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2005 ESE Personnel and Paraprofessional Needs Assessment in University of South Florida Region

This report presents findings from the 2005 Needs Assessment survey conducted on Exceptional Student Education (ESE) personnel and paraprofessionals in the University of South Florida region. It details the estimated number of personnel, certification requirements, years of experience, and significant professional development needs, such as behavior management, inclusive practices, and effective instruction strategies for ESE students. Additionally, it addresses concerns about salary, planning time, and administrative support, crucial for the retention of qualified staff.

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2005 ESE Personnel and Paraprofessional Needs Assessment in University of South Florida Region

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  1. 2005 Uniform Needs Assessment Data University of South Florida Regional Partnership

  2. ESE Personal Survey • 2005: 620 ESE personnel surveys • 2004 Estimated # of ESE personal in USF Region: 6,314

  3. Estimated 2005 USF PDPRegional Response Rate

  4. Current positions of Personnel

  5. Primary certification of personnel

  6. How Personnel met requirements for Florida Certification

  7. Experience of personnel • Range from 0 to 39 years • 3 years was the mode response but only 6% of the total • 111 ( 19%) Beginning personnel (3 years and less) • 509 ( 81%) Veteran personnel (more than 3 years)

  8. Additional certification/endorsement to meet requirements of NCLB • 12 percent (73) need additional certification or endorsement • Primary areas include • Secondary Subject Area • ESE K-12 • ESOL • Plan to meet requirements: • Course by course (41%) • Test only (29%) • Alternative route (19%)

  9. Grade Levels taught or provide related services

  10. Top 10 professional development needs of personnel surveyed • Designing and implementing behavior management programs/strategies for ESE students • Developing the social skills of ESE students with varying needs • Managing your time effectively: time management, scheduling, organizational skills, stress management • Understanding student learning styles/brain compatible instruction • Using technology to support instruction/provide services • Understanding and using assistive technology

  11. Top 10 professional development needs of personnel surveyed (continued) • Collaborating/coordinating instructional and support programs and services for ESE students with other professional/community partners • Developing and implementing inclusive practices to ensure ESE students’ access to general education curriculum • Completing the Matrix of Services • Using data-based decision-making to guide instruction/services

  12. Top 5 concerns about position • Time available to complete paperwork (72%) • Salary and benefits (71%) • Time for collaborative planning and instruction (64%) • Level of school/building support for special education/student support services (52%) • Teacher-student ratio (51%)

  13. Retention of teachers and related services personnel

  14. ESE Paraprofessional Survey • 2005: 49 paraprofessional surveys • Estimate of paraprofessional in USF Region = 3,273

  15. Paraprofessional : Grade Level assignment

  16. Primary exceptionality of students

  17. Major settings • 75% of paraprofessionals work in one of the three settings: • Self Contained Classroom (37%) • General Education Classroom/Inclusion Classroom (24%) • ESE Resource Classroom (14%)

  18. Level of Education

  19. Experience of paraprofessionals • 5.5 Average years of teaching • Range from 1 up to 21 • 1 yr was mode response, 31% of total • 26 (53%) Beginning paraprofessionals (less than 3 yrs.) • 23 (47%) Veteran paraprofessionals (more than 3 yrs.)

  20. Top 10 professional development needs of surveyed paraprofessionals • Knowing what to do in medical emergencies • Understanding and using behavior management programs of ESE students • Developing the social skills of ESE students with varying needs • Using effective math instruction with ESE students • Using effective reading instruction with ESE students • Using accommodations and modifications for ESE students • Understanding Disabilities • Using Technology to support instruction • Understanding secondary transition programs/skills for future employment and independent living of students • Using inclusive practices to ensure ESE students access to general education curriculum

  21. Preferred times and delivery methods for training • Preferred Times • Release Time During School Day (55%) • After School (27%) • Saturdays/Weekends with pay (20%) • Preferred delivery methods • On-Line Courses (31%) • Small Group Training/Single Day Workshop (29%) • Consultation/Mentoring (12%)

  22. Retention of paras and career plans

  23. Top 5 concerns about position • Time available to plan with teachers and other para-educators/Tas (55%) • Being able to participate in the professional development opportunities you want (53%) • Administrative understanding and support of ESE (49%) • Number of students in you class or caseload (47%) • Appropriate materials and supplies for your students in good supply (45%)

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