The document outlines newly revised professional development standards for special education paraeducators. It discusses the background and need for standards, as well as the development process. The standards consist of 10 categories with knowledge and skill statements for paraeducators to effectively support students with disabilities as determined by instructional teams. The standards are intended to guide paraeducator preparation, practice, and evaluation to ultimately improve services for students.

1. Common Core Professional Development Standards for Special Education Paraeducators Carol Long [email_address] Kent Gerlach [email_address]

2. Background 1922 CEC established professional standards for field of special education Since 1997 standards for paraeducators included in the compilation of CEC standards IN 2009 a work group formed to revise and validate the CEC entry-level standards for paraeducators

3. Recently Revised Standards Subcommittee of the TED-SIG charged with the development of a revised set of standards for paraeducators – Mary Fisher, Nancy French, Kent Gerlach, Carol Long (Chair), Janet Stivers, Denise Uitto, Teri Wallace Survey completed – March 2011, 309 respondants – TED, SIG, & NRCP members Revised standards presented to the CEC Knowledge & Skills Subcommittee – April 29 th

4. Results Now called “Professional Development Standards for Paraeducators” Considered the Common Core for all paraeducators working with students with disabilities Total of 95 Knowledge and skills under 10 standards

5. CEC Next Steps CEC Professional Standards and Practices Committee CEC Board of Directors CEC Redbook, “What All Special Educators Must Know” CEC considering program recognition, clearing house, curriculum

6. The Need for standards Paraeducators employed in special education - over 60 years - working alongside teachers, providing additional assistance to students The 1990s - extraordinary progress in inclusion AND exponential growth in the numbers of paraeducators By the late 1990s, classroom teachers commonly reported that paraeducators were a necessity for inclusion Today, paraeducators are a primary support for individuals with disabilities The success of individuals with disabilities depends on the skills of paraeducators.

7. Need - continued Lack of preservice or inservice preparation - a primary problem, some recommend significantly higher levels of skill development Giangreco (2003) - “training trap” - belief that minimal training is sufficient Agreement that appropriate use includes: Support for curricular and instructional adaptations designed by special education team Instructional assistance without “prescribing” adaptations – as in nurse-doctor roles or professional chef -“sous chef” roles Research supports the need for higher standards

8. Intro to Standards Standards for paraeducators do not focus on what teachers should do or know…. Each standard DOES consider The differences in the role of the paraeducator and the teacher and the interplay between roles The necessity for teamwork between teachers, related service providers and paraeducators The types of knowledge and skills required for competent performance of the typical tasks Ethical behavior in the performance of related duties

9. Professional Development Standards Follow the same 10 basic categories as for teachers Categories: Foundations Development and Characteristics of Learners Individual Learning Differences Instructional strategies Language Learning Environments / Social Interactions Instructional Planning Assessment Professional and Ethical practice Collaboration

10. Components of Standards Each standard has a written statement defining how the standard applies to paraeducators in general Each standard consists of knowledge statements and skills statements Knowledge statements suggest that basic knowledge or understanding is all that is demanded Skills statements, by definition, include all knowledge necessary to perform the skill

11. Evidence-Based Knowledge and Skills Research-based references Literature/theory- based references Practice-based references

12. Example of Standards: P1K1 Purposes of supports and services for individuals with exceptionalities. Research-based references Hill, C. (2003). The role of instructional assistants in regular classrooms: Are they influencing inclusive practices? The Alberta Journal of Education Research, (XLIX) (1), 98-100.

13. Literature/theory- based references Kauffman, J.M. & Pullen, P.L. (1989). An historical perspective, A personal perspective on our history of service to mildly handicapped and at-risk students. Remedial & Special Education , 10 (6), 12-14.

14. Practice-based research Minnesota Paraprofessional Consortium. (2002). Minnesota Core Competencies for Paraprofessionals . MN: Institute on Community Integration, University of Minnesota. Author. Iowa State Rule 282—24.1(272) (n.d). Paraeducator Standards

15. Applications Programs that prepare paraeducators will use these to design or revise content Programs may seek recognition from CEC for meeting standards in their training

16. Value of Standards Application to all paraeducators who work with students with disabilities Practitioners - use for preparation prior to employment and professional development programs Implementation of standards – better prepared paraeducators to support teachers and meet needs of students

17. Ultimately… More consistently trained individuals serving in paraeducator roles in schools Teachers and paraeducators will work more effectively in teams to serve the needs of students with and without exceptionalities Pay and benefits will be commensurate with skills and responsibilities

18. Relevance – Emphasis for Practice Respect and understanding students and their families from diverse sub-groups Professional ethics including confidentiality Instructional techniques to re-teach and support student achievement Knowledge and accompanying skills to demonstrate effective practices

19. Implications of Standards What implications for your educational situation do these standards have? What implications for federal/state policies might these standards have?

20. Implementation of Standards How will you use these standards?

21. Professional Development P5K3 Identifies the rules and procedural safeguards that impact behavioral support for individuals with exceptionalities Assignment: Power point; RTI model Assessment: multiple choice test

22. Professional Development P3S3 Implement levels of support appropriate to academic and social-emotional needs of individuals with exceptionalities as determined by the instructional team Assignment: Prompt sequence handout; Demonstration; Role play Assessment: Journal entry or photograph of practice

23. Professional Development P4S5 Use strategies to assist individuals in maintaining and generalizing skills across content and/or locations Assignment: Role plays Assessment: Peer reviewed activities; Observation by educator

24. Professional Development P5S9 Promotes self-advocacy and independence through the use of learning strategies in cooperation with the instructional team Assignment: Case studies; Journal entry Assessment: Observation by educator; Portfolio

25. How would you create Professional Development? P6S1 Match communication methods to individual’s language as determined by the instructional team Assignment: ?? Assessment: ??

26. How would you create Professional Development? P3K2 Individual learner characteristics is the primary basis for instructional decision making, rather than disability categories or educational placements Assignment: ?? Assessment: ??

27. How would you create Professional Development? P7S2 Prepare and organize materials to support teaching and learning as determined by the instructional team Assignment: ?? Assessment: ??

28. Major Components Comprehensive Evidence-Base Clear distinction between teacher and paraeducator roles Emphasis on ethical practices

29. CEC Next Steps CEC Professional Standards and Practices Committee CEC Board of Directors CEC Redbook, “What All Special Educators Must Know” CEC considering program recognition, clearing house, curriculum