WELCOME!

PARA COHORT

MARCH 7, 2018
Janet Williamson
Jennifer Blanchette
 AGENDA

DESSERT AND DISCUSSIONS

A Day in the Life of a Paraprofessional

Competencies

How they apply in various academic settings

 What Do You Already Know?
★ Name the MN paraeducator proficiencies and
which ones the ECCS has chosen for your
evaluation
★ What questions do you have about how
competencies relate to your role and
responsibilities as a paraeducator?
★ Reflecting on the information IEP managers
provide you , What is most helpful for you when
working with the student?
★ What are some things you feel you need to know
before working with students that you are not
already given?

(show resource in classroom)

 Dessert and Discussion
Use the ACCOMMODATIONS page and example to determine:

What does the student need to be successful to complete this work?

Questions: Do I need to change the working Format

Do I need to change setting/environment in the classroom?

Do I need to Pre-teach or tools/materials?

Do you need or student need more instruction on? Who do you go to?
 Todays Wrap Up
What competencies are you meeting while completing this activity?

See you on March 13!

 Academic Instructional Skills in Math-Reading-Written Language
Cluster 3: Core Competency #9

Provides students with clear instructions

Presents activity in sequential manner and in a reasonable timeframe

Stays on task and maintains student time on task in an appropriate way

Appropriately uses concepts and terminology related to specific content area

Uses prompts and appropriately stimulates student responses to maximize learning

Demonstrates control of learning situation through effective use of body language, verbal
language, enthusiasm, reinforcement, etc.
     
 Managing Student Behavior / Instructional Content and Learning Supporting
Teaching and Learning
Cluster 2: Core Competencies #4, #5, and #6

Assists in adapting instructional strategies and materials

Offers appropriate level of assistance to student and adapts level over time
Follows school and program discipline plan
Follows individual behavior plans such as behavior support plans (BSP), contracts, point
systems, etc.
Uses a broad range of behavior intervention strategies, including those that reinforce
positive behaviors
Consistent with supervisor’s direction, collects and maintains accurate, objective data
collection
Adapts to individual classroom environment
 WELCOME!
PARA COHORT
MARCH 13, 2018
Janet Williamson
Jennifer Blanchette
 AGENDA
● Share a high from last week
● Paraeducator Survival Guide
● Address “Tip Jar” questions/comments
○ Confidentiality
○ How to organize the information you are
given about a student
○ How to access more!
● Competencies (READING)
● Wrap UP- TIP JAR
 Professionalism / Collaboration / Communication
Cluster 1: Core Competencies # 7 and #8

Demonstrates positive, professional relationships with students

Demonstrates positive, professional relationships with supervisor and peers
Uses proper channels to communicate with IEP managers, administrators, parents and
colleagues
Adheres to district policy with regards to private student information
Demonstrates initiative and assumes responsibility for regular job duties
Demonstrates punctuality
Number of absences that exceed those allowed in contract:
Demonstrates productive use of time; time on task, flexibility, cooperative, and
hard-working attitude
Health History and Family Background? Privacy

Adheres to district policy with regards to private student information

▪ Acts in a confidential manner with all personal student information
▪ Does not talk about any student’s personal information in the lunch room, hallway,
staff lounge, community, etc…
▪ If asked by someone besides the classroom teacher regarding a student, does not
disclose or volunteer information
▪ Does not use the student’s name in conversation with other staff in front of students
▪ In writing notes for IEP managers, uses student initials
How do we provide other info to paras that are
not in Accommodation page?
Create a document

Student Triggers Helpful tips to move communicate?

forward

Sensitive topics Goal for classroom-A or B Home life-will this affect

school
work-homework/concentrat
ion at school/ tired-why?

Disability area likes/don’t like

 Dessert and Discussion
Use the ACCOMMODATIONS page and example to determine:

What does the student need to be successful to complete this work?

Questions: Do I need to change the working Format

Do I need to change setting/environment in the classroom?

Do I need to Pre-teach or tools/materials?

Do you need or student need more instruction on? Who do you go to?
Set up POST IT NOTE

Format Environment

Tools/materials Need more of…..

 Todays Wrap Up
TIP JAR-- What do you NEED more of (PD?) to help students in the classroom?

See you on April 4, Wednesday!

AGENDA
● Proper Channels to Communication
● How to reinforce Positive behaviors
● Paras collection student information - paper file and electronic
ideas
● Para Professional Newsletter-discussion

● Wrap UP- reflection question

 Proper Channel of Communication
How would you handle the following situation…

You are providing support in the general education classroom for Sally.
The teacher announces that the students will be taking a quiz. Sally’s IEP
indicates that assessments should be taken in a small group or
individualized environment to reduce distractions and anxiety. You let the
teacher know that you will be taking Sally to the resource room for the
quiz. The teacher responds by telling you that it will take too long to
leave the room and take the quiz. She thinks Sally should take it with her
peers.

WHAT DO YOU DO?

WHO DO YOU CONSULT WITH?

 Incentives/verbal Increase Positive Behavior

● Incentive Charts
● Using Sticky Note
● If - Then Statements
● Stickers
● Target Word - example “BLURT”
Organizational System of student info?
Para/Email/Google

PICS of systems

Email File Folders

Google drive-folder
Para Professional Newsletter-discussion

Go to INSIDER-
WRAP UP
Para Competencies

1. Name three ‘look fors’ during your evaluation (core competencies) ?

2. Name two tips on how this training/discussion has increased your
understanding of working collaboratively with the students IEP team?
3. What is YOUR NUMBER ONE IDEA of what you NEED to KNOW before
you are asked to work with students on an IEP that is not in the
accommodations?
4. What question(s) do you still have in regards to the district
paraprofessional evaluation?
5. Please provide at least two training ideas, that you feel will increase
your effectiveness of working with unique learners?
 THANK YOU FOR
YOUR COMMITMENT
TO LEARNING MORE!

YOU ARE VALUABLE

PART TO A TEAM!