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Training and Supporting Paraprofessionals. Getting by with a little help from our friends!. Training and Supporting Paraprofessionals. Getting by with a little help from our friends!. Objectives. Expectations. Demonstrate good audience skills Silence cell phones

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training and supporting paraprofessionals

Training and Supporting Paraprofessionals

Getting by with a little help from our friends!

training and supporting paraprofessionals1

Training and Supporting Paraprofessionals

Getting by with a little help from our friends!

expectations
Expectations
  • Demonstrate good audience skills
    • Silence cell phones
    • Hold side conversations out of ear shot of others
    • Engage in active listening
  • Participate in partner discussions
  • If you need a break, take one
partnerships
Partnerships
  • Pick someone near you to be your partner.
  • The person with the next birthday is coffee.
  • The other person is cream.
paraprofessionals
Paraprofessionals =
  • Instructional assistants
  • Educational assistants
  • Paraeducators
  • Teacher’s aide
  • Teacher’s assistant
  • Title 1 assistants
  • Special education assistants
  • ELD assistants
  • Consider 1:1
types of training
Types of Training
  • Awareness
  • Conceptual Understanding
  • Skill Development
  • Skill Application
rolls have changed
Rolls have changed
  • No longer just copy, recess, lunch, bulletin boards and clerical work
targeted trainings
Targeted trainings
  • We only have so many arrows!!
targeted trainings1
Targeted trainings
  • The right people with the right knowledge
    • Not everyone gets everything
    • This is a resource issue
nclb requirements for title 1
NCLB requirements for Title 1
  • Title I paraprofessionals must have the appropriate knowledge and ability to assist in instructing students and be competent in required instructional techniques and academic content areas. They must also demonstrate that they are competent in basic literacy skills, including the ability to speak and write standard English.
  • All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent.
  • Additionally, paraprofessionals working in a program supported with Title I, Part A funds must have:
    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and be able to demonstrate, through a local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).
high expectations
High expectations
  • Most skilled with the most needy
  • We cannot expect the any educator to do great work if we don’t teach them how!
  • They are there to close the gap, to expect continued low results.
    • Fixed vs. Growth mindset
builds community
Builds community
  • Our paraprofessionals are the backbone of our system.
  • When we train them, we acknowledge that they are professionals and we need them.
  • In many systems, it is the paraprofessionals who are closest to our community.
  • Breaks down the certified and classified barriers.
establish clear rolls
Establish Clear Rolls
  • Clarity around lesson planning vs. lesson delivery
  • Through training we can provide clarity to specific duties.
  • Trainings in one area, builds strength in other areas.
in loco parentis
"in loco parentis"

“in place of the parent"

  • Establishing boundaries to avoid improper relationships
  • Legal issues
  • Conflict of interests
talk time
Talk Time
  • Cream please answer the following question:
    • How have rolls changed for the paraprofessionals in your school?
  • Coffee please answer the following question:
    • Which of the reasons to train your paraprofessionals resonate with you?

With extra time switch questions

capacity building
Capacity building
  • Who is going to provide the professional development?
    • Administrative staff
    • Licensed staff
    • Paraprofessional staff
pre service
Pre-service

“Pre” means before.

Think about the before!

  • Plan
    • Budget
    • Calendar (for everyone and to everyone!!!)
    • Trainer
    • Content
pre service1
Pre-service
  • Where is the need?
    • District level vs. building level
    • What is the “what”?
pre service2
Pre-service
  • What capacity does your district have to create this PD?
    • Internal vs. external
    • Paraprofessionals training each other
on the job
On the Job
  • Coaching (not the job, but the action)
    • Side by side with certified
    • Side by side with peers
on the job1
On the Job

Fidelity checks with feedback

“For valid [LD] disability determination to occur, a diagnostic team needs to be able to determine that a student has received appropriate instruction in the general education classroom. Implementing instruction with fidelity satisfies one of IDEA’s legal requirements for appropriate instruction.”

Johnson, E., Mellard, D.F., Fuchs, D., & McKnight, M.A. (2006). Responsiveness to interven­tion (RTI): How to do it. Lawrence, KS: National Research Center on Learning Disabilities.

on the job2
On the Job
  • A Reading program has pieces that are standardized across the district that provide guidance and clarity as to the expectations for instruction.
on the job3
On the Job

Video lesson study

  • Curriculum based
  • Behavior based
  • Instruction based
on the job4
On the Job

Video lesson study

  • Video study guides – guiding questions to focus watching
on the job5
On the Job

Video lesson study

  • Sources for videos?
    • Online training
    • Curriculum
    • Peers
    • Certified
      • What is happening in core to increase alignment
      • http://www.mhpdonline.com/
  • http://www.explicitinstruction.org
on the job6
On the Job

Text study

  • Book study
    • Explicit Instruction
  • Article study
    • Educational Leadership, Leadership and Learning
  • Consider time and contract issues
in service
In-service

In-service days

  • When you have training for certified staff, do you have paraprofessionals there at school on these days?
    • Do you expect them to know this content?
    • How can you leverage resources to have paraprofessionals at the training?
      • Trade days
      • Training of trainers
      • Video
in service1
In-service

After school trainings

in service2
In-service

Shut down services

  • It is appropriate to shut down services in order to bring quality services.
schedule
Schedule
  • Scheduled in-service days
  • Schedule of assemblies
  • Schedule of field trips

These are “Free” time to train

prep time consideration
Prep time consideration
  • Training time vs. prep time
  • Targeting prep time with trained strategies
talk time1
Talk Time
  • Coffee please answer the following question:
    • Which area of types of training, pre-service, on the job and/or in-service do you currently use?
  • Cream please answer the following question:
    • What challenges does your school face in how to train paraprofessionals?

With extra time switch questions

talk time2
Talk Time
  • Read over Paraprofessional Skills Inventory. Share your thoughts and how you could use this in your school with your partner.
  • Cream share first, then Coffee.
slide40
What?
  • Instruction
  • Curriculum and content
  • Behavior management
  • Assessment and data
  • Communication
  • Law and ethics
instruction
Instruction

Small group instruction strategies

  • Clear expectations about what is to be learned
  • Clarity of presentation
  • Multiple opportunities for student responses
  • Active monitoring of responses
  • Frequent evaluation and feedback

Christenson, 1989

instruction1
Instruction

Instructional strategies

instruction2
Instruction

Engagement strategies

instruction3
Instruction
  • Lesson architecture

Introduction/background knowledge

I do

We do

Y’all do

You do

Closure

instruction4
Instruction

Part firming

  • Corrective feedback

1. Teacher notices error

2. Teacher gives the correction

3. Teacher asks the student to try again

  • Provides opportunities for us to prevent continued errors
  • Always stay positive
instruction5
Instruction
  • Teaching for generalization (behavior and academics)
    • It is always about the student being able to “do this without us”
instruction6
Instruction
  • Corrective feedback

1. Teacher notices error

2. Teacher gives the correction

3. Teacher asks the student to try again

  • Provides opportunities for us to prevent continued errors
  • Always stay positive
curriculum and content
Curriculum and Content
  • Training on how to implement the program
  • Must do this before we check fidelity
  • Don’t forget that there is often online trainings
curriculum and content1
Curriculum and Content
  • It is important that instructors have strong content knowledge in order to explain thinking and extend conversations.
  • Content
    • Big 5
    • Common Core
    • NCTM focal points
behavior management
Behavior management

Understanding why students act out

A Antecedents are the events that happen BEFORE the student behavior occurs.

B Behavior is the specific way the student acts.

C Consequences are the events that happen to the student IMMEDIATELY FOLLOWING the behavior.

behavior management1
Behavior management
  • Cues for attention
  • Cues for stop!
  • How to get help?
  • How to use computers?
  • What to do in fire drill?
  • When you have not yet arrived at the learning space?
  • When you are absent?
  • How to enter the learning space?
  • How to exit the learning space?
  • Use the bathroom?
  • Get a drink?
  • Having no pencil?
  • Sharpen a pencil?
  • Use a binder or folder
  • What to bring?
behavior management2
Behavior Management

Gotcha

Agreements on PBIS grid

5

to

1

talk time3
Talk Time
  • Cream please answer the following question:
    • What are your perceived areas of need for your paraprofessionals in the area of instruction, curriculum and content?
  • Coffee please answer the following question:
    • What are your perceived areas of need for your paraprofessionals in behavior?

With extra time switch questions

assessment
Assessment
  • Trainings on giving screening and progress monitoring assessments
    • Review three times a year
assessment1
Assessment
  • Trainings on giving in program assessments
    • What are the rules around “helping?”
communication
Communication

Teaming

  • Paraprofessionals may have a place on your Tier 1 and Tier 2 teams.
  • Ways of communicating with certified teacher
    • How? When?
communication1
Communication

Teaming

  • Building relationships within paraprofessional team
  • Regular meeting time with supervisor
communication2
Communication
  • Reporting on student success
  • Record keeping
    • Attendance
    • Behavior
    • Test scores
    • Errors
communication3
Communication

Lesson Plans

  • Create and train an infrastructure for receiving lesson plans
law and ethics
Law and Ethics
  • Cultural awareness
  • Confidentiality
  • Ethics
  • Special Education law as it pertains to IEP
law and ethics2
Law and Ethics

Confidentiality

  • Examples of confidential information
  • Special education IEP
  • Report cards
  • Test scores
  • Medical records
  • Disability category, if in special education
  • Information about medications, behavior problems, or family issues
  • Any personal information
law and ethics3
Law and Ethics
  • Don’t meet with students outside of school
  • Don’t use your phone at work
  • Policies around public money and property
  • Ethics
    • Promoting personal business
    • Gifts
    • Tutoring without permission
talk time4
Talk Time
  • Coffee please answer the following question:
    • Are these areas of professional development currently being addressed for your paraprofessionals?
  • Cream please answer the following question:
    • What will it take to improve the communication between teachers and paraprofessionals?

With extra time switch questions

next steps
Next steps
  • What are your paraprofessionals need?
  • Set a paraprofessional professional development calendar.
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