Effective Strategies for a Skilled Paraprofessional Workforce


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Presentation at the 2011 National Resource Center for Paraprofessionals Conference by
Presenters: Ludmila Battista, Miranda Brand, Julietta Beam, Diana Langton & Sheila Hendricks.

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Effective Strategies for a Skilled Paraprofessional Workforce

  1. 1. Keyed In, Logged On, Charged Up! Paraprofessionals Connecting with 21st Century Learners Dr. Miranda Brand Ludmila Battista Verlinda Ruble 29th National Conference for Paraprofessionals & Related Service Providers May 12-14, 2011 Harrisburg, PA Effective Strategies for a Skilled Paraprofessional Workforce
  2. 2. Warm Up Activity <ul><li>Please complete The Multiple Intelligences Survey in your handouts before this session begins. </li></ul><ul><li>Thanks  </li></ul>
  3. 3. Welcome & Introductions Paraprofessional Roles 1 2 3 4 5 Reading Strategies Math Strategies Inclusive Classroom Strategies (ELL, Special Ed, Remedial) 6 Questions/Conclusion Agenda
  4. 4. <ul><li>Associate of Applied Science in Educational Paraprofessional </li></ul><ul><li>Welcome & Introductions </li></ul><ul><li>Dr. Miranda Brand, Academic Chair </li></ul><ul><li>Ludmila Battista, Professor </li></ul><ul><li>Verlinda Ruble, Professor </li></ul><ul><li>Getting to know you… </li></ul><ul><li>Paraprofessional State/School District Representative </li></ul><ul><li>University Professor/Administrator Other? </li></ul>
  5. 5. Kaplan’s Paraprofessional Degree Program <ul><li>Fully online text-based class discussions, readings, web field trips, seminars and other assignments </li></ul><ul><li>Kaplan Flexible Seminars provide times each week for students to gather in a virtual classroom with instructors for a live seminar based on the course content. </li></ul><ul><li>Accredited by the Higher Learning Commission </li></ul><ul><li>Courses are designed and taught by highly qualified professors </li></ul><ul><li>For other degree programs see KU’s College of Arts & Sciences at http://online.kaplanuniversity.edu/arts_and_sciences/Pages/Schools_Of_Arts_And_Science.aspx </li></ul>
  6. 6. Topics Addressed in EP Program <ul><li>EP100 Preparing for a Paraprofessional Career </li></ul><ul><li>EP101 Classroom Management </li></ul><ul><li>EP114 Educational Development of School-Age Students </li></ul><ul><li>PS124 Introduction to Psychology or SS144 Sociology </li></ul><ul><li>EP210 Math Methods </li></ul><ul><li>EP220 Reading and Writing Methods </li></ul><ul><li>CM206 Interpersonal Communication </li></ul><ul><li>EP230 Survey of Special Needs </li></ul><ul><li>EP240 Assisting English Language Learners </li></ul><ul><li>EP299 Associate’s Capstone for Educational Paraprofessional </li></ul>
  7. 7. Paraprofessional Roles <ul><li>Title I Paraprofessional </li></ul><ul><li>Elementary Classroom Setting </li></ul><ul><li>Middle/High School Settings </li></ul><ul><li>Special Education/Inclusion </li></ul><ul><li>English Language Learners </li></ul><ul><li>Transitional Programs </li></ul><ul><li>Others? </li></ul><ul><li>What skills/strategies would best support your role? </li></ul>
  8. 8. Reading Strategies <ul><li>Issues that Affect Reading </li></ul><ul><li>Decoding (phonological awareness/phonics) </li></ul><ul><li>Word identification </li></ul><ul><li>Vocabulary </li></ul><ul><li>Comprehension** </li></ul><ul><li>Fluency </li></ul><ul><li>Motivation/Attitude </li></ul><ul><li>Metacognitive Skills** </li></ul>
  9. 9. Word Identification/Vocabulary <ul><li>Decoding </li></ul><ul><li>Phonological awareness </li></ul><ul><li>Phonics </li></ul><ul><li>Sight Word Recognition </li></ul><ul><li>Word Frequency Lists (Slosson, Dolch, Gray) </li></ul><ul><li>Word Walls/Bingo </li></ul><ul><li>VAKT </li></ul>
  10. 10. Comprehension Strategies <ul><li>The difficulty of your set could be increased if you did a jam followed by a peach. </li></ul><ul><li>WHAT ???!!!! </li></ul><ul><li>From: http://www.readingquest.org/bkgd_sol.html </li></ul>
  11. 11. Comprehension Strategies <ul><li>Think Aloud </li></ul><ul><li>Graphic Organizers(Venn Diagram, Compare/Contrast, Anticipation Guides, Study Guides, Frame Matrix) </li></ul><ul><li>ReQuest (Reciprocal Questioning) </li></ul><ul><li>QAR </li></ul><ul><li>SQ3R </li></ul><ul><li>Cloze </li></ul><ul><li>KWL </li></ul><ul><li>Think-Pair-Share </li></ul>
  12. 12. Your turn! Try a Strategy <ul><li>Select one of the reading strategies from your handouts and try it out with a partner or small group. </li></ul><ul><li>Think Aloud </li></ul><ul><li>VAKT </li></ul><ul><li>ReQuest </li></ul><ul><li>KWL </li></ul><ul><li>QAR </li></ul><ul><li>SQ3R </li></ul><ul><li>Graphic Organizers </li></ul><ul><li>Cloze </li></ul><ul><li>Repeated Readings </li></ul><ul><li>Neurological Impress Method </li></ul><ul><li>Think-Pair-Share </li></ul>
  13. 13. Metacognitive Strategies Before During After Set purpose Check for understanding Reflect/Discuss Preview Define terms Evaluate Identify Background Knowledge Connect background knowledge Retell/Summarize Make predictions Adjust rate of reading Graphic Organizers Consider strategies Stop/review periodically Draw conclusions
  14. 14. Websites for Kids & Educators <ul><li>PBS Kids: Educational Games, Videos and Activities for Kids at http://pbskids.org/ </li></ul><ul><li>ReadingQuest: Reading Strategies for Social Studies at http://www.readingquest.org/ </li></ul><ul><li>Reading Strategies: What Do Good Readers Do? What Can You Do to Become a Better Reader? at http://www.paec.org/david/reading/general.pdf </li></ul><ul><li>Starfall's Learn to Read with Phonics at http://www.starfall.com/ </li></ul><ul><li>Study Guides and Strategies-Reading and Research Series at http://www.studygs.net/reading.htm </li></ul>
  15. 15. Potential Challenges in Math <ul><li>Lack of resources (manipulatives, visuals, etc.) </li></ul><ul><li>Negative math attitudes/Lack of confidence in math </li></ul><ul><li>Addressing the different levels in class </li></ul><ul><li>Learning style differences </li></ul><ul><li>Working with Multiple intelligences (Karp, & Bay-Williams, et. al., 2010). </li></ul>
  16. 16. Expectations for Students <ul><li>Based on your own attitude about math, do you have high expectations for your students to achieve in math? Why or why not? </li></ul><ul><li>Stop and think! Do you personally believe a ‘culture of equity’ is necessary or even possible? Children with learning disabilities, children from impoverished homes, English language learners—can all these children learn to think mathematically? </li></ul><ul><li>(Van de Walle, et. al., 2010, p. 94) </li></ul>
  17. 17. Building a Culture of Equity: Gifted Students <ul><li>Advanced or Gifted Students —” Students who are mathematically gifted include those who have high ability or high interest” </li></ul><ul><li>(Van De Walle, 2010) </li></ul><ul><li>A. Acceleration (setting own pace) </li></ul><ul><li>B. Enrichment (Activities that go beyond the level, but align with lesson objectives) </li></ul>
  18. 18. Strategies for All Learners <ul><li>Provide feedback that shares what the students did right and how to go about improving their work </li></ul><ul><li>Activate students as owners of their learning (Strategy: traffic lights) </li></ul><ul><li>Students as learning resources for each other </li></ul><ul><li>(Strategy: two stars and a wish NCTM, 2007) </li></ul>
  19. 19. Learning Styles <ul><li>Visual </li></ul><ul><li>Auditory </li></ul><ul><li>Kinesthetic </li></ul><ul><li>Learning Style Assessment for Younger Children </li></ul><ul><li>http://www.chaminade.org/inspire/learnstl.htm </li></ul>
  20. 20. Multiple Intelligences <ul><li>Nine Intelligences or Strengths </li></ul><ul><li>Naturalist strength </li></ul><ul><li>Musical strength </li></ul><ul><li>Logical strength </li></ul><ul><li>Existential strength </li></ul><ul><li>Multiple Intelligence Survey at </li></ul><ul><li>http://surfaquarium.com/MI/inventory.pdf </li></ul><ul><li>Interpersonal strength </li></ul><ul><li>Kinesthetic strength </li></ul><ul><li>Verbal strength </li></ul><ul><li>Intrapersonal strength </li></ul><ul><li>Visual strength </li></ul>
  21. 21. Brainstorm: Challenges & Inclusion <ul><li>What are some of the challenges you have seen in an inclusive classroom setting? </li></ul>
  22. 22. Inclusive Strategies and Diverse Learners <ul><li>Demonstrate what you mean rather than just giving verbal directions. </li></ul><ul><li>Rather than just relating new information verbally, show a picture and write out directions when appropriate. Leave these visuals up for students. </li></ul><ul><li>Rather than just showing a picture, provide the student with hands-on materials and the opportunity to try things out as you encourage interactions. (Van De Walle, et. al., 2007) </li></ul>
  23. 23. Inclusive Strategies for Diverse Learners <ul><li>Visuals/Graphics– HAMBURGER www.superteacherworksheets.com </li></ul><ul><li>Wikkistix - http://www.wikkistix.com/educational_math.php </li></ul><ul><li>Talking Chips – use counters or poker chips </li></ul><ul><li>Red Pen Technique - immediate feedback is extremely important for students! In my school we used a technique called the &quot;red pen technique&quot;  when grading assessments. Students will use the “Red Pen” technique to receive immediate reinforcement on correct responses to questions. The teacher will collect all assessments and will mark each child’s paper with the number correct </li></ul><ul><li>Ticket Out the Door - summarizing </li></ul>
  24. 24. Inclusive Strategies for Diverse Learners <ul><li>Have students repeat instructions in their own words to check for understanding. </li></ul><ul><li>Break longer, new tasks into small steps. Demonstrate the steps. Have the student do the steps, one at a time. </li></ul><ul><li>Provide assistance, as necessary. Allow students access to technology. Give the student immediate feedback (Van De Walle, et. al., 2007) </li></ul>
  25. 25. Case Study (Ten minutes to discuss) <ul><li>You have just been assigned to help out in the third grade math classroom where you will be working with one gifted student, one student who was involved in a bicycle accident and has significant memory problems due to his injuries, 2 average students, an English Language Learner, and 2 remedial students who are in danger of failing third grade because they are not passing math. As you can imagine many of your students have a distinctive lack of confidence in their math abilities. </li></ul><ul><li>You’ve noticed that these students seem to have a variety of multiple intelligence strengths. </li></ul><ul><li>How would you go about teaching this group how to convert 330 minutes into hours and minutes? Based on today’s presentation, what strategies would be the most important for your group’s success? </li></ul>CORNERS
  26. 26. Questions/Conclusion <ul><li>Thank you for your time and attention! We hope you gained some insights and strategies you can apply in your work with children. </li></ul><ul><li>Questions? Comments? </li></ul><ul><li>Please be sure to visit our booth at the Exhibits! </li></ul>
  27. 27. References <ul><li>David’s Desk (1998). Reading Strategies: What Do Good Readers Do? What Can You Do to Become a Better Reader? Retrieved May 2, 2011 from http://www.paec.org/david/reading/general.pdf </li></ul><ul><li>Gunning, T.G. (1998). Assessing and Correcting Reading and Writing Difficulties. Boston, MA: Allyn & Bacon. </li></ul><ul><li>Jones, R. (2009). ReadingQuest: Reading Strategies for Social Studies. Retrieved May 4, 2011 from http://www.readingquest.org/ </li></ul><ul><li>Ldpride.net (2011).  Learning Styles . Retrieved May 3, 2011 from http://www.ldpride.net/learningstyles.MI.htm </li></ul><ul><li>McKenzie, W., (1999). Multiple Intelligence Survey Instrument. Retrieved May 2, 2011 from http://surfaquarium.com/MI/inventory.pdf </li></ul><ul><li>Rose, C. (1987). Learning styles. Retrieved May 2, 2011 from http://www.chaminade.org/inspire/learnstl.htm </li></ul><ul><li>Van de Walle, J.A., Karp, K.S., Bay-Williams, J.M., (2010). Elementary and middle school mathematics: teaching developmentally. Boston, MA: Allyn & Bacon. </li></ul>