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2005 Uniform Needs Assessment Data

2005 Uniform Needs Assessment Data. University of South Florida Regional Partnership. ESE Personal Survey. 2005: 620 ESE personnel surveys 2004 Estimated # of ESE personal in USF Region: 6,314. Estimated 2005 USF PDP Regional Response Rate. Current positions of Personnel.

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2005 Uniform Needs Assessment Data

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  1. 2005 Uniform Needs Assessment Data University of South Florida Regional Partnership

  2. ESE Personal Survey • 2005: 620 ESE personnel surveys • 2004 Estimated # of ESE personal in USF Region: 6,314

  3. Estimated 2005 USF PDPRegional Response Rate

  4. Current positions of Personnel

  5. Primary certification of personnel

  6. How Personnel met requirements for Florida Certification

  7. Experience of personnel • Range from 0 to 39 years • 3 years was the mode response but only 6% of the total • 111 ( 19%) Beginning personnel (3 years and less) • 509 ( 81%) Veteran personnel (more than 3 years)

  8. Additional certification/endorsement to meet requirements of NCLB • 12 percent (73) need additional certification or endorsement • Primary areas include • Secondary Subject Area • ESE K-12 • ESOL • Plan to meet requirements: • Course by course (41%) • Test only (29%) • Alternative route (19%)

  9. Grade Levels taught or provide related services

  10. Top 10 professional development needs of personnel surveyed • Designing and implementing behavior management programs/strategies for ESE students • Developing the social skills of ESE students with varying needs • Managing your time effectively: time management, scheduling, organizational skills, stress management • Understanding student learning styles/brain compatible instruction • Using technology to support instruction/provide services • Understanding and using assistive technology

  11. Top 10 professional development needs of personnel surveyed (continued) • Collaborating/coordinating instructional and support programs and services for ESE students with other professional/community partners • Developing and implementing inclusive practices to ensure ESE students’ access to general education curriculum • Completing the Matrix of Services • Using data-based decision-making to guide instruction/services

  12. Top 5 concerns about position • Time available to complete paperwork (72%) • Salary and benefits (71%) • Time for collaborative planning and instruction (64%) • Level of school/building support for special education/student support services (52%) • Teacher-student ratio (51%)

  13. Retention of teachers and related services personnel

  14. ESE Paraprofessional Survey • 2005: 49 paraprofessional surveys • Estimate of paraprofessional in USF Region = 3,273

  15. Paraprofessional : Grade Level assignment

  16. Primary exceptionality of students

  17. Major settings • 75% of paraprofessionals work in one of the three settings: • Self Contained Classroom (37%) • General Education Classroom/Inclusion Classroom (24%) • ESE Resource Classroom (14%)

  18. Level of Education

  19. Experience of paraprofessionals • 5.5 Average years of teaching • Range from 1 up to 21 • 1 yr was mode response, 31% of total • 26 (53%) Beginning paraprofessionals (less than 3 yrs.) • 23 (47%) Veteran paraprofessionals (more than 3 yrs.)

  20. Top 10 professional development needs of surveyed paraprofessionals • Knowing what to do in medical emergencies • Understanding and using behavior management programs of ESE students • Developing the social skills of ESE students with varying needs • Using effective math instruction with ESE students • Using effective reading instruction with ESE students • Using accommodations and modifications for ESE students • Understanding Disabilities • Using Technology to support instruction • Understanding secondary transition programs/skills for future employment and independent living of students • Using inclusive practices to ensure ESE students access to general education curriculum

  21. Preferred times and delivery methods for training • Preferred Times • Release Time During School Day (55%) • After School (27%) • Saturdays/Weekends with pay (20%) • Preferred delivery methods • On-Line Courses (31%) • Small Group Training/Single Day Workshop (29%) • Consultation/Mentoring (12%)

  22. Retention of paras and career plans

  23. Top 5 concerns about position • Time available to plan with teachers and other para-educators/Tas (55%) • Being able to participate in the professional development opportunities you want (53%) • Administrative understanding and support of ESE (49%) • Number of students in you class or caseload (47%) • Appropriate materials and supplies for your students in good supply (45%)

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