The document discusses the history and development of teacher aides/paraeducators in the United States from the 1950s to present. It notes that teacher aides first emerged in the 1950s to address teacher shortages. Their roles expanded in the 1960s with new programs to help students living in poverty or from diverse backgrounds. The 1970s saw the passage of laws like PL 94-142 that further formalized the role of paraeducators. The number of paraeducators grew significantly from the 1960s to 1970s and now exceeds 1 million. Issues around training, roles and supervision of paraeducators have persisted over time. More recent laws like IDEA and NCLB have aimed to address preparation, qualifications and oversight
Edu Leaders Watch - Engineering Watch (November Issue)engineeringwatch
The passage discusses the founding and vision of UPES (University of Petroleum and Energy Studies) in Dehradun, India. Some key points:
- UPES was founded to address the lack of domain-specific education in core sectors like energy that provide much of India's GDP. There was a need for specialized graduates in these fields.
- The founder did extensive research on domain-specific institutions globally and noticed the long educational pathways required to work in technical industries in India.
- UPES aimed to provide direct entry into core sectors through specialized degrees and reduce the need for lengthy on-the-job training.
- It was set up as a private, self-funded university to allow
This document describes four teams that support an integrated comprehensive services (ICS) delivery model to help students with disabilities spend more time in general education classrooms. The teams are: 1) A school planning team that collects student data and sets school improvement goals. 2) A service delivery team that strategically assigns teachers, staff, and students. 3) Grade-level design teams that support student learning. 4) A districtwide service delivery team that functions at the district level. These teams engage in shared decision making, staff design, and student support to disrupt the assumption that educators don't have control over school structures and policies.
Led full cycle development of strategic plan for North Forest ISD, a low-performing K-12 school district in Houston, Texas. Plan was approved by Board of Managers and with wide community and internal involvement using rapid development process to complete in 3 months rather than typical 18 month time period.
The document provides information about the AoC Beacon Awards for 2010/2011, including:
1) A list of the award sponsors and the focus of each award, which recognize exemplary initiatives in colleges across the UK in areas like teaching, partnerships, skills, and support for students with disabilities.
2) Details about the awards assessment process, which involves a three-stage process of shortlisting applications, visiting shortlisted colleges, and final selection by the steering group.
3) The calendar for the 2010/2011 awards process, including the application deadline, site visits, and announcement of winners in November 2010.
4) Guidance on how to apply for an award, including addressing the sponsor
This document provides a summary of Jane Graver's professional experience including founding and leading multiple successful companies and non-profit organizations over 23 years. She has experience in training, education, publishing, and software. Her accomplishments include building effective teams, raising funds, developing training programs, and growing membership and communities.
Edu Leaders Watch - Engineering Watch (November Issue)engineeringwatch
The passage discusses the founding and vision of UPES (University of Petroleum and Energy Studies) in Dehradun, India. Some key points:
- UPES was founded to address the lack of domain-specific education in core sectors like energy that provide much of India's GDP. There was a need for specialized graduates in these fields.
- The founder did extensive research on domain-specific institutions globally and noticed the long educational pathways required to work in technical industries in India.
- UPES aimed to provide direct entry into core sectors through specialized degrees and reduce the need for lengthy on-the-job training.
- It was set up as a private, self-funded university to allow
This document describes four teams that support an integrated comprehensive services (ICS) delivery model to help students with disabilities spend more time in general education classrooms. The teams are: 1) A school planning team that collects student data and sets school improvement goals. 2) A service delivery team that strategically assigns teachers, staff, and students. 3) Grade-level design teams that support student learning. 4) A districtwide service delivery team that functions at the district level. These teams engage in shared decision making, staff design, and student support to disrupt the assumption that educators don't have control over school structures and policies.
Led full cycle development of strategic plan for North Forest ISD, a low-performing K-12 school district in Houston, Texas. Plan was approved by Board of Managers and with wide community and internal involvement using rapid development process to complete in 3 months rather than typical 18 month time period.
The document provides information about the AoC Beacon Awards for 2010/2011, including:
1) A list of the award sponsors and the focus of each award, which recognize exemplary initiatives in colleges across the UK in areas like teaching, partnerships, skills, and support for students with disabilities.
2) Details about the awards assessment process, which involves a three-stage process of shortlisting applications, visiting shortlisted colleges, and final selection by the steering group.
3) The calendar for the 2010/2011 awards process, including the application deadline, site visits, and announcement of winners in November 2010.
4) Guidance on how to apply for an award, including addressing the sponsor
This document provides a summary of Jane Graver's professional experience including founding and leading multiple successful companies and non-profit organizations over 23 years. She has experience in training, education, publishing, and software. Her accomplishments include building effective teams, raising funds, developing training programs, and growing membership and communities.
This document provides information about different levels of support (low, medium, high) that may be provided to students with disabilities in inclusive classroom settings, including definitions and examples. It also discusses "transitional" support, which is temporary support to help students gain independence. The document notes that high levels of support are generally the most intrusive. It provides guidelines for being less intrusive when providing support and discusses strategies to prevent possible negative effects of paraeducator support.
A Guide for Paraprofessionals, Teachers, and
Their Supervisors
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival
Preparing Tomorrow’s Leaders Today by Consuelo Castillo Kickbusch & Ernesto Mejia
From the 2009 National Resource Center for Paraprofessionals Conference.
Paraeducators in Inclusive Settings Share Their WIZdom—What Do They Do? How Do They Do It? What Do they Need to Do It Better? by Andrea Liston, Ida Malian, & Ann Nevin.
From the 2009 National Resource Center for Paraprofessionals Conference.
This document outlines how to create an effective portfolio to document the skills and qualifications of paraprofessionals. It discusses including artifacts, reflections, and alignment to standards to display a paraprofessional's development, range of skills, and evidence for career advancement. The document provides examples of portfolio components and suggests organizing materials in a binder with divider tabs. It emphasizes that portfolios are individualized but should include items demonstrating skills in areas like reading, writing, and mathematics to meet requirements like No Child Left Behind.
This document provides information about a conference session presented by Dr. Ashleigh Molloy on becoming a successful 21st century paraeducator. The session objectives are to understand expectations, become more culturally competent, comprehend generational differences, and understand how the role is changing. The document then provides information about different generations from Baby Boomers to Generation Z and their traits. It also discusses concepts like cultural sensitivity, diversity, 21st century skills, and technology competencies needed for the paraeducator role.
The document describes the process used to develop training materials for paraeducators on assisting students with autism. It involved:
1. Identifying the necessary knowledge and skills through an advisory panel and reviewing existing materials to avoid duplication.
2. Writing the course materials which were reviewed by panelists and revised based on feedback.
3. Field testing the materials by training trainers, then paraeducators, and evaluating the quality of instruction and skills application.
4. Finalizing the materials based on feedback which showed the training significantly increased participants' knowledge with a large effect size.
Why data collection is important and how it guides decision making.
Presentation from the 2009 National Resource Center for Paraprofessionals Conference
The document outlines a model for school-based ELL professional development. It includes 4 outcomes: learning about ELL education, a model for PD, experiencing a mini ELL in-service, and receiving resource information. The model involves preparing for PD by identifying questions and priorities. It includes a cultural activity, exploring myths/realities, discussing strategies and lesson planning, and future focus on assessment. A mini-workshop is provided as an example, covering myths, tips, comprehension strategies, and comprehensive lesson plans using SIOP. Resources for further information are also listed.
The document provides information about the statewide Access to the General Curriculum (AGC) Network in Texas, which is led by Education Service Center Region 20. It discusses key concepts related to AGC, inclusion, and the continuum of services. It also addresses the roles and responsibilities of paraeducators in supporting student access to the general education curriculum.
This document provides guidance on project scope and planning. It discusses identifying a need for the project, ensuring effectiveness through a theory of change and logic model, and considering efficiency. Key steps are demonstrating a problem exists, confirming current solutions are insufficient, and expressing how activities will lead to changes in knowledge, attitudes, behaviors and ultimately outcomes. The document also addresses deal-breakers and deal-makers as well as resources for further developing project scope and planning skills.
The Counselling Foundation - Project scope planning 101 (slides contain audio)CERIC
This document provides guidance on project scope and planning by outlining key steps: [1] Identifying a need through demonstrating a problem exists and a new intervention is required; [2] Ensuring effectiveness by using a theory of change and logic model to connect inputs/activities to outcomes; [3] An example theory of change and logic model is provided for decreasing violence in high schools to improve learning and career outcomes.
This document provides background information on a study assessing the implementation of the K to 12 Program of Technology and Livelihood Education (TLE) in selected public and private high schools in Sariaya, Quezon. It introduces the K to 12 educational reform in the Philippines which extended basic education from 10 to 12 years. The study aims to identify problems encountered by TLE teachers in implementing the new K to 12 curriculum and find solutions to address these problems. It provides the theoretical framework drawing from cognitive and motivation theories and discusses change as a challenge for curriculum implementers. The conceptual framework guides the study to realize its objectives through gathering data from TLE teachers on their experiences and problems encountered.
1) The document provides guidelines for teachers on using the Most Essential Learning Competencies (MELCs) identified by the Department of Education for Grades K to 12 during the 2020-2021 school year due to disruptions caused by the COVID-19 pandemic.
2) It explains that the MELCs were identified by reviewing the full curriculum to determine the most essential competencies that students must acquire. These competencies are intended to focus instruction and lighten the burden of adapting classroom resources for distance learning.
3) The document provides an example of how the MELCs can be unpacked for Kindergarten, including identifying sub-competencies and suggested duration for each competency. It emphasizes that M
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
This document provides information about different levels of support (low, medium, high) that may be provided to students with disabilities in inclusive classroom settings, including definitions and examples. It also discusses "transitional" support, which is temporary support to help students gain independence. The document notes that high levels of support are generally the most intrusive. It provides guidelines for being less intrusive when providing support and discusses strategies to prevent possible negative effects of paraeducator support.
A Guide for Paraprofessionals, Teachers, and
Their Supervisors
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival Guide: Working With
Challenging and At-Risk Kids
The Paraeducator's Survival
Preparing Tomorrow’s Leaders Today by Consuelo Castillo Kickbusch & Ernesto Mejia
From the 2009 National Resource Center for Paraprofessionals Conference.
Paraeducators in Inclusive Settings Share Their WIZdom—What Do They Do? How Do They Do It? What Do they Need to Do It Better? by Andrea Liston, Ida Malian, & Ann Nevin.
From the 2009 National Resource Center for Paraprofessionals Conference.
This document outlines how to create an effective portfolio to document the skills and qualifications of paraprofessionals. It discusses including artifacts, reflections, and alignment to standards to display a paraprofessional's development, range of skills, and evidence for career advancement. The document provides examples of portfolio components and suggests organizing materials in a binder with divider tabs. It emphasizes that portfolios are individualized but should include items demonstrating skills in areas like reading, writing, and mathematics to meet requirements like No Child Left Behind.
This document provides information about a conference session presented by Dr. Ashleigh Molloy on becoming a successful 21st century paraeducator. The session objectives are to understand expectations, become more culturally competent, comprehend generational differences, and understand how the role is changing. The document then provides information about different generations from Baby Boomers to Generation Z and their traits. It also discusses concepts like cultural sensitivity, diversity, 21st century skills, and technology competencies needed for the paraeducator role.
The document describes the process used to develop training materials for paraeducators on assisting students with autism. It involved:
1. Identifying the necessary knowledge and skills through an advisory panel and reviewing existing materials to avoid duplication.
2. Writing the course materials which were reviewed by panelists and revised based on feedback.
3. Field testing the materials by training trainers, then paraeducators, and evaluating the quality of instruction and skills application.
4. Finalizing the materials based on feedback which showed the training significantly increased participants' knowledge with a large effect size.
Why data collection is important and how it guides decision making.
Presentation from the 2009 National Resource Center for Paraprofessionals Conference
The document outlines a model for school-based ELL professional development. It includes 4 outcomes: learning about ELL education, a model for PD, experiencing a mini ELL in-service, and receiving resource information. The model involves preparing for PD by identifying questions and priorities. It includes a cultural activity, exploring myths/realities, discussing strategies and lesson planning, and future focus on assessment. A mini-workshop is provided as an example, covering myths, tips, comprehension strategies, and comprehensive lesson plans using SIOP. Resources for further information are also listed.
The document provides information about the statewide Access to the General Curriculum (AGC) Network in Texas, which is led by Education Service Center Region 20. It discusses key concepts related to AGC, inclusion, and the continuum of services. It also addresses the roles and responsibilities of paraeducators in supporting student access to the general education curriculum.
This document provides guidance on project scope and planning. It discusses identifying a need for the project, ensuring effectiveness through a theory of change and logic model, and considering efficiency. Key steps are demonstrating a problem exists, confirming current solutions are insufficient, and expressing how activities will lead to changes in knowledge, attitudes, behaviors and ultimately outcomes. The document also addresses deal-breakers and deal-makers as well as resources for further developing project scope and planning skills.
The Counselling Foundation - Project scope planning 101 (slides contain audio)CERIC
This document provides guidance on project scope and planning by outlining key steps: [1] Identifying a need through demonstrating a problem exists and a new intervention is required; [2] Ensuring effectiveness by using a theory of change and logic model to connect inputs/activities to outcomes; [3] An example theory of change and logic model is provided for decreasing violence in high schools to improve learning and career outcomes.
This document provides background information on a study assessing the implementation of the K to 12 Program of Technology and Livelihood Education (TLE) in selected public and private high schools in Sariaya, Quezon. It introduces the K to 12 educational reform in the Philippines which extended basic education from 10 to 12 years. The study aims to identify problems encountered by TLE teachers in implementing the new K to 12 curriculum and find solutions to address these problems. It provides the theoretical framework drawing from cognitive and motivation theories and discusses change as a challenge for curriculum implementers. The conceptual framework guides the study to realize its objectives through gathering data from TLE teachers on their experiences and problems encountered.
1) The document provides guidelines for teachers on using the Most Essential Learning Competencies (MELCs) identified by the Department of Education for Grades K to 12 during the 2020-2021 school year due to disruptions caused by the COVID-19 pandemic.
2) It explains that the MELCs were identified by reviewing the full curriculum to determine the most essential competencies that students must acquire. These competencies are intended to focus instruction and lighten the burden of adapting classroom resources for distance learning.
3) The document provides an example of how the MELCs can be unpacked for Kindergarten, including identifying sub-competencies and suggested duration for each competency. It emphasizes that M
1. The document provides guidelines for the use of Most Essential Learning Competencies (MELCs) in the Philippine basic education system during the 2020-2021 school year due to the COVID-19 pandemic.
2. It identifies the MELCs as the most essential and indispensable competencies that learners must acquire given challenges in distance learning. The MELCs are intended to focus instruction and lighten the burden of converting resources.
3. The document describes the process used to identify the MELCs, which included determining the most essential competencies based on criteria like being enduring and applicable to real life. It emphasizes that the MELCs are anchored in existing curriculum standards.
In this study, an assistant refers to a person who helps the teacher in the classroom but does not have
full teaching responsibilities.
Blended Learning: Refers to a hybrid of face-to-face and online learning where a portion of the content is
delivered online and students have some control over time, place, path and/or pace of their learning.
Communication Skills: Refers to the ability to effectively convey information through the use of verbal and
non-verbal means. It includes listening, speaking, reading and writing.
Online Quizzes: Refers to assessment activities designed to evaluate students’ mastery of lessons delivered
through the internet.
Online Games: Refers to interactive activities
This paper will give an outline of the competences that are required from tutors and support staff to guide and support students within a Virtual Learning Environment to support a new paradigm of learning within the Dutch (upper) secondary and tertiary vocational education system: competence-based education. In particular, it will address the developments at the company the authors work for: a commercial Distance Education (DE) provider.
This document discusses open educational practices and resources. It notes that higher education often replicates existing power structures and barriers to access. The rising costs of textbooks and tuition create financial barriers for many students. Open educational resources (OER) can help address these issues by providing free and openly licensed educational materials. Research shows that using OER can improve student outcomes like course completion rates and grades, while lowering costs. The document advocates for open practices in teaching and learning that promote social justice and access to knowledge creation.
________________
Date: ___________________
Instruction: Define each of the following terms:
1. Complex number
2. Real part of a complex number
3. Imaginary part of a complex number
4. Standard imaginary unit i
5. Property of i
6. Extending the real numbers
7. Solutions of an equation
8. Graph of an equation
9. X-intercepts
10. Solutions having no real numbers
11. Solutions with complex numbers
contents back next
Name: ___________________
1. The document discusses the Indonesian government's financial support program (BOS) for basic education and its role in fulfilling the country's constitutional mandate of providing education for all citizens. BOS aims to improve access, quality, and equality in education.
2. It notes that BOS funding is intended to cover 100% of operational costs for schools and urges local governments to provide funding. However, full funding is not always achieved.
3. The success of BOS in meeting its goals depends on factors like continued government commitment, alignment with national strategic development plans, and preventing schools from prioritizing profits over educational missions.
This document discusses trends in education identified in a 2011 poll and their impact. It identifies three key trends: recruiting and retaining great teachers, the biggest problems facing education, and preparing students for the future. It outlines potential threats and opportunities for PA Cyber Charter School regarding these trends and recommends PA Cyber continue efforts to recruit and retain teachers through cutting-edge programs, address issues raised in the poll, and prepare students for an uncertain future through both classroom and extracurricular opportunities.
Integrating curriculum; lessons for adult education from career and technical...Psicóloga Pedagoga
This report examines curriculum integration strategies used in career and technical education (CTE) programs that could inform adult education efforts. Curriculum integration combines academic and technical content to prepare students for further education, employment, and careers. The report reviews research on curriculum integration models in K-12 education and describes two models in detail: ConnectEd's multiple pathways approach and Ford PAS programs. It also discusses promising adult education initiatives that incorporate elements of integrated curricula, such as course, cross-curriculum, and program integration. The report concludes that curriculum integration shows potential to expand options for adults and improve transitions to postsecondary education and careers.
A description of the Great Oakland Public Schools Effective Teaching Campaign. To get involved or learn more, reach out to Marc Tafolla at marc@gopublicschools.org.
DISTRICT INSTITUTE FOR EDUCATION AND TRAINING (1987.pptxMonojitGope
This document discusses the objectives and functions of District Institutes of Education and Training (DIETs) in India. It was established to provide academic and resource support at the grassroots level for universalizing primary/elementary education and adult education. DIETs aim to help achieve literacy targets through teacher training, resource development and action research. They focus on disadvantaged groups and use a child-centered approach. DIETs train teachers and education officials and provide academic support through materials development, evaluation and community engagement. Their role is to help improve the quality of elementary and adult education systems at the district level.
The document provides guidance on least restrictive environment (LRE) requirements under the Individuals with Disabilities Education Act (IDEA). It explains that students with disabilities must be educated with nondisabled peers to the maximum extent appropriate, and can only be placed in more restrictive settings if education in less restrictive settings cannot be achieved satisfactorily even with supplementary aids and services. It also defines key terms like continuum of alternative placements, supplementary aids and services, and modifications versus accommodations. The document aims to ensure accurate understanding and implementation of LRE requirements.
The document discusses the need for improved professional development for early childhood trainers. While there has been significant focus on professional development for early childhood teachers, there has been less attention given to those who design and deliver professional development experiences (trainers). The document examines current efforts to support trainer competencies such as state standards, curriculum trainer certifications, and a national training institute. However, it argues that more research is still needed on how to best prepare and develop trainers.
The document summarizes a study that identified promising practices for accommodating students with disabilities in post-secondary education programs. The study reviewed 21 projects funded by the U.S. Department of Education. It identified practices in three areas: assessing institutional climate through surveys and focus groups, delivering professional development through training, and building capacity for change through policies. Example practices included making online courses accessible, installing assistive technology, and training students to self-advocate. The promising practices were supported by theory, research, and positive student outcomes. Further research is needed to evaluate their long-term impact.
Similar to Nrcp conference credentialingofparas1 (20)
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
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 in
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.
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.
This document summarizes the recommendations from the Washington State Paraeducator Work Group's second report. The work group was tasked with developing standards and professional development for paraeducators. Key recommendations include:
1) Adopting new minimum employment standards and requiring professional development for paraeducators.
2) Establishing a Paraeducator Advisory Board to oversee a statewide professional development system and certification.
3) Providing state funding to develop the professional development system and certifications over a 5-year timeline.
4) Ensuring paraeducators, teachers, and administrators receive training on effectively working as an instructional team.
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This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Nrcp conference credentialingofparas1
1. The History of the Employment of
Teacher Aides
1950’s: In response to shortages in all
program areas administrators turned
to teacher aides
1960’s: New programs introduced to
meet the needs of children who lived
in poverty (Title 1 & Head Start) or
came from diverse language & cultural
backgrounds
Anna Lou Pickett Barbara Locker
Director Emeritus, NRCP Director, PEK 1970’s: Passage of PL 94-142
halpickett@aol.com blocker@uky.edu
Number of Paraprofessionals Paraeducators are School
in Education?? Employees:
In 1961—approximately 5,000 teacher Who assist with the delivery of either
aides across the country. instructional or other direct services to
students and/or their parents
Late 60’s and early 70’s –surged to over
300,000 due to Title 1, Head Start and Who Work under the supervision of
other compensatory programs. teachers or other professional staff who are
responsible for designing, implementing,
2009-present—over 1,000,000 and evaluating education and related
paraeducators working in school services programs and student progress.
systems
NRCP 1989
1
2. Problems we have inherited from
the 1960’s forward…..
No attention paid to the
need for standards for: In-service and Pre-
Job Descriptions service training
Roles/responsibilities NEEDED but NOT
Supervision & established
Preparation of
Paraprofessionals
Few articulated
Lack of preparation of
programs to facilitate
career advancement
...this is now
teachers for their
supervisory
responsibilities Economy & cutbacks in
funding (2000 to Present)
Current Reasons for Increased
Employment of Paraeducators
“This Job is a Test…
Court ordered and federal and state
legislative mandates
It is Only a Test”
Changing demographics nationwide
Expanding need for compensatory
(remedial) education
If it had been an actual job you
Increased employment of one-to-one
would have been given further
paraeducators for students with severe
instructions on where to go and disabilities
what to do.
Ongoing teacher shortages
Kent Gerlach
Pacific Lutheran University NRC for Paraprofessionals, 2010
2
3. Small Group Discussion What IDEA 1997 & 2004 Say
WHAT HAS BEEN THE IMPACT About Paraeducators
OF THE STATE/LOCAL Part B—Section 300.156 (b)(1) (iii)
ECONOMY ON EMPLOYMENT Allows paraprofessionals and assistants who are
appropriately trained and supervised in
OF PARAEDUCATORS IN YOUR accordance with state law, regulations or written
AREA? policy to assist in the provision of special
education and related services under this part to
DELETE HERE children with disabilities
What IDEA-1997 & 2004 say about Paraeducators (cont.)
IDEA: Part D—Section 635 No Child Left Behind Act (NCLB)
(ESEA-2002 Section 1119)
A state is required to ensure that all personnel Under the Law
(including both professionals and ALL Title 1 paraprofessionals employed after the
paraprofessionals who provide special and passage of the legislation will be “highly
general education, related and early qualified”
intervention/childhood services) have the skills This means that paraprofessionals working in
and knowledge necessary to meet the needs of classroom(s) or other educational agencies
children and youth with disabilities. receiving Title 1 assistance are required to
demonstrate evidence that they have one of the
of the following:
3
4. NCLB…
Completed at least 2 years of study at an NCLB..
institution of higher education; or
Under the Law
Earned an Associate’s (or higher) A secondary school diploma, or its equivalent
Degree; or is necessary for all paraprofessionals but
Meet a rigorous standard of quality and not sufficient to satisfy the requirements of
the legislation.
can demonstrate through a formal state
or local academic assessment—
Knowledge of, and the ability to assist in the
instructing, reading, writing, and mathematics; or
Knowledge of, and the ability to assist in the
instructing, reading readiness, writing readiness, and
mathematics readiness, as appropriate.
No Child Left Behind Act (continued)
Under NCLB WhatNo Child Left Behind Act says about:
Paraprofessionals working in a program Supervision of
supported with Title 1 funds may be assigned to:
Provide one-on-one tutoring
Paraprofessionals
Assist with classroom management
Conduct parental involvement activities, Title I paraprofessionals may NOT
Act as a translator provide any instructional service to a
Assist in a computer laboratory, and student unless they work under the direct
Provide assistance in a library or media center. supervision of qualified teacher.
Insert capital I in first line
4
5. SIMILARITIES & DIFFERENCES
IDEA 2004 NCLB
NCLB is a Gatekeeper….no
No shared more no less.
definition of
paraprofessional/
paraeducator with
Essentially just qualifying
standards for hiring
paraeducators The Roles &
Responsibilities of
NCLB
No provision for continuing
Elimination of education & career
Teachers as Supervisors
CSPD development
Refers to the Does not encourage the
of Paraeducators
“supervision of development of state or
local systems & personnel
paraeducators” but practices
not defined.
Uses the term “direct”
supervision but again not
defined.
Roles And Responsibilities Of
TEACHERS NEED TO BE PREPARED
Paraeducators & Supervising
TO:
Teachers
PLAN AND SCHEDULE PARAEDUCATOR
ASSIGNMENTS
What they do? ….Think, Pair, share
DECIDE WHAT TASKS MAY BE DELEGATED
APPROPRIATELY TO PARAEDUCATORS Break into small groups to discuss
MONITOR THE DAY TO DAY
PERFORMANCE OF PARAEDUCATORS
PROVIDE ON-THE-JOB
COACHING/FEEDBACK
SHARE RELEVENT INFORMATION ABOUT
PARAEDUCATOR PERFORMANCE WITH
PRINCIPALS
NRC for Paraprofessionals, 2010
5
6. here
Administrative Issues
Develop Ensure that
Administrative personnel in SEAs & paraeducator job teachers are
LEAs have operational responsibility descriptions and aware of and
for establishing and carrying out prepared for
performance their roles as
personnel practices connected with: criteria supervisors of
paraeducator employment, Determine paraeducators
preparation,
placement Provide
Assess overall opportunities for
evaluation, performance paraeducator
supervision, and professional
retention.
development
NRC for Paraprofessionals, 2010
Role of State Departments of Role of Institutions of Higher
Education Education
Develop standards for paraeducator roles, Preparation of highly qualified paraeducators
preparation & supervision,
Preparation of highly qualified teachers
Provide opportunities for paraeducator
professional development, Preparation of teachers to effectively
Ensure teachers are prepared for their roles
supervise paraeducators
as supervisors of paraeducators,
Build articulated degree programs,
Develop credentialing systems or other
methods that ensure paraeducators have
met competencies.
6
7. SMALL
GROUP DISCUSSION
• HOW ARE PARAEDUCATORS
SUPPORTED IN YOUR STATE, LOCAL
DISTRICTS, AND SCHOOLS?
• DO ADMINISTRATORS AND
TEACHERS UNDERSTAND THE ROLES
OF PARAEDUCATORS?
BREAK TIME
Hide Here
NRCP Paraeducators’ Roles Level 1 Paraeducators
& Responsibilities—3 levels Roles & Responsibilities:
Level 1 Paraeducators:
Are directed by one or more teachers
and do not act independently. Are directed by one or more
Level 2 Paraeducators: teachers and do not act
Responsibilities are similar to Level 1 independently. They…
but with greater emphasis on Prepare materials
instruction.
Monitor learners in different settings
Level 3 Paraeducators:
Work in transition & inclusive settings, Assist teachers to provide supportive, safe
may modify learning activities in and healthy learning environments
consultation with their supervising Maintain learning centers
teacher(s).
Reinforce learning experiences planned &
NRCP 2007 introduced by teachers/providers
NRC for Paraprofessionals, 2007
7
8. Level 3 Paraeducators:
Level 2 Paraeducators: Paraeducators Roles & Responsibilities:
Paraeducators Roles & Responsibilities Work in transition & inclusionary settings, they
Responsibilities are similar to Level 1 may modify learning activities in consultation
but with greater emphasis on with their supervising teacher(s). Paraeducators
instruction. They assist with… may:
Monitoring student performance Document data using functional assessments
Conducting individual or small group Implement programs appropriate to learner’s needs
instruction Make onsite decisions while coaching learners in the
Assisting with informal assessment community or on the job
Preparing instructional materials Provide feedback & make recommendations
Implementing classroom management regarding learner performance to supervisor
strategies & behavior plans
Participating in team meetings
NRC for Paraprofessionals, 2007
NRC for Paraprofessionals, 2007
Paraeducator Training
What’s available to you by PARAEDUCATOR TRAINING SHOULD
your state or district? INCLUDE:
Mandated? Offered? Systematic On-the-Job Coaching
Structured On-Going Inservice
Opportunities for Advancement to
Professional Ranks Based on Career
Preference
8
9. Career Ladders for
Paraeducators Include:
Experiential and Educational requirements for
Entry Level Positions
Distinctions in Roles and Duties for Different
Levels of Paraeducator Positions
Skills/Knowledge Required for Advancement
Standards for Staff Development Including:
Systematic On-the-Job Coaching
Structured On-going In service
Opportunities for Advancement to Professional George Seldes
Ranks Based on Career Preference
Benefits of Paraeducator Benefits of Paraeducator
Certification Certification (cont.)
Certification establishes:
Learners will be better served and the quality of
education and related services will improve with Clear distinctions in the roles and
availability of a better-prepared paraeducator responsibilities associated with
workforce. different paraeducator positions.
Realistic opportunities for upward
mobility through career pathways
Certification will ensure that paraeducators have
skills that are required to support teacher
programs and administrative functions.
KEY QUESTION: Is
certification worth the pain?
NRC for Paraprofessionals, 2010 NRC for Paraprofessionals, 2010
9
10. Developing Policies &
Systems that We Need--
Certification recognizes the
contributions that
How do we get there?
paraeducators make to
education and related services.
COLLABORATE..COLLABORATE
COLLABORATE
NRC for Paraprofessionals, 2010
Nationally: Top 3 Priorities What does your small
1. A comprehensive, large scale study group see as the top 3-5
addressing the effectiveness of
paraeducators must be conducted. priorities related to
2. Systematic opportunities for credentialing and training
career development for
paraeducators need to be of paraeducators?
embedded in NCLB/ESEA When
NCLB is reauthorized with HIDE HERE FOR USE DIRING
corresponding language in IDEA
LONGER SESSION
3. Address the need to train teachers
as supervisors both at a preservice
and in service level
10
11. How to Get Involved? A little bit about NRCP -
The purpose of the NRCP is to build
partnerships & provide technical
Hide here assistance that address the preparation,
management, supervision, deployment,
and career development of
paraprofessionals.
Director: Marilyn Likins (Utah State
University)
Founder: Anna Lou Pickett
Web site: www.nrcpara.org
Electronic Newsletter
Resources
RESOURCES
STATE Web Pages: State Web Pages
• Pennsylvania
Colorado
www.pattan.net/supportingstudents/Pa
www.cde.state.co.us/cdepara/ raeducators.aspx
Iowa • Rhode Island
http://www.state.ia.us/boee/para.html www.ritap.org/ritap/
Minnesota
• Utah
http://ici2.umn.edu/para/ www.utahparas.org
Virginia
www.doe.virginia.gov/teaching/regulati
ons/paraprofessional_guide.pdf
11
12. Resources Resources
STATE Web Pages: • American Federation of Teachers (AFT)
Washington • www.aft.org
• www.k12.wa.us/Paraeducators/CoreC
omp.aspx • Council for Exceptional Children (CEC)
• www.cec.org
• National Education Association (NEA)
• www.nea.org
• Para2 Center
www.paracenter.org/PARACenter/
12