train hard, teach stronger: effectively training paraprofessionals in special education using...
TRANSCRIPT
In 2012 there were 1.2 million paraprofessionals employed in
schools across the US. (US Department of Labor,
Bureau of Labor Sta4s4cs, 2012)
There are more than 400,000 FTE paraprofessionals engaged in the educaAon of
special educaAon students (U.S. Department of Educa4on, 2010)
Over the past 20 years, there has been a 123% increase in the number of paraprofessionals employed
in the educaAonal system (LegislaAve Program Review & InvesAgaAons CommiMee, 2006)
The vast majority of special educaAon paraprofessionals, 97%, report providing one-‐to-‐one instrucAon to students with disabiliAes
(Carter, O’Rourke, Sisco, & Pelsue, 2009)
All paraprofessionals must have a secondary school diploma or equivalent; 2 years of
college coursework or AA degree; and pass an assessment showing ability to assist in instruc4ng reading, wri4ng and math. (US Dept. of Educa4on, No Child LeQ Behind)
Teaching cerAficate preferred. Must have passing score on the Work Keys Proficiency test or have 60 hours of college credit.
EducaAon Requirements: * Paraprofessionals are required to have transcripts
verifying at least 48 semester hours OR a conferred degree from an accredited college or university. If transcripts or a degree are not available, paraprofessionals are required to provide WorkKeys test results AND proof of a High School
diploma (or GED).
QUALIFICATIONS: EducaAon/CerAficaAon:
Must be considered Highly Qualified according to NCLB guidelines through one of the following:
·∙At least two years of completed study at an insAtuAon of higher educaAon [defined as compleAon of 48 semester
hours (or equivalent trimester hours) of college coursework or an applicable number of semester hours as defined by
the insAtuAon of higher educaAon aMended], whichever is less
Any combinaAon equivalent to: graduaAon from high school supplemented by course work or experience in
remedial educaAon and behavior modificaAon techniques and one year of experience working with children in an
organized sejng.
MUST HAVE PROOF OF AT LEAST ONE OF THE FOLLOWING: 48 SEMESTER UNITS, AN AA DEGREE OR HIGHER, A COPY
OF YOUR HIGH SCHOOL DIPLOMA OR GED FROM A CALIFORNIA PUBLIC HIGH SCHOOL DATED 1982 OR LATER, PASSING THE VVUHSD PROFICIENCY EXAM AT THE TIME
YOU APPLY.
MINIMUM QUALIFICATIONS: Training and Experience. CompleAon of an Associate’s
degree from a college or university accredited by the North Central AssociaAon or another regional accrediAng body, or the successful compleAon of at least sixty (60) semester
hours of college credit at a college or university accredited by the North Central AssociaAon or another regional accrediAng body, including at least one course in the
characterisAcs of mental retardaAon and severe/profound disabiliAes, or the successful compleAon of a state
approved paraprofessional assessment, supplemented by at least one year of work experience involving the care and
supervision of children with disabiliAes.
Ensuring District, State & NaAonal
standards are met
Cost of subsAtutes or OT to allow
staff to aMend PD
Balancing budgets
Showing annual/on-‐
going student progress
Increased accountability
in IEP meeAngs
(due process, aMorneys, advocates)
Finding effecAve and quality PD to
ensure student progress/outcomes
Lack of Funding
Lack of Time
Lack of Applied Prac1ce
Full of Technical Jargon
Lack of Technology Experience
Professional Development Components Purpose
Pre & Post Knowledge EvaluaAon
To gauge baseline and improvement in learning
Confidence Survey Allowed paraprofessionals to self-‐monitor any improvement or behavior change
On-‐Site Training Online training video’s, guided notes, and quizzes. Hands-‐on expansion acAviAes for
fluency, group exercises, and BCBA professional trainer for content experAse
Applied PracAce AcAviAes Completed aqer each on-‐site training. Used to generalize knowledge into applicaAon
with students
Classroom ConsultaAon On-‐site visits to each paraprofessional & classroom to provide coaching and
mentoring
Teacher Feedback Support and Awareness of iniAaAve from teachers.
DidacAc Training • Video Modeling • Guided Notes • Hands-‐On
Learning AcAviAes
• Knowledge and ApplicaAon Quiz
DidacAc Training-‐Video Modeling
Video modeling has been shown to produce substan4al benefits to the audience. Specifically, by observing a model successfully
perform the behavior, there is much greater understanding of the behavior and a clearer interpreta4on of how the behavior is to be performed, both of which lead to more successful implementa4on
(Bellini, Akullian & Hopf, 2007)
DidacAc Training-‐Guided Notes
Guided notes are an effec4ve and socially valid method for increasing note-‐taking and improving academic performance
(Konrad, Joseph & Eveleigh, 2009)
Applied PracAce AcAviAes
Students who prac4ce what they’re learning in a hands-‐on environment can oQen retain three and half 4mes as much as opposed to just si\ng in a lecture room and listening
intently. (Everest University, 2010)
Classroom Coaching & ConsultaAon
Performance feedback is an evidenced-‐based strategy to
increase implementers treatment fidelity when providing academic and
behavioral interven4ons to students in educa4on se\ngs. (Fallon, Collier-‐Meek, Maggin,
Sane\ & Johnson, 2015)
Hardly Ever, 4%
SomeAmes, 24%
Most of the Ame/Always,
72%
BEFORE TRAINING SomeAmes ,
9%
Most of the Time/Always,
91%
AFTER TRAINING
19% increase in appropriate prompAng behavior
Training Outcomes: Change in Paraprofessional Behavior
“The staff in my classroom provide an appropriate amount of prompting/assistance”
"My paraprofessional gives 1:1 lessons when the child seems to be falling behind or doesn't
understand something“
Hardly Ever, 4%
SomeAmes, 16%
Most of the Ame/Always,
80%
BEFORE TRAINING SomeAmes ,
6%
Most of the Time/Always,
94%
AFTER TRAINING
14% increase in maintaining a posiAve learning environment
Training Outcomes: Change in Paraprofessional Behavior
“The staff in my classroom consistently maintain a positive learning environment”
“Ms. Presley is great!! Now aQer the workshops she is even beder. I no4ced she has more ideas
and materials to help the students”
SomeAmes, 12%
Most of the Ame/Always,
88%
BEFORE TRAINING SomeAmes ,
5%
Most of the Time/Always,
95%
AFTER TRAINING
7% increase in building and maintaining a strong rapport with students
Training Outcomes: Change in Paraprofessional Behavior
“The staff in my classroom have a strong rapport with students”
SomeAmes, 22%
Most of the Ame/Always,
78%
BEFORE TRAINING SomeAmes ,
9%
Most of the Time/Always,
91%
AFTER TRAINING
13% increase in dealing with problem behavior
Training Outcomes: Change in Paraprofessional Behavior
“The staff in my classroom deal with problem behavior in an effective and pro-active manner”
Hardly Ever, 2%
SomeAmes, 26%
Most of the Ame/Always,
72%
BEFORE TRAINING
Most of the Time/Always,
100%
AFTER TRAINING
28% increase in facilitaAng smooth transiAons between acAviAes
Training Outcomes: Change in Paraprofessional Behavior
“The staff in my classroom facilitate smooth transitions for students between activities”
Hardly Ever, 10%
SomeAmes, 30% Most of the Ame/Always,
60%
BEFORE TRAINING SomeAmes,
13%
Most of the Time/Always,
87%
AFTER TRAINING
27% increase in acAve engagement of students
Training Outcomes: Change in Paraprofessional Behavior
“The staff in my classroom are actively engaging students throughout the day”
“My para is taking ini4a4ve to engage students un4l teacher is ready“
"I have no4ced an asser4ve effort to engage students and help facilitate learning. I am pleased
with the outcome of this training“
"Ms. Kelly appears to be more confident in engaging with the students and needs less promp4ng from me!“
"More interac4on with students in the classroom!“
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
SCORES %
Pre & Post Knowledge Evalua1ons
Pre-‐Test Post Test
28% increase
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
I HAVE ACCESS TO RESOURCES TO HELP ME UNDERSTAND HOW TO BEST MEET THE NEEDS OF
STUDENTS WITH AUTISM
I KNOW HOW TO SUPPORT MY TEACHER REGARDING CLASS ORGANZIATION AND INSTRUCTION TO
EFFECTIVELY MEET THE NEEDS OF STUDENTS WITH AUTISM
Self-‐Monitored Confidence Evalua1on
Before Training Aqer Training
54% increase
16% increase
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