Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
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.
The document discusses assistive technology and what individuals need to know about it. It defines assistive technology as tools that match a person's needs, abilities, and tasks. It provides examples of different types of assistive technology that can help with areas like communication, academics, visual and hearing impairments, and more. It also discusses the process of evaluating whether a student needs assistive technology and which technologies may be appropriate.
This presentation summarizes a study on the instructional effectiveness of paraprofessionals in special education settings. The study examined how collaboration between paraprofessionals and lead teachers, as well as pre-service training, affects instructional quality. Data was collected through surveys, observations, behavior inventories, and interviews. The findings indicated that higher levels of communication between paraprofessionals and teachers correlated with more effective teaching and increased student attention. The study concludes there is a need for improved collaboration, training, and scheduling to help paraprofessionals fulfill their important instructional roles.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
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.
The document discusses assistive technology and what individuals need to know about it. It defines assistive technology as tools that match a person's needs, abilities, and tasks. It provides examples of different types of assistive technology that can help with areas like communication, academics, visual and hearing impairments, and more. It also discusses the process of evaluating whether a student needs assistive technology and which technologies may be appropriate.
This presentation summarizes a study on the instructional effectiveness of paraprofessionals in special education settings. The study examined how collaboration between paraprofessionals and lead teachers, as well as pre-service training, affects instructional quality. Data was collected through surveys, observations, behavior inventories, and interviews. The findings indicated that higher levels of communication between paraprofessionals and teachers correlated with more effective teaching and increased student attention. The study concludes there is a need for improved collaboration, training, and scheduling to help paraprofessionals fulfill their important instructional roles.
This document discusses the roles and responsibilities of paraprofessionals in schools. It summarizes a model created by the National Resource Center for Paraprofessionals (NRCP) that was adapted by Connecticut. The model outlines six key competency areas for paraprofessionals: 1) assisting teachers with instructional teams, 2) maintaining supportive environments, 3) supporting lesson planning, 4) engaging students in learning and assisting instruction, 5) assessing student needs, and 6) meeting professional standards. The document provides details on activities for paraprofessionals to self-assess their strengths and areas for growth within these six competency areas.
Teaching Competencies of Elementary Teachers in Northern Samar Basis for Acti...YogeshIJTSRD
In this research, the teaching competencies of elementary school teachers in the Northern Samar based on the National Competency Based Teacher Standards NCBTS . The competencies given by the NCBTS are social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing, and reporting, community linkages, and personal growth and professional development. Findings showed that the school heads rated the teachers to have high competency in personal growth and professional development. They have reflected on the extent of the attainment of professional development goals. The competency of teachers on the curriculum aspect was evaluated by school heads to be satisfactory, different than the high competency evaluation of teachers themselves. The researcher proposed an action plan that may assist the teachers to sustain and enhance their strengths and make their weaknesses become their strengths. Argie L. TY | Felisa L. Sanico "Teaching Competencies of Elementary Teachers in Northern Samar: Basis for Action Plan Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38688.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38688/teaching-competencies-of-elementary-teachers-in-northern-samar-basis-for-action-plan-development/argie-l-ty
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
The document discusses the Scottish Teachers for a New Era (STNE) initiative, which aims to transform teacher learning and development. It outlines the goals and design principles of the STNE program, including developing teachers' curriculum knowledge, investigative skills, and ability to support all learners. The STNE model involves university-based learning, field experiences from years 1-6, and research on factors influencing the learning to teach process. Student reactions suggest the new collaborative and evidence-driven approach helps develop excellent, adaptive teachers who can tailor instruction to pupils' needs.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
Callaborative Planning Day Key Competency Focuslisam
Fairfield Intermediate School in Hamilton, NZ has been focusing on collaborative and integrated planning using the New Zealand Curriculum (2007). The focus of the planning is around the Key Competencies.
Quality Assurance in Teacher Education (TESSA) & OER by Prof. Frank BanksSNDTWU
This document discusses open educational resources (OERs) for teacher education. It describes The Open University's role in developing OERs through programs like TESSA, English in Action, TESS-India, OpenLearn and FutureLearn. TESSA has developed a bank of multimedia OER materials used across sub-Saharan Africa, with some programs reaching over 500,000 teachers. TESS-India aims to develop flexible, high-quality OERs to support over 7 million Indian teachers through classroom-focused resources. The document outlines the growth of OER programs in improving global teacher education.
Professional Development Opportunities in Committee WorkMelissa Renner
This document outlines a model for using committee work at libraries as professional development opportunities for staff. It proposes creating a Staff Development Day committee consisting of a variety of library employees who are not managers. The Training Specialist would guide the committee through goals aimed at skills like using project management software, understanding work styles, running meetings, and taking on responsibilities. Completing these goals would provide hands-on experience in areas like collaboration, organization, and leadership while planning the annual Staff Development Day event. The model emphasizes using assessments, setting goals for both individual growth and event success, and creating an experience focused on team-building and learning.
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
Continuing professional develpoment_-_lessons_from_indiaPalani Appan
This document summarizes a study that explored the perceptions of various stakeholders regarding teachers' continuing professional development (CPD) in India. Data was collected from teachers, school administrators, students, parents, and education authorities to gain a holistic view. Preliminary findings suggest there are many differing or "narrow" views of CPD among stakeholders, with more inconsistencies than similarities. This leads to issues in how CPD is conceptualized and implemented in practice. The study aims to provide a more comprehensive understanding of CPD by considering the perspectives of all those involved.
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
1) The author completed an internship at the International Rescue Committee in Phoenix, Arizona where she developed an 8-lesson English curriculum focused on teaching refugees job-related vocabulary and skills for cleaning industry jobs.
2) Some challenges included differing opinions from supervisors, students not showing up for the first class, and varying English skill levels among students. The author learned about doing needs analyses, maintaining a positive attitude, and being over-prepared for varying skill levels.
3) Successes included making activities like timesheets realistic for job skills and using content-based instruction around cleaning topics. The author reflects on how to improve lessons using problem-based learning and making activities more student-centered and group-focused
Reflection Video for Strategies for Learner Engagement Power PointShelby Brown
This month's content will be valuable for Shelby Brown's long-term mastery goals of becoming an online instructor and creating interactive learning materials for young children. The learning theories research will help her create more effective curriculum that allows for self-paced learning. Using Captivate, she can track what content is most beneficial and needs adjusting. She also wants to update standardized K-12 curriculum to better prepare students for today's world. The course helped improve her time management, group work, and use of online tools to achieve her goals.
This document discusses the roles and responsibilities of paraprofessionals in schools. It summarizes a model created by the National Resource Center for Paraprofessionals (NRCP) that was adapted by Connecticut. The model outlines six key competency areas for paraprofessionals: 1) assisting teachers with instructional teams, 2) maintaining supportive environments, 3) supporting lesson planning, 4) engaging students in learning and assisting instruction, 5) assessing student needs, and 6) meeting professional standards. The document provides details on activities for paraprofessionals to self-assess their strengths and areas for growth within these six competency areas.
Teaching Competencies of Elementary Teachers in Northern Samar Basis for Acti...YogeshIJTSRD
In this research, the teaching competencies of elementary school teachers in the Northern Samar based on the National Competency Based Teacher Standards NCBTS . The competencies given by the NCBTS are social regard for learning, learning environment, diversity of learners, curriculum, planning, assessing, and reporting, community linkages, and personal growth and professional development. Findings showed that the school heads rated the teachers to have high competency in personal growth and professional development. They have reflected on the extent of the attainment of professional development goals. The competency of teachers on the curriculum aspect was evaluated by school heads to be satisfactory, different than the high competency evaluation of teachers themselves. The researcher proposed an action plan that may assist the teachers to sustain and enhance their strengths and make their weaknesses become their strengths. Argie L. TY | Felisa L. Sanico "Teaching Competencies of Elementary Teachers in Northern Samar: Basis for Action Plan Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38688.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38688/teaching-competencies-of-elementary-teachers-in-northern-samar-basis-for-action-plan-development/argie-l-ty
Building Capacity in Your 21st Century Teacherscatapultlearn
We will examine what is needed from building a multi-tiered, differentiated professional development plan to identifying the six performance traits necessary to provide challenge and support to our students.
• Identify the critical attributes of building capacity in a 21st century teacher
• Examine the multi-tiered approach to differentiated professional development
• Identify the six performance traits and what it takes to develop expertise in our students and ourselves.
The document discusses the Scottish Teachers for a New Era (STNE) initiative, which aims to transform teacher learning and development. It outlines the goals and design principles of the STNE program, including developing teachers' curriculum knowledge, investigative skills, and ability to support all learners. The STNE model involves university-based learning, field experiences from years 1-6, and research on factors influencing the learning to teach process. Student reactions suggest the new collaborative and evidence-driven approach helps develop excellent, adaptive teachers who can tailor instruction to pupils' needs.
This document provides a training program plan for a Problem/Project Based Learning training program for educators. A needs assessment found that 53% of teachers indicated PBL as their biggest training need. The training program will be two days and provide 1,200 educators with curriculum on implementing PBL to improve student engagement, learning, and critical thinking skills. The budget of $250,000 will cover costs for training district staff as well as providing educators a stipend and meals for attending. The goals are to develop skilled project managers, build PBL capacity, create deeper learning, and become exemplary PBL facilitators. Stakeholders include educators, students, and administrators. Promotional materials will communicate the program to appeal to educators' needs
This document outlines a Title I school improvement plan. The plan may be modified over time based on progress. Key elements include instructional strategies like differentiated instruction, additional instructional time for students, and ensuring all teachers are highly qualified. Goals include decreasing the percentage of students not meeting reading standards and increasing the percentage exceeding math standards. Strategies to support lower-performing students and increase parental involvement are described. Teachers were included in decision-making and will take on leadership roles such as the leadership team, student support team, and departmental chairs to strategically plan and implement best practices.
Callaborative Planning Day Key Competency Focuslisam
Fairfield Intermediate School in Hamilton, NZ has been focusing on collaborative and integrated planning using the New Zealand Curriculum (2007). The focus of the planning is around the Key Competencies.
Quality Assurance in Teacher Education (TESSA) & OER by Prof. Frank BanksSNDTWU
This document discusses open educational resources (OERs) for teacher education. It describes The Open University's role in developing OERs through programs like TESSA, English in Action, TESS-India, OpenLearn and FutureLearn. TESSA has developed a bank of multimedia OER materials used across sub-Saharan Africa, with some programs reaching over 500,000 teachers. TESS-India aims to develop flexible, high-quality OERs to support over 7 million Indian teachers through classroom-focused resources. The document outlines the growth of OER programs in improving global teacher education.
Professional Development Opportunities in Committee WorkMelissa Renner
This document outlines a model for using committee work at libraries as professional development opportunities for staff. It proposes creating a Staff Development Day committee consisting of a variety of library employees who are not managers. The Training Specialist would guide the committee through goals aimed at skills like using project management software, understanding work styles, running meetings, and taking on responsibilities. Completing these goals would provide hands-on experience in areas like collaboration, organization, and leadership while planning the annual Staff Development Day event. The model emphasizes using assessments, setting goals for both individual growth and event success, and creating an experience focused on team-building and learning.
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
Continuing professional develpoment_-_lessons_from_indiaPalani Appan
This document summarizes a study that explored the perceptions of various stakeholders regarding teachers' continuing professional development (CPD) in India. Data was collected from teachers, school administrators, students, parents, and education authorities to gain a holistic view. Preliminary findings suggest there are many differing or "narrow" views of CPD among stakeholders, with more inconsistencies than similarities. This leads to issues in how CPD is conceptualized and implemented in practice. The study aims to provide a more comprehensive understanding of CPD by considering the perspectives of all those involved.
The document provides an overview of Response to Intervention (RtI) for Rich Township High School District 227. It acknowledges those who have supported the RtI initiative and defines RtI as using data-driven interventions matched to student needs. The purpose of RtI in secondary schools is to provide early identification and support for at-risk students through ongoing progress monitoring and review of intervention effectiveness. Key components of RtI include high-quality instruction, universal screening, and a multi-tiered model of increasingly intensive services.
1) The author completed an internship at the International Rescue Committee in Phoenix, Arizona where she developed an 8-lesson English curriculum focused on teaching refugees job-related vocabulary and skills for cleaning industry jobs.
2) Some challenges included differing opinions from supervisors, students not showing up for the first class, and varying English skill levels among students. The author learned about doing needs analyses, maintaining a positive attitude, and being over-prepared for varying skill levels.
3) Successes included making activities like timesheets realistic for job skills and using content-based instruction around cleaning topics. The author reflects on how to improve lessons using problem-based learning and making activities more student-centered and group-focused
Reflection Video for Strategies for Learner Engagement Power PointShelby Brown
This month's content will be valuable for Shelby Brown's long-term mastery goals of becoming an online instructor and creating interactive learning materials for young children. The learning theories research will help her create more effective curriculum that allows for self-paced learning. Using Captivate, she can track what content is most beneficial and needs adjusting. She also wants to update standardized K-12 curriculum to better prepare students for today's world. The course helped improve her time management, group work, and use of online tools to achieve her goals.
This 12-week pilot course taught course developers and instructors how to teach online using the Desire 2 Learn (D2L) platform. Participants learned how to use various tools in D2L as well as other online teaching tools. They created online course materials like syllabi, discussions, and quizzes. Participants shared tips on using tools like Audacity, Elluminate, and creating accessible PowerPoint presentations. They explored new technologies and reflected on turning face-to-face courses into online formats. The goal was to learn practical online teaching skills and experience online learning from the student perspective.
This reflection discusses the outcomes Jennifer envisioned and realized from her Instructional Leadership course. While she initially expected to learn about best instructional practices, the course focused solely on technology. Through readings, her knowledge of new technologies grew and she found relevance for her role as an instructional coach. However, excessive discussion board requirements took away from quality learning. Jennifer also learned about using blogs and Google Docs to enhance communication and shares ideas for how teachers and principals could use blogs to engage stakeholders.
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
Andrea Cantaroni completed her teaching practicum at Primary School No. 75, where she taught English to fourth graders. She felt nervous at first but found that preparing detailed lesson plans helped her teach effectively. The students engaged well with the lessons on parts of the house and colors. Going forward, Cantaroni wants to incorporate more interactive activities and technological tools. She believes the experience has helped her learn how to adapt lessons to different student groups and use various pedagogical strategies and resources. The peer and tutor feedback in the online forum also helped her improve. Overall, Cantaroni feels the practicum was a valuable learning experience that will help her continue developing as a teacher.
1. The lecturer organized a one-day residential workshop to help students complete their marketing plan assignments, which were proving difficult to complete individually.
2. At the workshop, students were grouped by their progress and industry and encouraged to collaborate, sharing ideas and experiences. This helped them appreciate the work they had done and advise each other.
3. Through collaborative work, motivational activities, and guidance from the lecturer, the students became highly engaged and productive, making significant progress on their assignments. They realized the power of collaborative learning and left committed to completing their work.
4. The workshop was deemed a success in helping students complete their difficult individual assignments through a collaborative learning methodology.
This document summarizes the work of a teacher in the RE department who participated in the Loreto5 program in 2013. It discusses initial goals of introducing flipped learning strategies to engage students. It then describes how the teacher's work evolved throughout the year to focus on using Quia, an online tool, to create practice multiple choice questions for HSC revision. Analysis found that students who used Quia performed better. The teacher also created online tutorials and investigated options to better organize course content beyond the portal. Participation in Loreto5 provided new skills, opportunities to learn from colleagues, and inspiration to continue improving teaching practices.
This document outlines the learning outcomes, activities, and discussions from a teacher workshop focused on identifying and celebrating good teaching practices. The workshop aimed to help teachers recognize effective strategies through photos and examples, share positive experiences from their own classrooms, and make plans to continue improving instruction. Teachers discussed strategies they had tried, such as small group work and cooperative learning, and how these approaches benefited students. The document celebrates the progress teachers described in developing active, student-centered lessons. Next steps include creating an online resource for sharing materials and arranging teacher exchanges between the workshop schools.
This document summarizes the author's reflections on their experience completing a practicum teaching kindergarten students. They were initially anxious but found the students brought them happiness. The author learned about how kindergarten aged children develop and learn best. Going forward, the author would include more hands-on activities and wants to become a kindergarten English teacher. They realized accepting others' perspectives is important to teach young children.
I have been teaching secondary school for many years, but this experience taught me a lot. The aims of this teaching period were quite challenging as I had limited time but was asked to cover a wide range of topics, finish a novel, and contextualize new topics. I had to find ways to introduce new elements like ICT and articulate my teaching with the course teacher. While students participated, some preferred doing activities without class involvement. Overall it was a constructive experience that confirmed teaching is my vocation, though there were challenges in managing student fatigue and motivation towards the end of the year.
1) The student teacher completed her teaching practicum at a kindergarten, where she taught English to young children. She reflected on her experience applying the strategies and activities from her lesson plans.
2) Overall, the practicum was successful - the children actively participated and met the learning aims. The student teacher believes she selected appropriate strategies and materials based on the children's ages and interests.
3) Going forward, the student teacher would make some adjustments, such as changing aspects of the opening and closing activities. She also learned strategies for clearly presenting new materials and language.
4) The experience helped the student teacher grow professionally and see that reflecting on children's learning is important. While behavior management was a challenge,
The document provides information on resources from the IDentifEYE project for teachers, including a project website, manuals in multiple languages, project files and materials, and promotional videos in different languages. It also describes a workshop for teachers that will introduce good practices around topics like identity, society, interactive teaching methods, and new technologies. The workshop involves teachers creating lesson plans applying the practices, implementing the plans in their classrooms, and then evaluating the results. The goal is to empower student resilience and safety online by improving teacher-student and peer relationships and communication about online experiences.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
Mariela Gisela Iannaci reflects on her experience student teaching English to kindergarteners. She learned that lesson planning for young learners requires activities that are meaningful, creative, and keep their attention. While nervous at first, the children's enthusiasm helped her feel more confident over time. This experience confirmed for her that she enjoys working with young learners and will pursue opportunities to teach at the kindergarten level. She also reflects on challenges like limited technology access in rural schools and how the experience has helped her grow as a teacher.
CHAPTER 16Succeeding in Your Teacher Education Program, and BeyJinElias52
This document summarizes an interview with Amber Velasquez, a second grade teacher at Chandler Oaks Elementary School. Some key points:
- Ms. Velasquez teaches in a new school building with many windows and technology resources. Parent involvement is high, with parents volunteering daily.
- She advises teacher candidates to continue learning through professional development as the profession and best practices change over time.
- Ms. Velasquez finds joy in teaching through giving back to her community, seeing students' growth, and fulfilling different roles to meet students' needs each day.
Mariela Gisela Iannaci completed her practicum teaching English to young learners at a kindergarten. She found lesson planning challenging but learned the importance of making lessons creative, motivating, and engaging for children. While anxious at first, the children's enthusiasm helped her feel more confident over time. This experience reinforced her interest in teaching young learners and helped her grow as a teacher. She reflected on how to improve her lessons and appreciated the opportunity to apply educational theory in practice.
This document summarizes a student's reflections on their teaching practicum experience working with young language learners. The student learned that planning engaging lessons takes significant time and preparation. They initially struggled using only English but overcame this by providing visual supports. The experience helped the student grow as a teacher, and they discovered a passion for working with young children. Overall, the practicum was a meaningful learning experience that solidified the student's decision to pursue teaching.
The document summarizes the graduation of the 2007 class of a Diploma of E-Learning program. It discusses the structure of the 18-month online program, the types of e-learning projects students completed, and highlights individual students and their experiences learning online. It concludes by congratulating the graduating class and encouraging them to continue learning and advocating for e-learning.
Similar to Paraeducator Professional Development: On-Line Style! (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.
More from National Resource Center for Paraprofessionals (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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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
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.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
2. Our Journey No standard professional development for paraeducators in Kentucky In 1999, the Paraeducators of Kentucky Project was started with the State Improvement Grant funds Initially developed modules for face-to-face training A Paraeducator PD Cadre was convened in 2005 to begin development of on-line modules
3. On-line Modules Paraeducator PD Cadre included representatives from: KY Department of Education Directors of Special Education Teacher Consultants in the area of special education Paraeducators from Title I and Special Education PD Cadre initially developed 4 modules in Year 1 and returned with minor changes in representation to complete 4 additional modules in Year 2.
4. Our Journey Continues Module content and activities were developed by the Cadre and reformatted to meet Blackboard requirements Currently there are 236 participants enrolled with 138 module completions Working with the Kentucky Community & Technical College System to implement an articulation agreement
5. Current On-Line Modules PARA 101: General Knowledge & Values PARA 102: Maintaining Safe & Supportive Instructional Environment PARA 103: Assisting with Instructional Practices PARA 104: Assisting in Assessment & Evaluation Procedures PARA 105: Managing Behaviors & Enhancing Social Interactions of Students PARA 106: Communication & Collaboration PARA 107: Participating in Professional & Ethical Practices PARA 108: Community-Based Job Coach
6. Goal The main goal of the program is to equip paraeducators to better perform their roles and responsibilities in the classroom
8. The Puzzle To put together a puzzle you have to have all the pieces You have to have a picture of the finished product In order to successfully complete the puzzle, you HAVE TO HAVE the first two things Without them it is like putting the puzzle together blindfolded
9. The Beginning After teaching preschool for 10 years in a daycare setting, I started working as an Instructional Assistant for the school system Originally it was because I would be on the same schedule as my kids After 15 years it has become a career
10. In the Beginning My first year for professional development, I was required to work opening or closing day, and have 6 additional hours My 6 additional PD hours amounted to: 3 hours for Open House in the Fall 3 hours for Open House in the Spring I had NO formal training
11. In the Beginning (continued) I was hired because of my 10 years of working with children without disabilities I was placed in a position to work with children with profound disabilities Some call it on-the-job training, I call it “baptism by fire” And yet I SURVIVED!
12. Over the Years Over the years I have learned: The teacher is not always right Every student has SOMETHING to give Not every situation is the same Paraeducators are at the bottom of the food chain If you don’t laugh at it, you will go crazy
13. Paraeducator Summer Institute In 2008, I learned “I AM NOT ALONE” The Paraeducators of Kentucky Project presented a summer institute I never knew the Paraeducators of Kentucky Project existed As a part of my required 52 professional development hours, I attended this summer institute devoted entirely to paraeducators “I was in Heaven!”
14. REENERGIZED! For the first time in 15 years, I felt there was a place for me I was given material on information that would have been so helpful years ago For one thing, my RESPONSIBILITIES as seen by the Kentucky Department of Education
15. The Puzzle Picture By the end of the 2-day Institute, I was seeing the picture of the puzzle that I had been putting together for 15 years It didn’t have to stop there I was told about the on-line professional development modules I was excited to try these modules because I felt I was getting all the puzzle pieces at one time instead of one every so often
16. A New Beginning In one of the first modules, we had a lesson on “Understanding Disabilities” You would think I would know all I need to know about disabilities – but there was more…… Then there were the acronyms I learned BOC, BIP, MMD, FMD And all the other “words” that make up special education language
17. A New Beginning(continued) There was a lesson on the “Roles and Responsibilities” of paraeducators This would have been handy at the beginning of my career It was nice to see that I was doing things right, but it was also disturbing to see there were some things that I should not be doing (lesson plans).
18. A New Beginning(continued) For years I had been doing progress monitoring and now finally I learned the proper way to do this For years I had been working with students with IEPs and now I was learning to understand what an IEP was all about
19. New Tricks for an Old Para Each module that I have completed so far has a new idea or new approach that I can take to the classroom This has in turn been very beneficial for my students as well as myself One of the biggest things that has been a hit is a suggested website: www.coolmath.com
20. A New and Improved Para The modules have empowered me with the tools to present myself in a more professional manner They have enabled me to bring fresh ideas and strategies to the table when working with the students I can now confidently express my thoughts and ideas with faculty and administration on a district level I can access the modules anytime of the day or night
21. More To Do Part of our job is to instill in our students the desire for lifelong learning As paraeducators, we must keep learning to improve our craft We should search out and make the most of every opportunity Our future depends on it!
22. More Information For more information on the PEK On-Line Professional Development program, you may go to: www.ihdi.uky.edu/pek/
23. Presenters Marjorie Sheffel Paraeducator Campbell County Schools Marjorie.Sheffel@campbell.kyschools.us Barbara Locker Project Coordinator Paraeducators of Kentucky Human Development Institute University of Kentucky blocker@uky.ed 859-519-7374