Investing in Paraeducator Capacity

Investing in Para
Educator Capacity
Presenter: Cara Olson Sawyer
Professional development opportunities for para educators in a
special education setting.

Introduction
● Cara Olson-Sawyer, Special Education Supervisor, MESD
● Dr. Regina Moreno, Director of Education Programs, Concordia
University
● Carol Sweeney, Teacher on Special Assignment (TOSA), MESD
Who are you?

Session Agenda
THE PROCESS
● Partnership
● Needs Assessment
● ParaEducator Conference preparation
● Stakeholders
● Conference: Sessions/Content
● Feedback, Data Collection, Analysis
● Implications and Next Steps

Context
Multnomah Education Service District (MESD)
● Who are we?
● Who do we serve?
o Hospital School Program
o Youth Corrections Education Program (YCEP) & Juvenile Detention Education Program
(JDEP)
o Alternative schools (Helensview, Wheatley, Arata Creek)
o Long Term Care and Treatment (LTCT)
o Outdoor School
o Migrant Education
o Functional Living Skills Program

Partnership
Concordia University, College of Education
● Concordia University (CU) is a private, non-profit liberal arts university located in NE Portland
with a mission to prepare leaders for the transformation of society
● An integral component of the CU is community engagement.
● The College of Education offers a Master of Education (M.Ed) in Special Education and a
Special Education endorsement program
Collaboration:
● MESD supervisor began talking to Concordia University to explore placement options for student
teachers
● As relationship developed, training opportunities were identified with the pooled resources of
both Concordia University and MESD

Assumptions
● At MESD, paraeducators work with student populations that have
significant support needs and often provide the majority of instruction.
● No overview on how to work with students who experience severe
challenging behaviors, are medically challenged or just how different types
of students need different types of supports (ASD, ED, SLD, OHI)
● However, paraeducators generally do not have access to on-going
professional development opportunities. (They receive BBP, OIS, First
Aid, Drivers Certification-half day from HR on timecard, overview of the
MESD, etc.)

Assumptions
● Online required trainings - no human contact or support.
● Teachers do not have any training in supervising paraeducators.
● Para’s need: solid foundation in behavior science strategies (ABA), best
practice in evidence based strategies (how to apply instruction/curriculum
to varied populations), how to take data that will affect the modification of
instruction.

Survey development
● Initial survey- check perceptions regarding needs and self perception of
knowledge
● Created a likert scale for degree of knowledge
● Narrative questions to describe their practice
● Embedded likert scale to identify interests

Survey development
● Building the survey (based on field experts and literature review)
● Major areas:
o IEP knowledge, FAPE & instruction
o Research based strategies
o Roles and responsibilities in relationship to daily practice
o Relationship between communication and behavior
o Understanding data and its purpose
o Understanding of culturally responsive practices

Survey results
● Response rate: 35% (40 out of 113)
● Results confirmed the clear need to develop a sustainable series of paraeducator PD opportunities
● Responses based on self-perception of knowledge:
o Knowing and understanding the relationship between IEP and FAPE
o Knowing what research-based instructional strategies are
o Understanding special education law and how it relates to daily work
o Understanding national standards and how they relate to and incorporate into special education
● Responses based on perceptions regarding needs and interests:
o Direct instruction in academics and communication
o Redirection and reinforcement
o Promoting student interaction with peers
o Effective teaming
o Professional development options

Training considerations
● Based on the survey results, identified our top priorities for paraeducator training
o Needs Assessment did not indicate that data collection was in the top three
areas of need but administrators did see a need in this area.
● Next step: determine how to provide PD on these topics drawing from state & local
experts
● Discussion with district reps: found that that all districts have a similar need for
paraeducator PD
● Challenge: providing meaningful PD to paraeducators working a variety of different
settings (hospital, FLS, JDEP/YCEP, alternative schools, general ed classrooms)

Designing the training
First Annual Northwest Paraeducator Conference
1. Developed session descriptions
2. Identified potential speakers (experts in the field)
3. Invited speakers: speakers sent bios, presentation outline to review, copy
PPT/presentation, materials for paraeducator binder
4. Team reviewed presentations and provided feedback
5. Team developed pre- and post-measures which evaluated content from all
sessions (participants assigned numbers to retain anonymity - participants also
had option to opt out of completing these measures)
6. Team developed Session Feedback form (to be completed after each session) -
also anonymous

Keynote
Dr. Regina Moreno, Director of Special Education Programs, Concordia University
Mitch Kruska, Director of Education Programs and Assessment Oregon Department of Education
Jennifer Burger, Special Education Teacher, Hillsboro School District
● History of Special Education and the shift in practice since IDEA 2004; role of the para-educator
(national perspective)
● Oregon practices related to IDEA and how it impacts the role of the para-educator
● Brief description of the eligibility categories and what that can look like (include real-life
examples). Highlight why these kids require more specialized instruction and what factors need
to be taken into account for these complex students. Include a discussion of how different levels
of need affects placement for students.

Session 1: What and why of
instruction
Dr. Regina Moreno, Director of Special Education Programs, Concordia University
Dr. Ruth Falco, Director of the Center on Inclusive and Effective Educational Practices, Portland State
University
The goal of this session is to highlight the paraeducator’s role in providing instruction throughout the
school day (and not just during seat time or direct instructional time). Help paraeducators identify the
teachable moments that occur all day long and how having high expectations plays into that. Discussion
of the following quality indicators of instruction and what the paraeducator’s responsibility is in these:
-Organization of the teaching and learning environment
-Instructional supports
-Instruction through daily routines
-Commonly used instructional approaches (structured teaching, trial-by-trial , incidental teaching)

Session 2: What and why of data
Laura Petschauer, Education Specialist, Oregon Department of Education
Carol Sweeney, Teacher on Special Assignment, Special Education, MESD
The goal of this session is to help paras understand the legal requirements
around data tracking and how data drives educational placement. Without
appropriate data, you cannot tailor instruction and set appropriate goals for
students. Highlight best practices in data collection (i.e. real-time data tracking,
accurate measurement, and consistency across staff).

Teaming keynote
Kris Persson, Principal, Helensview High School, MESD
This session will talk about the importance of team
dynamics and the different roles that each person can play
in the team. This should cover basic communication
strategies and ways to build up teams based on each
person’s strengths.

Session 3: Data in action
Laura Petschauer, Education Specialist, Oregon Department of Education
Carol Sweeney, Teacher on Special Assignment, Special Education, MESD
Kelly Raf, Special Education Supervisor, MESD
Present different effective, research-based strategies and provide opportunities
to practice. Show video clips illustrating various instructional strategies and
have staff watch and then debrief. Have participants practice teaching
strategies in dyads or triads. Present different data tools and assessment
(formative, summative) and provide opportunities to practice and create data
sheets based on goals. Discuss how you analyze and review data, look for
trends/patterns, and communicate with teachers about these trends.

Instructional Video- Discrete trial

Instructional Video- Task Analysis

Conference Data
Pre- and Post- Tests:
106 participants - 73% response rate (both pre- and
post- tests turned in)
No change in score 21 %
Improvement in score 53 %
Decline in score 25 %

Conference Data
Feedback forms

Conference Data
Top themes based on feedback forms
Keynote: Professional development
Supervising teachers
Session 1: Instructional strategies
Professional development
Session 2: Data
Teaming
Teaming: Teaming / Interpersonal effectiveness
Session 3: Instructional strategies
Data

Lessons learned
Pre/Post test:
● Not all material was covered in sessions
● Unclear/ambiguous questions
● Uncommon practice which caused anxiety
Feedback forms:
● Feedback declined as day progressed
● Did not ask for future topics of interest

Summary of Implication
● Professional Development is not just a need for teachers.
Paraeducators have identified they have the same training needs
as teachers - and in fact, require more because they typically have
less formalized training.
● Para educators feel valued and empowered by being offered and
receiving professional development.
● The opportunity positively impacts student progress in the
classroom.
● Paraeducators need to have program/location-specific training (e.g.
general education classroom vs. FLS classroom and new staff vs.
veteran staff)

Next steps
● Continue the collaborative relationship with Concordia University
● Continue relationship with Oregon Department of Education (ODE)
● Receive/Analyze feedback from Paraeducator Conference attendees to develop future topics
● Create modules, notebooks, and resources to share with other districts in the state.
● Continue to improve instructional delivery model for special education classrooms
● Continue to communicate these findings with classroom teachers
● Develop teacher (management) capacity to help better support their paraeducators
● Continue to develop data collection systems that align student performance to professional
development

Food for thought
"You are not here merely to make a living. You are here in order to enable the world to
live more amply, with greater vision, with a finer spirit of hope and achievement. You are
here to enrich the world, and you impoverish yourself if you forget the errand."
-Woodrow
Wilson
"In the end, it is important to remember that we cannot become what we need to be by
remaining what we are."
-Max De Pree

Investing in Paraeducator Capacity

More Related Content

What's hot

Similar to Investing in Paraeducator Capacity

More from National Resource Center for Paraprofessionals

Recently uploaded

Investing in Paraeducator Capacity

Editor's Notes