsburgh, PA.<= /st1:place>

Werts, M. G., Steighner, S. H., & Snyder, E. D. (1996). Prod= ucts and publications: Catalog of products from funded projects. Allegheny Singer Research Institute, Pit= tsburgh, PA.

Books

Culatta, R. A., Tompkins, J. & Werts M. G. (2003). Foundatio= ns of special education: What every teacher needs to know (2^nd ed.)= . Upper Saddle River,= NJ: Merrill.

Lambert, M. A., & Werts, M.G. (2003). Instructor’s man= ual and test bank. Upper Saddl= e River, NJ: Merrill.

Positions on Research Grants=

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1991-1991       Pr= oject Associate. Learning Efficiently: Acquisition of Related non-target Behaviors (Project LEARN). Field Initiated Research Project (Grant No. H008990120). Principal Investigator: Mark Wolery. Funded by the Office of Special Education and Rehabilitative Services, U. S. Department of Education. $400,000.00

1993-1996       Project Coordinator. Providing Effective Instruction in Inclusive classrooms. Severe Branch Research Project (Gr= ant No. H086D20005). Principal Investigator: Mark Wolery. Funded by the Office = of Special Education and Rehabilitative Services, U. S. Department of Education. $500,000.00

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1995-1996       Co= -Principal Investigator. Evaluation of Transition Based teaching and Embedded Instruction on Learning by Preschoolers with Disabilities. Division of Innovation and Development (Grant No. H023A50004). Principal Investigator: Mark Woler= y. Funded by the Office of Special Education Programs, = U. S. Department of Education= . $100,000

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1995-1996       Co= -Principal Investigator. Using Instructive Feedback to Promote Future Learning. Division of Innovation and Development (Grant No. H023A50013). Principal Investigator: Mark Woler= y. Funded by the Office of Special Education Programs, = U. S. Department of Education= . $100,000.

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1994-1998       Ev= aluation. Consortium on Inclusive Schooling Practices (Grant No. 86V-40007). Director: Christine Salisbury. Funded by Office of Special Education Programs. U. S. Department of Education. $4,000, 000.00

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1996-1997       Pr= oject Associate. Early Childhood Follow-Through Research Institute (Grant No. H024Q50001) Principal Investigator: Mark Wolery. Funded by Office of Special Education Programs, = U. S. Department of Education. $4,000,000.00

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1997        &= nbsp;       Co-Project Coordinator. Social Integration Research Project (Grant No. H086D40009). Principal Investigator: Craig Kennedy. Funded by Office of Special Education Programs, U. S. Department of Education. $500,000.00

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1997-1998       Gr= aduate Student Researcher. Instructional Support Team Study Project. Principal investigators: Naomi Zig= mond and William Bickel. Funded by Bureau of Special Education, = Pennsylvania State Department of Education. $100,000.00

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1997-1998       Pr= incipal Investigator. Student grant for dissertation. University of Pittsburgh, Pittsburgh, PA, $1200.00

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1997-1998       Co= -Director. Interagency Planning and Support Project. Model Demonstration Projects for Young Children with Disabilities (Grant No. H024B). Project Director: Chris= tine Salisbury. Funded by Office of Special Education Programs, U. S. Department of Education. $560,000.00

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1998-2001       Pr= incipal Investigator. Observation= of Activities and Tasks of Paraprofessionals in Inclusive Classrooms (Grant No. H324C980174). Funded by Research and Innovation to Improve Services, Office= of Special Education, U. S. Department of Education= . $535,000.00

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1999-2000       Pr= incipal Investigator. Testing of students for learning disabilities; Instruments used in North Carolina. Appalachian State University, Hubbard Center for Faculty Development, $900.00

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2001-2006       Co= -Principal Investigator with Dr. Angela Losardo. Early Literacy: Salient Variables in Two Instructional Approaches. (Grant N= o. H324D.010050). Funded by Research and Innovation to Improve Services, Offic= e of Special Education, = U. S. Department of Education= . $537,054.00

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Cour= ses Taught<= /span>

SPE 2800: Teachers, Learner= s, and Schools

SPE 4601: Classroom Managem= ent

SPE 3272: Developmental Assessment of Preschoolers

SPE 3250: Instruction of St= udents with Cognitive Disabilities (Introduction to Mental Retardation)=

SPE 5584: Professional Leadership: Graduate Level

SPE 5502: Advanced Classroom Management Graduate level

SPE 3374: Assessment and Identification of Students with Learning Disabilities

SPE 5540: Advanced Topics in Diversity: Graduate Level

SPE 5000: Seminar in Special Education: Graduate Level

SPE 4902: Internship in Spe= cial Education

SPE 4903: Internship in Habilitative Science

SPE 4900/5900: Student Teac= hing

SPE 5485: Individual Differ= ences

DIL 4135: Instructional strategies in special education (On Line Course: University of Pitts= burgh.)

SPE 3272: Developmental Assessment a= nd Program Evaluation for Programs Serving Preschool and Kindergarten Children=

SPE 3370: Ch= aracteristics, Theories, and Diagnosis of Students with Cognitive Differences in Adapted a= nd General Curricula

SPE 5458: Te= acher as Researcher

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Editorial Review Activities<= /span>

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Editorial Bo= ard

Journal of E= arly Intervention

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Peer Reviewe= r

NHSA Dialog:= A Research to Practice Journal for the Early Childhood Field

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Guest review= er:

        &= nbsp;   Journal of Applied Behavior Analysis

        &= nbsp;   Topics in Early Childhood Special Education

Education and Training in Mental Retardation and Developmental Dela= y

Journal of the Association for Persons with Severe Handicaps

        &= nbsp;   Journal of Behavioral Education

        &= nbsp;   Topics in Early Childhood Education

        &= nbsp;   American Education Research Journal

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Recent Presentations<= /b>

1998

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Werts, M. G. (March, 1998). Use of instructive feedback to facilitate the formation of equivalence classes. Poster session at Research Seminar= , University of Pittsb= urgh, Pittsburgh, PA.

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Werts, M. G. (March, 1998). Use of peer models to teach chained tasks to children with disabilities. Paper prese= nted at Clarion University of Pennsylvania, Clarion, PA.

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Werts, M. G., & Wolery, M. (May, 1998).   Training and supervision = of paraprofessionals: Results of a nationwide survey. Poster session presented at Confer= ence on Research in Early Childhood Innovations, Charleston, SC.<= /st1:place>

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Werts, M. G., Cushing, L. S., & Tobias, A. (May, 1998). Use of instructive feedback to facilitate the formation of equivalence classes. Poster session presented at annual meeting of the Association for Behavior Analysis, Orlando, FL.

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Werts, M. G. (May, 1998). Ecological variables in classrooms for children with severe disabilities. Paper presented at annual meeting = of the Association for Behavior Analysis, Orlando, FL.

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Werts. M. G. (June, 1998). <= /span>Ecological variables in classrooms for children with severe disabilities. Paper presented at the First International Conference on Child and Adolescent Mental Health, Hong Kong.

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        &= nbsp;   Werts, M. G. & Anthony, L. (June, 1998). Transition-Based Teaching.&n= bsp; Training session presented at Pennsylvania Statewide Early Intervent= ion Conference, Hershey= , PA.

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        &= nbsp;   Werts, M. G. (June, 1998). Use of paraprofessionals in classrooms with children with disabilities. Training session presented at Pitt= sburgh Public Schools Summer Institute, Pittsburgh, PA.

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Werts, M. G. (December, 1998).&nbs= p; Effects of proximity of paraprofessionals on the academic engagem= ent of children with disabilities in inclusive classrooms. Council for Exceptional Children; Division for Early Childhood, = Chicago, IL.

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1999

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        &= nbsp;   Werts, M. G. (January 15,1999). M= ulti-level teaching: Meeting several levels of learning.   M= ary Lin E= lementary School, Atlan= ta, GA.

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        &= nbsp;   Werts, M. G. (March 25, 1999). Us= e of Paraprofessionals in Inclusive

Classroom= s. = Kennesaw State University, Atlanta, GA.

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Werts, M. G, & Roark, R. R. (April, 1999). Academic proximit= y and its effect on student engagement. Council of Exceptional Children. Charlotte, NC

<= /o:p>

        &= nbsp;   Werts, M. G. (June 27, 1999). Classroom behavior management. Pittsburgh Pub= lic Schools Summer Institute, Pitt= sburgh, PA.

<= /o:p>

Werts, M. G. (June 28, 1999). Help! There is another adult in my classroom! Practical tips for working with paraprofessionals. Pittsburgh Public Schools Summer Institute, Pittsburgh, PA.

<= /o:p>

        &= nbsp;   Werts, M. G, & Roark, R. R. (December, 1999). What does the literature of paraprofessionals tell us? Division of Early Childhood. Washington, DC.

<= /o:p>

Werts, M. G, & Roark, R. R. (December, 1999). Academic proxi= mity and its effect on student engagement. Division of Early Childhood. Charlotte, NC