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Paraprofessional Overview of Connecticut Accountability for Learning Initiative (CALI) Basic Training

Paraprofessional Overview of Connecticut Accountability for Learning Initiative (CALI) Basic Training

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Paraprofessional Overview of Connecticut Accountability for Learning Initiative (CALI) Basic Training

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  1. Paraprofessional Overview of Connecticut Accountability for Learning Initiative (CALI) Basic Training Iris White Associate Education Consultant Connecticut State Department of Education Bureau of Accountability and Improvement 860-713-6564

  2. Norms for Professional Meetings • Courtesy toward others and presenter • Cell phones and pagers in off position • Active listening and participation • Collaboration

  3. Introductions • Name • District • Position • Number of Years in Position • Question You Have Regarding Paraprofessionals and Instruction

  4. Objectives Participants will: • Learn the current legislation regarding paraprofessionals; • Become familiar with the Connecticut Guidelines for Training and Support of Paraprofessionals; • Learn about the Connecticut Accountability for Learning Initiative (CALI) and why it is a priority of the Connecticut State Department of Education (CSDE);

  5. Objectives • Explore how paraprofessionals can assist teachers with maintaining environments that create a physically, emotionally, and intellectually safe environment for all learners; • Understand how and why teachers use data to make instructional decisions; and • Understand the ten Effective Teaching Strategies and how paraprofessionals can reinforce these strategies during individual or small group instruction.

  6. Paraprofessional Study • The Legislative Program Review and Investigations Committee authorized a study of paraprofessionals in April 2006. The study focused on whether Connecticut should establish minimum standards for public school paraprofessionals who perform instructional tasks for students in kindergarten through twelfth grade (K-12) . Findings and recommendations were made in several areas affecting paraprofessionals with instructional responsibilities. • The full report can be downloaded at:

  7. Legislative Program Review and Investigations Committee Recommendations • The State Department of Education should encourage all local public school districts to provide training to teachers, particularly new teachers at the beginning of each school year, on the role and effective use of instructional paraprofessionals. The department should also encourage school districts to develop intradistrict methods and strategies whereby paraprofessionals, teachers, and administrators periodically discuss issues or concerns involving the use of paraprofessionals in providing effective student instruction.

  8. Connecticut Paraprofessional Legislation • Sec. 10-155j. Development of paraprofessionals. The Department of Education, through the State Education Resource Center and within available appropriations for such purposes, shall promote and encourage professional development activities for school paraprofessionals with instructional responsibilities. Such activities may include, but shall not be limited to, providing local and regional boards of education with training modules and curricula for professional development for paraprofessionals and assisting boards of education in the effective use of paraprofessionals and the development of strategies to improve communication between teachers and paraprofessionals in the provision of effective student instruction. 8

  9. Connecticut Paraprofessional Legislation • Sec. 10-155k. School Paraprofessional Advisory Council. The Commissioner of Education shall establish a School Paraprofessional Advisory Council consisting of one representative from each statewide bargaining representative organization that represents school paraprofessionals with instructional responsibilities. The council, shall advise, at least quarterly, the Commissioner of Education, or the commissioner’s designee, of the needs for the training of such paraprofessionals. The council shall report, at least quarterly, in accordance with the provisions of section 11-4a, on the recommendations given to the commissioner, of the commissioner’s designee, pursuant to the provisions of this section, to the joint standing committee of the General Assembly having cognizance of matters relating to education.

  10. Connecticut Paraprofessional Legislation Sec. 2008. Not later than December 1, 2008, the department shall report and make recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education concerning professional development for paraprofessionals and the status and future of school paraprofessionals with instructional responsibilities.

  11. Autism Training Public Act 08-169 An Act Concerning the Teaching of Children with Autism and Other Developmental Disabilities. The Commissioners of Education, Higher Education and Developmental Services and the President of Southern Connecticut State University shall define autism and developmental disabilities and develop recommendations for a comprehensive statewide plan to incorporate methods of teaching children with autism and other developmental disabilities into training provided to school paraprofessionals pursuant to section 10-155j of the 2008 supplement to the general statutes, related service professionals, early childhood certificate holders, administrators and parents.

  12. NCLB Requirements for Paraprofessionals All paraprofessionals working in Title I-funded programs must have met the higher standards of qualification required in the No Child Left Behind (NCLB) Act of 2001. The requirements apply to paraprofessionals paid with Title I funds who provide instructional support in Title I targeted assistance schools and to all paraprofessionals with instructional duties in Title I school wide program schools, regardless of funding source. These include Title I instructional paraprofessionals who provide services to private school children and to preschool children.

  13. NCLB Requirements for Paraprofessionals • All Title I paraprofessionals must have a high school diploma or its recognized equivalent (GED) and: Have two years of college credit; OR Hold an associate’s degree (or higher) degree; OR Pass a State Board of Education adopted paraprofessional assessment which assesses content knowledge in mathematics, reading and writing and an understanding of how to assist in the instruction of these topics (ParaPro Assessment)

  14. ParaPro Assessment • Educational Testing Services (ETS) administers the exam: • Paper and pencil assessment given 4 times a year at various locations. • Cost: $45 • Internet Based Version at LEARN.

  15. Paraprofessional PD Survey Results Total number of respondents: 259 Breakdown: 2 Assistant Principals 10 Assistant Superintendents 4 Consultants 2 Coordinator of Special Services 2 Directors of Human Resources 2 Directors of Professional Development 9 Directors of Pupil Personnel Services 159 Paraprofessionals 5 Principals 3 Program Administrators 3 Superintendents of Schools 35 Teachers 1 School Psychologists

  16. Paraprofessional PD Survey Results Participants were asked to identify their 6 top choices for paraprofessional professional development Positive behavior supports and implementation of behavior management plans (179) Knowledge of and skills to assist in reading/reading readiness (138) Knowledge of and skills to assist in mathematics/mathematics readiness (128) Facilitating inclusion in general education (127) Knowledge of specific disabilities (125) Knowledge of and skills to assist in writing/writing readiness (122) Reinforcing Teacher Planned instruction (121) Assistive Technology (69) Collaboration with the teacher (60) Communication skills (oral and written) (59) Confidentiality/Ethics (49) Knowledge of Federal, State, and District Regulations (43) Health and Safety (Communicable Diseases, Blood borne Pathogens, Ergonomics) (25) Time Management (21) ParaPro Assessment Preparation (24) Other: train teachers on the role of the paraprofessional, DCF mandated reporting, specific interventions on Autism, how to meet the needs of a special education student, Autism, Professionalism, computer skills-power point, technology, participants in meetings related to PPTs, how paraprofessionals can stand up for themselves, mental health knowledge, classes offered to continue education.

  17. CREC Professional Development Curriculum for Paraprofessionals Basic and Advanced Training Modules Paraprofessional Newsletter Paraprofessional webpage:

  18. CSDE Paraprofessional Webpage • Paraprofessional Information and Resources, part of the CALI website Contains paraprofessional regulations and legislation, professional development opportunities, resources, and research on paraprofessionals.

  19. SERC Paraprofessionals as Partners Initiative • The goal of the Paraprofessionals as Partners Initiative is to enhance the skills of paraprofessionals providing instructional support to students in various educational settings including students with disabilities.

  20. District Paraprofessional Contact Each district in Connecticut has identified a central office employee as a district contact person for paraprofessional issues. This person’s role is to act as a liaison between the district and SDE, disseminate information of importance to paraprofessionals, such as personnel development opportunities, policy updates, resource availability, information exchange, data gathering regarding best practices and networking across districts on effective practices for paraprofessionals.

  21. Guidelines for Training and Support of Paraprofessionals • The Connecticut State Department of Education (CSDE) has endorsed and published this guideline document to inform and guide district personnel in the many important factors to consider in the use of paraprofessionals, specifically their training and effective use. It also clarifies the role of the paraprofessional as it is related to instruction.

  22. National Resource Center for Paraprofessionals (NRCP) Model Framework Connecticut adopted a modified version of the NRCP model framework to articulate key competencies for Connecticut paraprofessionals National Resource Center for Paraprofessionals Model (1999) Connecticut Guidelines for Training and Supervision of Paraprofessionals, pp. 28-36

  23. 1. Assisting teachers/providers with building and maintaining effective instructional teams. 2. Assisting teachers/providers with maintaining learner-centered supportive environments. 3. Supporting teachers/providers with planning and organizing learning experiences. 4. Assisting teachers/providers with engaging students in learning and assisting in instruction. 5. Assisting teachers/providers with assessing learner needs, progress and achievement. 6. Meeting standards of professional or ethical conduct. for each of these responsibilities (the model describes the scope). The model defines six primary areas of responsibilities for paraprofessionals:

  24. According to these guidelines, paraprofessionals have the instructional responsibility to do the following 1. Assist professionals with building and maintaining effective instructional teams. 2. Assist professionals with maintaining learner-centered supportive environments. 3. Support professionals with planning and organizing learning experiences. 4. Assist professionals with engaging students in learning. 5. Assist professionals in instruction. 6. Assist professionals with assessing learner needs, progress and achievement.

  25. Three Levels of Responsibilities • Level 1: This individual is an entry-level paraprofessional, with a high school diploma or equivalent, but has little or no experience. This individual requires a high level of direct supervision. • Level 2: This individual has multiple years of experience and training, typically on the job, and has the knowledge and skills to work more independently in the same setting as the supervisor. • Level 3: This individual has participated in some type of postsecondary training, usually with a focus on a specialized set of skills. This person may work more independently, such as in the community or a student’s home.

  26. Where am I? • What level do you think you are on?

  27. The CT State Department of Education defines a paraprofessional as: An employee who assists teachers and/or other professional educators or therapists in the delivery of instructional and related services to students. The paraprofessional works under the direct supervision of the teacher or other certified or licensed professional. The ultimate responsibility for the design, implementation and evaluation of instructional programs, including assessment of student progress, is a collaborative effort of certified and licensed staff. (-Connecticut Guidelines for the Training and Support of Paraprofessionals, page 7).

  28. Connecticut Regulations 10-145d-401 Requires anyone who is not certified be under the direct supervision of state certified personnel. This means that all paraprofessionals must not provide initial instruction to students and must be under the direct supervision of certified personnel when carrying out their responsibilities.

  29. Roles of Teachers in the Instructional Process Teachers are responsible for the following: Developing lesson plans to meet curriculum requirements and education objectives for all learners. Adapting lessons, instructional methods, and curricula to meet the learning needs of individual students Developing behavior management and disciplinary plans

  30. Roles of Teachers in the Instructional Process, cont. • Creating learner-centered, inclusive environments that respect the cultures, religions, lifestyles, and human rights of children, youth, parents, and staff • Involving parents in all aspects of their child’s education • Analyzing, with the assistance of other licensed (credentialed) professional personnel, results of standardized tests for assessing learner needs • Developing functional (informal) assessment tools to document and evaluate learner progress and instructional needs. Adapted from Strengthening and Supporting Teacher and Para educator Teams: Guidelines for Paraeducator Roles, Supervision, and Preparation by A.L. Pickett, 1999, New York: National Resource Center for Paraprofessionals in Education, Center for Advanced Study in Education, Graduate Center, City University of New York.

  31. Teachers provide instructional support Provide regular feedback regarding paraprofessional’s work performance, support paraprofessionals in providing instruction to students, and provide support and direction to paraprofessionals who work in independent capacities.

  32. The following are 10 examples of appropriate and effective utilization of paraprofessionals, taken from the model of roles, responsibilities and training of paraprofessionals identified in the Connecticut Guideline document. 1. Participation in regularly scheduled meetings and sharing relevant information. 2. Implementation of proactive behavior and learning strategies. 3. Use of strategies that provide learner independence and positive self-esteem. 4. Assistance in accommodating and modifying learning strategies based on learning styles, ability levels and other individual differences. 5. Review and reinforcement of learning activities. 6. Assistance in engaging learners through an awareness of cognitive, physical, social, emotional and language development. 7. Use of developmentally and age-appropriate reinforcement and other learning activities. 8. Collection of data on learner activity. 9. Carry out functional (informal) assessment activities. 10. Participation in continuing professional development. (-Connecticut Guidelines for the Training and Support of Paraprofessionals, pg. 37)

  33. How do paraprofessionals help students achieve?

  34. IEPs • In the case of paraprofessionals whose support includes students with disabilities, it is necessary for them to have an understanding of the IEP information that is pertinent to their role as an implementer. (-Connecticut Guidelines for Training and Support of Paraprofessionals, pg. 58.)

  35. Paraprofessionals at the IEP Team Meeting • Paraprofessional attendance at Pupil Placement team (PPT) meetings is an individual district and school-based decision. It is important that district or school personnel explain their policy on the attendance of paraprofessionals at PPTs to both parents and school staff. If a paraprofessional is required in the IEP and is not attending a student’s PPT meeting, it is the responsibility of the student’s teacher and the paraprofessionals’ supervisor to communicate in detail with the paraprofessional about the student, before the PPT. (-Connecticut Guidelines for the Training and Support of Paraprofessionals, pg. 42).

  36. Connecticut Accountability Legislation • Legislation adopted in the 2007 Special Session (P.A. 07-3, Section 32) identifies school districts with the greatest need for improvement and gives new authority and responsibility to the State Education Department to support improvement activities in each district.

  37. Connecticut Accountability Legislation • Under the legislation, the Commissioner and State Board of Education are given the authority to evaluate each district’s strengths and weaknesses, work with each district to develop a focused and prioritized plan for improved student performance, approve certain expenditures for reform, and monitor progress.

  38. CALI • The CSDE implemented a comprehensive accountability initiative to accelerate the learning of all students, with special emphasis placed on districts with Title I Schools that have been identified as in need of improvement according to NCLB.

  39. The goal of CALI is to develop and offer a model of state support to districts and schools to support the process of continuous school improvement and to accelerate the closing of Connecticut’s achievement gaps.

  40. CSDE Partnerships • Advisory Committee for Accountability and School and District Improvement • CAS – Executive Coaching • CABE – Assist local boards of education • The Leadership and Learning Center • RESC-SERC alliance – CALI and data team facilitators • DSAC • CEA – AFT – New partnership

  41. CALI Districts Ansonia Bridgeport Bristol CTHSS Danbury E. Hartford Hamden Hartford Manchester Meriden Middletown Naugatuck New Britain New Haven New London Norwalk Norwich Stamford Waterbury West Haven Windham 4 Charter Schools

  42. CALI • CALI is a model based on the research findings of Reeves, Marzano, McNulty, Pickering, Freiberg, Pollock, Waters, Elmore, Simpson and others. • Their work provides evidence that schools with student populations including high rates of poverty and high percentages of ethnic minorities can achieve high academic performance.

  43. Common characteristics of high achieving schools include: • Clear focus on achievement; • Standards-based curriculum that emphasizes the core subject areas of reading, math and writing; • Frequent assessment of student progress and multiple opportunities for student improvement; • An emphasis on non-fiction writing; and • Collaborative scoring of student work

  44. CALI is offered to: • Title I Schools identified as being in need of improvement (determined by Adequate Yearly Progress measured by CMT/CAPT Performance) • Schools in Priority School Districts

  45. CALI Professional Development Includes: FOR ALL EDUCATORS: • Best Practices in Educating our English Language Learners (ELLs) Basic and Advanced Training • Data-Driven Decision Making/Data Teams (DDDM/DT)* • Making Standards Work (MSW) • Effective Teaching Strategies (ETS)* • Common Formative Assessments (CFA)* • Improving School Climate (ISC)* • Scientific Research Based Interventions (SRBI, also known as Response to Intervention)* FOR COACHES AND LEADERS: • Coaching Instructional Data Teams • Coaching Effective Teaching Strategies • Leading Change and Getting Everyone on Board • Classroom Data: Feedback, Follow Up & Follow Through • School Climate for Leaders • School Improvement Planning & No Child Left Behind FOR PARAPROFESSIONALS: • CALI Overview*

  46. Levels of Training • Basic training provides foundational information • Certification training allows participants to turnkey basic training in a trainer of trainers model (completing basic training is a prerequisite) • Certification is offered in DDDM/DT, MSW, ETS, CFA, ISC, Paraprofessional Overview, and SRBI.

  47. Connecticut Accountability for Learning Initiative

  48. Why? “Until you have data as a backup, you’re just another person with an opinion.” Dr. Perry Gluckman