Utah Special Education Paraeducator Handbook - Granite School ...

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D. Demonstrate the ability to record relevant information/data about learners You may be asked to keep records or monitor the progress of a student. Most teachers have a progress monitoring system in place. If you are to perform this task, ask the teacher for training on their specific data collection procedures. Data you collect may come in many forms. It could be tally marks for academic responses on a piece of paper, timed observations during math facts, or recording assessment scores. Teachers may also use spreadsheets or grading programs to summarize the data. If you are not sure how to use these programs, ask for assistance. You will probably be asked to monitor student progress using scores on curriculum based assessments (CBAs) or curriculum based measurements (CBMs). (See Competency E below.) You may be asked to grade student performance on CBAs or CBMs, then record the grade/score on a score sheet. Some teachers graph student performance as seen in the example of Jan’s Graph. You may need to use line graphs. This means you will need to plot student performance on a chart and connect lines representing student progress. Again, ask your teacher for assistance if you are not clear about charting and graphing procedures. E. Organize materials and be prepared to support learning and the instructional process Like any job, organization is a key to success in teaching. If teaching materials are not ready and organized before a lesson, valuable instruction time can be lost. Typically, students with disabilities are already behind academically and cannot afford to miss any instructional time. You may be asked to prepare lesson materials. Again, this does not mean you should write lesson plans. However, you may need to copy lesson materials, organize supplies, and make sure everything is ready before teaching begins. Be sure you know how to use the copy machine, where to get supplies, and where the teacher keeps instructional materials before you begin assisting in instruction. If you don’t know these things, ask your supervising teacher. Section 2: Supporting Competencies F. Demonstrate the ability to use assessment instruments specified by supervisor to document and maintain data If you are a paraeducator working in a Title I school or with students who are English Language Learners, you may be part of a team working in a Response To Intervention (RTI) model. In Utah our RTI model uses a three-tier model of instruction. In this three-tier model, assessment and intervention are blended Utah Paraeducator Handbook Page 10
to maximize student achievement. Students identified as at risk for poor learning outcomes are placed in tiers that provide more intensive instruction. Assessment is a key component of this model. Student placement and student progress are determined using assessments. Usually these take the form of curriculum based assessments (CBAs) or curriculum based measurements (CBMs). CBAs or CBMs use course content to assess student knowledge and skills. For more information on Utah’s three-tier model go to: Reading: http://www.schools.utah.gov/sars/servicesinfo/pdfs/3-tierread.pdf. Math: http://www.schools.utah.gov/curr/math/sec/documents/Utah%27s%203%20Tier%20Model%20of%20 Mathematics%20Instruction%20for%20web.pdf. If you are a paraeducator in special education, you may be asked to work with students receiving individualized services. Each Special Education student has a written Individualized Education Plan (IEP), which outlines a student’s goals. We record data to monitor student progress towards these IEP goals. Data is usually in the form of scores on assessments (tests). Assessments used for monitoring progress towards IEP goals are usually curriculum based assessments (CBAs) or curriculum based measurements (CBMs). CBAs or CBMs are tests based on the curriculum; they use course content to assess student knowledge and skills. In any of these situations, you may be asked to give students CBAs /CBMs. If so, make sure you follow the testing procedures given to you by the teacher. The point of these assessments is to find out what the students know (or can do) WITHOUT ANY ASSISTANCE. Helping the students with the answers is NOT allowed – including providing hints and prompts. You may also have to score these tests and place the scores in a data monitoring system such as those described previously in Competency C. G. Demonstrate the ability to use strategies to facilitate effective integration into various settings (e.g., libraries, computer labs, learning centers, playgrounds, community, and assorted modes of transportation) You may be asked to help get students ready to move to settings outside the special education classroom. Before we discuss what this entails we need to define some terminology. Transition: Movement from one situation to another. For example: small children transition from pre-school to elementary or, from one activity to another in elementary students, transition from lunch to recess in secondary school, students transition from one class period to the next after high school, students transition from school to work life. Utah Paraeducator Handbook Page 11
Page 1 and 2: Utah Paraeducator Handbook
Page 3: Utah Paraeducator Handbook Handbook
Page 7 and 8: Table of Contents Introduction ....
Page 9 and 10: Introduction If you are reading thi
Page 11 and 12: Utah Standards for Instructional Pa
Page 13 and 14: Standard 1 Support instructional op
Page 15 and 16: cycle (lesson plan) which gives stu
Page 17: To conduct Choral Responding you ne
Page 21 and 22: with any precision, especially stud
Page 23 and 24: Standard 2 Demonstrate professional
Page 25 and 26: 2. Omitting information - that is,
Page 27 and 28: Your job description tells you what
Page 29 and 30: You should avoid: being on sch
Page 31 and 32: the cabinet and review a student’
Page 33 and 34: D. Have a positive attitude and con
Page 35 and 36: Ten Steps Toward Cultural Sensitivi
Page 37 and 38: Wash your hands after coming into c
Page 39 and 40: Lockdowns are commonly used to prot
Page 41 and 42: Standard 3 Support a positive learn
Page 43 and 44: Antecedent Behavior Consequence For
Page 45 and 46: To be effective, praise should be:
Page 47 and 48: frustrations, anger, or fears. Your
Page 49 and 50: 1. " (Name) (Direction please." 2.
Page 51 and 52: G. Assist in monitoring learners an
Page 53 and 54: Standard 4 Communicate effectively
Page 55 and 56: Section 2: Supporting Competencies:
Page 57 and 58: Typically, the chain of command wou
Page 59 and 60: agency, a coworker, or a member of
Page 61 and 62: Community Relationships Depending o
Page 63 and 64: References Americans with Disabilit
Page 65 and 66: Appendix Utah Paraeducator Handbook
Page 67 and 68: ED or BD ELL ESY FAPE FERPA File Ho
Page 69 and 70:
SID Special Education SPED/LEP SSI
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That said, here is some information
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Emotional Disturbance These student
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Speech-Language Impairment This cla
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Teach organizational skills. Allow
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Responsibilities Matrix for Paraedu
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Supervisor/Administrator's Self Eva
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Center on Personnel Studies in Spec
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