train hard, teach stronger: effectively training paraprofessionals in special education using...

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Using Technology to Effec1vely Train Paraprofessionals in Special Educa1on Roz Presco= MA, BCBA

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Using  Technology  to  Effec1vely  Train    Paraprofessionals  in  Special  Educa1on  

Roz  Presco=  MA,  BCBA  

What  the  Research  Tells  Us  

 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  

(Sparks,  2001)    

The  Project  

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)  

DidacAc  Training-­‐  Hands-­‐On  Learning  AcAviAes  

DidacAc  Training-­‐  Knowledge  and  ApplicaAon  Quiz  

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)  

Access  to  On-­‐Going  Resources  for  Learning  

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”

“More  posi4ve  reinforcement  is  now  provided  to  the  students,  specifically  verbal  praise”    

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”

“More  effort  to  engage  students  in  1:1  interac4ons  rather  than  discipline  or  

correc4ve  engagements”  

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”

"Ms.  Taylor  takes  more  ini4a4ve  to  assist  students  without  being  asked  to"    

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!“  

Classroom  Impact  Summary  

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  

Next Steps

Thank  you  for  a=ending!  [email protected]