Building the Future - One Student at a Time
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Presentation from the 2006 National Resource Center for Paraprofessionals Conference http://www.nrcpara.org/
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This document summarizes information from a cultural audit of schools in the Moapa Valley community. It provides demographic data on students and goals for the Clark County School District and schools in Moapa Valley. The findings note that the CCSD goals do not specifically address the needs of minority student groups while the Moapa Valley schools' missions do. It also finds that the demographics of Moapa Valley schools differ from CCSD and there is limited diversity among staff. The schools are working to improve cultural proficiency and relationships with the Native American population.
Cultural Audit for EDA 730
This document summarizes information from a cultural audit of schools in the Moapa Valley community. It provides demographic data on students and goals for the Clark County School District and schools in Moapa Valley. The findings note that the CCSD goals do not specifically address the needs of minority student groups while the Moapa Valley schools' missions do. It also finds that the demographics of Moapa Valley schools differ from CCSD and there is limited diversity among staff. The community involvement of the schools is high but religious influences are separating from the schools.
K-12 and Community Colleges Collaborations on OER
Open Educational Resources (OER) can make education more equitable and inclusive at any level of education, but what does effective collaboration between K-12 and Higher Education look like? Hear from a panel of K-12 and community college educators as they share the benefits and challenges of transforming learning with open practices and open content that is adaptable by teachers and students. The topic of why and how faculty can work together across school sectors to support students in their local community will be explored.
When: Wednesday, April 14, 12 pm PDT/3 pm EDT
Panelists:
Amelia Brister, Director of Library and Learning Resources at Louisiana Delta Community College
Emily Frank, Affordable Learning Administrator, LOUIS: The Louisiana Library Network
Teri Gallaway, Executive Director and Associate Commissioner, LOUIS: The Louisiana Library Network
Kristina Ishmael, Sr. Research Fellow, Teaching, Learning, & Tech, New America
Dan McDowell, Director, Learning & Innovation, Grossmont Union High School District
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Matthew Bloom, English Faculty, former Faculty-in-Residence OER Coordinator, Scottsdale Community College/Maricopa Community Colleges
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Session #4: Supporting Positive Behavior thru PBIS
This document provides an overview of Positive Behavioral Interventions and Supports (PBIS) and the role of para-professionals in implementing PBIS. It discusses PBIS as a multi-tiered system of support, establishing and teaching expectations to students, using acknowledgment systems to recognize positive behaviors, responding to minor problem behaviors through re-teaching expectations, and the importance of active supervision through constant movement and scanning of areas. The document also provides examples of environmental supports and small changes schools can make to improve behavior, such as adding structure to areas and increasing adult-to-student ratios.
Vocabulary Instruction
This document provides an overview of effective vocabulary instruction strategies for teachers. It discusses the importance of vocabulary and recommends using both direct instruction methods like the six-steps of vocabulary instruction as well as teaching vocabulary in context. The document emphasizes that building vocabulary takes time and should start in early grades. It also dispels common misconceptions and provides research-based best practices for vocabulary instruction, such as using multiple instructional methods, sequencing related texts, and promoting word consciousness.
Session #44; Strategies for Preventing Problem Behavior
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This document summarizes a presentation on preventing challenging behavior given at the NRCP 34th Annual Conference in Seattle, Washington in April 2018. It discusses why addressing challenging behavior is important, foundational considerations like determining the function of behavior, and 10 evidence-based practices for preventing challenging behavior, including using reinforcement, behavior specific praise, high probability request sequences, choice, predictability, scheduled attention, pre-correction, and opportunities to respond. The document provides an overview and brief descriptions of each strategy to help practitioners prevent challenging behavior in students.Session #31 Bridging Quality Education thru Assistive technology
Session #31 Bridging Quality Education thru Assistive technologyNational Resource Center for Paraprofessionals
This document discusses assistive technology (AT) and its role in bridging quality education. It defines AT as any item or system that improves functional capabilities for those with disabilities. AT can be low-tech like pencil grips or high-tech like specialized computers. Laws like the ADA and IDEA support students' access to AT. The IEP process is used to determine individual student needs and select appropriate AT solutions. Commonly used AT in schools includes word prediction, speech-to-text, augmentative communication devices, switches, and high-tech devices. Future directions for AT include advances in mobility, biomechanics, robotics, and funding sources are described.Session #5 Lets team up communication and team building
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The document discusses key aspects of effective teamwork between teachers and paraprofessionals. It states that for a team to be successful, the teacher and paraprofessional must view themselves as partners and solicit input from all members. Clear communication and mutual respect are important. Role clarification is also important for the team to function effectively and reach their goals.Session #24: Autism 101 Presentation
The document provides information about autism spectrum disorder (ASD), including prevalence rates, characteristics, challenges, and perspectives. Some key points:
- 1 in 59 children have ASD with higher rates in boys. Common characteristics include difficulties with social communication and interaction, repetitive behaviors, and sensory processing.
- Individuals with ASD may struggle with social reciprocity, nonverbal communication, relationships, and restricted/repetitive behaviors or interests.
- Perspectives from those with ASD emphasize sensory challenges, difficulties with change and transitions, and the importance of communication supports.
Session #16 The Trauma Informed Paraeducator
This document discusses trauma-informed approaches for paraeducators working with students. It notes that trauma is very common among school-aged children and often results in behavioral issues. A trauma-informed approach focuses on predictability, safe relationships, and providing opportunities for students to regulate their emotions and behaviors. Key aspects of this approach include understanding how trauma impacts brain development and the stress response, building student resilience through supportive relationships and teaching coping skills, and creating a calm, predictable classroom environment where students feel safe and are able to manage their emotions with the help of educators.
Session #37: Small ways to prevent big behaviors
This document provides strategies for preventing challenging behaviors in students. It discusses understanding the function of behaviors, building positive relationships with students, using environmental strategies like visual supports and schedules, employing language strategies, and reinforcing positive behaviors. Specific reinforcement techniques are outlined such as using material, natural, sensory, and social reinforcers. Additional strategies mentioned include social stories, problem solving charts, transition objects, and frequent breaks.
Session #48 Promoting independence for Students with 1:1 Paraeducators
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This document discusses strategies for promoting independence for students with 1:1 paraeducators. It begins by noting some detrimental effects that can occur when independence is not fostered, such as students being unable to complete basic tasks without assistance. The document then outlines how shifting mindsets among teachers, paraeducators, students, and parents can support independence. Specific strategies are provided, including using prompts from most to least assistance and fading assistance over time. The importance of teaching students to work independently for short periods is also discussed. Overall, the document advocates for an approach where paraeducators focus on connecting students to the classroom rather than doing everything for them.Washington State Paraeducator Certificates- Friday General Session
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Presentation given at the NRCP 2018 General Session at the Spring Conference by Jack Busbee, Cathy Smith, Alexandra Manual, Jonelle AdamsSession #11 Effective Financial Support to Paraprofessionals
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This document discusses lessons learned from managing career ladder programs that provide financial support to paraprofessionals seeking to become teachers. It outlines various models for funding tuition reimbursement, exams, books, and recommends allocating stipends directly to vendors. Professional development funds are best spent on targeted training, mentoring, and forums to develop teaching skills. Operational funds support activities like leaves for student teaching and data tracking to promote commitment. Overall, career ladders can effectively address teacher shortages by retaining experienced paraprofessionals already invested in their communities.Session #18: How to create a statewide initiative to support and Enhance Par...
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This document outlines an agenda and materials for a workshop on developing statewide initiatives to support paraeducator career growth. The workshop will explore five strategic steps: defining the need, developing partnerships, preparing a plan, securing support, and maintaining collaboration. A panel will then discuss lessons from Washington state's paraeducator legislation process. The panel will take questions from attendees.Session #24: Autism 101 Handouts
The document provides an overview of autism spectrum disorder including common signs, causes, prevalence statistics, strengths and challenges associated with ASD. It discusses social, emotional, cognitive, communication, sensory and motor difficulties individuals with ASD may experience. The document also outlines teaching strategies like visual supports, social stories, role playing and video modeling to help students with autism develop social skills.
Session #42: Managing Tantrum, Meltdown Behaviors
This document discusses autism spectrum disorder (ASD) and meltdowns experienced by students with ASD. It defines ASD as a genetic predisposition activated by the environment that affects social and cognitive functioning. Common characteristics include repetitive behaviors, poor eye contact, difficulty socializing, and resistance to change in routines. The document distinguishes meltdowns, which are internal processes to cope with upsets, from acting out behaviors which are outward attempts to manipulate others. Effective strategies for meltdowns include identifying feelings, finding ways to cope, using passionate distractions, and establishing routines and visual cues.
Handout 3 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 3 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
This document discusses learning styles and provides strategies to help students learn based on their dominant learning style. It contains a learning styles assessment quiz to determine if a student is a visual, auditory, or kinesthetic learner. Their scores are tallied to identify their primary learning style. The document then provides general classroom strategies and individual study strategies tailored for each learning style to help visual, auditory, and kinesthetic learners implement approaches aligned with how they learn best.Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 2 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016 Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...
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Teacher X X X
Teacher X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Shared X X
This handout provides a role perception activity that asks the participant to identify whether certain classroom tasks are the responsibility of the teacher, teacher assistant, or are shared responsibilities. The participant is asked to place an X inAbove and beyond sound it out
What details helped you know that the house is old and showing its age/looking tired?
Introduction to Data Collection
This document provides guidance on data collection for paraeducators. It explains that data collection is an important part of supporting student achievement and should be implemented under the direction of the teacher. Paraeducators often assist with behavioral data collection to inform student support strategies. The document reviews different data collection methods including frequency, interval, duration, and latency recording and provides examples. It stresses the importance of summarizing and interpreting data to evaluate interventions.
Digging Deeper into the Common Core
This document outlines a presentation on the Common Core State Standards given at the 33rd Annual NRCP Conference on April 1-3, 2016 in Oak Brook. The presentation provides an overview of the CCSS, including what they are and are not, how they are organized, instructional shifts, and how to unwrap standards. It encourages attendees to select a standard and consider different methods for teaching it to reach all learners. Contact information is provided for follow up questions.
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