paraprofessionals and data collection: strategies ... and data collection: strategies, supports, and...

Paraprofessionals and Data Collection: Strategies, Supports, 

and Examples 

Lauren Alsene and Lauren Scott

Introductions

Lauren Scott

LBSII‐ Behavior Intervention Specialist

6 years experience National Board Certified 

Teacher

Lauren Alsene

LBSI‐ Learning and Behavior Specialist

2 years experience Graduate student

K‐5 3 Teachers, 1 SLP, 1 OT, 1 PT, 1 APE Autism, Emotional Disturbance, Developmental Delay, 

Intellectual Disability, OHI Language‐based program

Communication supports AAC devices

Self‐contained Functional and life‐skills programming

Program Structure and Student Population

Paraprofessionals

We believe that in order to maintain a positive experience for paraprofessionals, students, and the school community, it is essential that paraprofessionals feel supported. We strive to provide resources to help them feel empowered and confident in making student‐based, educationally sound, decisions. 

Our Philosophy

Training/CommunicationVisuals

Paraprofessional Supports

Training/Communication

WHEN??

Maximizing Opportunities, Getting Creative Beginning of the Year Late Start/PLC’s Institute Days

HOW??

Linear (Low) Thursday Thoughts, emails, 

whiteboard

Interactional (Medium) Resource guide, new protocols

Transactional (High) Teaming, Collaboration

Linear (Low)

Interactional (Medium)

Resource Guide

Interactional (Medium)

New Protocols

Data collection Behavior Interventions Student Schedules and Transitions Instructional content and strategies ABA, literacy interventions, IXL, etc.

IEP exposure Goals, FBAs, health concerns, etc. 

Training‐WHAT

Data Collection

Academic

Behavioral

Student Schedules and Transitions:

Act as Reminders Facilitate Transitions Help Enforce Expectations

Visuals

Visuals‐Schedules

Visuals‐Schedules

Visuals‐Schedules

Visuals‐ Going Places, Breaks

Visuals‐Lunch Schedule

Visuals‐Around the Classroom

Student independence Structure allows for consistency in decision‐making and scheduling

Classroom functions in absence of teacher

How Training and Visuals Support Student Success

Concerns/Conflict

Concerns of a New Teacher

Age Experience Prior Knowledge of Students Different Backgrounds

Causes of Conflict

Time Stress Money

Proactive v. Reactive Clear Expectations and Consistency Breaks Accommodating to Personal Needs Gather all Information Assess Need for Additional Supports (Administration) Individual Concerns v. Group Concerns

Addressing Concerns/Conflict

Responsibilities

Last Year: 10 of 12 Paraprofessionals Returned Positive Work Environment Appreciation Listening to Concerns, Questions, and Suggestions Following Through with Discussions

Retention

Data Collection

Accessibility Easy to Locate Doesn’t Waste Time 

Simplicity Don’t Over‐Complicate

Consistency Validity

System Matches Function Measures What is Targeted Meaningful

Creating an Effective Data Collection System

Behavioral Data

Functional Data

Academic Data

Frequency Behavior v. Academic

Knowing When to Collect Data Daily Assignments Scheduling Notation Designated Times of Day (i.e. bathroom, lunch) Student Assisted

Developing a Data Collection Schedule

Self‐Monitoring Varies by Student Reflection and Ownership Allows for Student/Staff Dialogue

Training Paraprofessionals to Facilitate

Student Involvement

How? Graphing/Charting

With Whom? Paras, SLPs, etc.

Next Steps? IEPs

Interpreting Data

Questions??