2010-11 SCKSEC PARAEDUCATOR PRE-SERVICE

1. 2010-11 SCKSEC PARAEDUCATORPRE-SERVICE What it takes to “Make a Difference”.

2. INTRODUCTIONS • Para Advisory Council Members: • Please come forward. • We need to fill two spots, leave nominations for the following districts on the table outside. • Pratt • South Barber

3. AGENDA FOR THE DAY • Welcome back, current happenings. • In-Service Requirements / Paraeducator site • ParaEducator 101 • Data Collection • Making a difference

4. Welcome Back • Crazy schedules • Uncertain times in education • SCKSEC continues to be committed to meeting the needs of our Special Education Students. • As a group WE ARE! • Test scores continue to rise despite deeper cuts. • Need for Paras increases. • Our kids need us more than ever.

5. FRONT LINES • YOU are the front line! • Comments from speaker concerning paras. • Quality paras are irreplaceable. • Loves presenting to paras…they get it, without getting caught up in small details. • They appreciate and welcome help. • SCKSEC could not have the success it has without YOU and your efforts to meet the needs of OUR kids.

6. CURRENT ISSUES • Funding • Increased pressure on schools to perform. • Behavior issues in schools. • Increased number of severe students. • My Blog on the website • Try to update every couple of weeks…at least. • Check for updates and information.

7. STRETCH YOUR BRAIN

8. HOW IS SCKSEC RESPONDING • Efficiency • Training from within…train the trainer • Remembering what made us successful in the first place…GOOD PEOPLE. • Collaborating with General Ed with MTSS • Utilizing good software for supplemental instruction with students. • Listening to our EXPERTS in the field.

9. PAC NEEDS SURVEY • How to motivate kids. • Behavior support in general. • How to help kids academically in subject areas. • Clarification of role. • More MONEY! : )

10. SCKSEC SOFTWARE • Reading: • My Reading Coach • FLRT • Lexia • Reading Plus • Math • Academy of Math • Symphony Math

11. BORING SANDWICH • Paperwork • Filling out forms correctly. • Turning in paperwork. • In-Service • Ways you can get it. • How much do you need?

12. NEW PARAEDUCATOR SITE • Link is on website. • Must logon with dummy e-mail address. • New format. • Courses available. • Login

13. DEFINE SUCCESS AS A PARA • Helping a student learn. • Provide supports necessary for the student to perform with their peers. • Build a relationship with a student. • Provide consistency to a child that has none. • Help a student graduate.

14. WHAT IS THE GOAL? • Contributing members of society. • Able to support themselves. • Able to live independently, or as independently as possible. • Able to enjoy life despite the difficulties that some may face. • Anything else?

15. MOTIVATING KIDS • Get to know them. • Build on their interests. • Make it relate. • Be real. • Build trust • Promise less…Deliver more.

16. CREATING INDEPENDENCE • How do we encourage independence with our students? • How do we teach a student that has never been able to depend on anyone to trust enough to depend…and then learn to be independent…and then interdependent.

17. SUCCESSFUL PARAS: • Care about their students. • Are reliable. • Communicate effectively with their supervising teacher. • Understand how important they are. • Believe that they can make a difference. • Make the effort to build relationships with students.

18. BEHAVIOR • Why are kids different today? • How does that impact what we do? • Positive Behavior Support (PBS)

19. POSITIVE BEHAVIOR SUPPORT

20. SCKSEC AND MANDT • We subscribe fully to the Mandt system of behavior support. • Why? • We currently have 4 trainers and will have 6 by the end of the year. • It is our goal to train every person in the Coop in Mandt.

21. What is Mandt? (In a class setting) • System of building positive relationships with kids to enable them to make choices that impact their lives positively. • Not about restraint • Who does this?

22. RADAR (from Mandt)

23. Crisis Cycle (from Mandt) • 1. Baseline: Personal best • 2. Stimulation Phase: Identify and remove stressor. • 3. Escalation: Offer options • 4. Crisis Phase: Least amount of interaction necessary for safety. • 5. De-Escalation: Structured cooling off • 6. Stabilization: Active Listening • 7. Post-Crisis Phase: Observe and support

24. EXPELLED

25. DOUBLE RADAR • System of PBS • SCKSEC Functional Behavior Assessment / Behavior Intervention Plan process. • Recognize and Refer • Assemble and Assess • Develop and Decide • Activate and Articulate • Reflect and Review

26. DATA COLLECTION “WE CAN’T RISK A GUESS WHEN PROVIDING SPECIAL EDUCATION SERVICES FOR OUR KIDS ”

27. Why do we collect data and why is it so important that the data be objective and accurate? • Data is collected for a variety of reasons. • To establish base-line data. • To identify behavioral patterns • Time • Frequency • Duration • Intensity • To measure student behavior in specific settings or contexts. • To provide objective and accurate data to evaluate student growth. • Data collected must be unbiased and purely objective. • Data must be accurate and free of speculation or personal opinion. • Data should never be influenced by other students or related consequences and should only reflect the behavior of the student being observed.

28. Where should we collect data? • Data should be collected in as many settings and contexts as possible. • Data collection is important in areas where behaviors are not observed to help substantiate a lack of behavior due to a lack of stimuli.

29. When should we collect data? • Time of day , schedule and location is very important in determining the student behavior patterns. • Fatigue or the end of a medication cycle might give way to a behavioral episode, so it is important to not leave out any period during the day.

30. How do we use the data collected? • Data collected will provide information about specific behavior patterns. • Data will help identify stimuli or triggers for student behavior. • Data will provide observed responses to specific stimuli. • Data collection is an important component of the Functional Behavior Assessment process. • Data will help provide a picture of the child and give the care-giver an objective base from which to develop a hypothesis about student’s behavior. • This hypothesis will serve as a platform on which to build a Behavior Intervention Plan.

31. Who should data be collected for? • Data collection is not limited to students with behavioral needs. Data based decisions are the basis for meeting needs in all areas. • Any type of student need should be identified and based on an objective observation or assessment. • IEPs are based on data collected from a variety of performance and functional levels. • Social/Emotional • Health/Physical • Intelligence • Academic Performance • Communication • Parent concerns

32. What is the final use and purpose of the data collected? • The outcome we want from effective and accurate data is a complete understanding of the child and an information database so complete that we will be able to develop an accurate hypothesis. • This hypothesis will give us a starting point to begin developing a program to meet the individual child’s needs and provide an educational environment in which they can learn. • This is after all the goal of special education to provide a free and appropriate public education for all special needs children. • To level the playing field by providing modifications, accommodations and services to meet the specific needs of the children  

33. Data Collection sheet: • The data collection sheet is used to record data in a variety of settings, circumstances and activities.  • In order to understand student behavior we must observe responses in many different settings and we must be able to identify the behavioral patterns.  • The final component and perhaps the most important is identifying the antecedent. • If we can identify what triggers or causes of the behavior, we can begin to understand the response.

34. Components of Data Collection Recording includes the following components: • Setting Activity • Contexts • Antecedents • Consequences • Behavior patterns • Time • Frequency • Intensity • Duration

35. Setting Activity • I - Instruction – This is instruction time where the teacher is providing direct instruction to the individual student. • G - Group – This is an event where there is a group of students or individuals involved in an activity or instruction. • T – Transition – This is a time where the student is moving from class to class or activity to activity. Usually when there is less supervision than in other settings. • S – Seat Work – This is the time allocated to the student to work on his/her own in the classroom.

36. Contexts • Environmental settings the child experiences during the day • Academic Classroom (math, science, social studies or English) • Gymnasium • Lunchroom • Hallway • Music room • The structure and presentation may vary and may provide for different behavioral opportunities • Different contexts may also offer different challenges to the student and may trigger different behavior responses. • Example might be: • Academic learning challenges. • Physical challenges in PE. • Social challenges in group activities like music

37. Antecedents • What events, persons or environmental factors are present when the behaviors occur? • Events examples • Doing math problems (not understanding) • Playing basketball and being dominated • Giving a speech in front of the class and struggling with words. • Asked to do school work • Persons in the setting • Class bully • X-girlfriend • Demanding teacher perceived as an enemy • Group of students ignoring the child • Environmental factors • Temperature in the room • Physical location of desk • Hunger, thirst or illness. • Social problems or problems at home.

38. Consequences • A response or action taken as a result of a student’s behavior. • Consequences can be both positive and negative but should always be intended to help the child grow and learn. • Children should be taught and need to understand that consequences are something they earn as a result of their behavior. • Consequences need to be recorded and the effectiveness of the consequences need to be recorded as well. • In this Data collection model, we use a + or a - to show effectiveness or ineffectiveness.

39. Data Collection Sheet Student Name Example Student Date August 12, 2010 SETTING ACTIVITY KEY: I – Instruction G – Group T – Transition S – Seat Work CONSEQUENCE KEY: 1 – Redirect 2 – Removal 3 - Parental Involvement 4 – Ignore 5 – Discipline Referral 6 - Other (explain) CONSEQUENCE EVALUATION KEY: (+) Consequence Effective (-) Consequence Ineffective

40. QUESTIONS • What questions do you have for me? • Feedback is appreciated, make sure to visit with your PAC rep or call me.

41. WHO I AM MAKES A DIFFERENCE. http://www.acknowledgementmovie.com Thanks… For making a difference! HAVE A GREAT YEAR