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SRBI Overview for Paraprofessionals

SRBI Overview for Paraprofessionals. December 13,2012 Middletown Paraprofessionals Middletown Board of Education Office. Activity. True/False: All paraprofessionals must meet the NCLB requirement.

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SRBI Overview for Paraprofessionals

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  1. SRBI Overview for Paraprofessionals December 13,2012 Middletown Paraprofessionals Middletown Board of Education Office

  2. Activity True/False: • All paraprofessionals must meet the NCLB requirement. • There is research that shows a positive relationship between paraprofessionals and student achievement. • A paraprofessional can serve in an in school suspension room if they are not certified. • Paraprofessionals should not be allowed to see a student’s IEP. • Teachers are the paraprofessional’s supervisor. • The State of Connecticut has a certification program for paraprofessionals.

  3. State Goals in regards to Paraprofessionals Focus on: The importance of paraprofessionals as part of the education team Appropriate use of paraprofessionals Level of training necessary for paraprofessionals Supervision and evaluation Level of training necessary for supervising personnel.

  4. Paraprofessional Study The Legislative Program Review and Investigations Committee authorized a study of paraprofessionals in April 2006. The study focused on whether Connecticut should establish minimum standards for public school paraprofessionals who perform instructional tasks for students in kindergarten through twelfth grade (K-12). Findings and recommendations were made in several areas affecting paraprofessionals with instructional responsibilities. The full report can be downloaded at: www.cga.ct.gov/2006/pridata/Studies/School_Paraprofessionals_Final_Report.htm.

  5. Legislative Program Review and Investigations Committee Recommendations The State Department of Education (SDE) should encourage all local public school districts to provide training to teachers, particularly new teachers at the beginning of each school year, on the role and effective use of instructional paraprofessionals. The department should also encourage school districts to develop intradistrict methods and strategies whereby paraprofessionals, teachers and administrators periodically discuss issues or concerns involving the use of paraprofessionals in providing effective student instruction.

  6. Connecticut Paraprofessional Legislation Sec. 10-155j. Development of paraprofessionals. The Department of Education, through the State Education Resource Center and within available appropriations for such purposes, shall promote and encourage professional development activities for school paraprofessionals with instructional responsibilities. Such activities may include, but shall not be limited to, providing local and regional boards of education with training modules and curricula for professional development for paraprofessionals and assisting boards of education in the effective use of paraprofessionals and the development of strategies to improve communication between teachers and paraprofessionals in the provision of effective student instruction.

  7. Connecticut Paraprofessional Legislation Sec. 10-155k. School Paraprofessional Advisory Council. The Commissioner of Education shall establish a School Paraprofessional Advisory Council consisting of one representative from each statewide bargaining representative organization that represents school paraprofessionals with instructional responsibilities. The council shall advise, at least quarterly, the Commissioner of Education or the commissioner's designee, of the needs for the training of such paraprofessionals. The council shall report, at least quarterly, in accordance with the provisions of section 11-4a, on the recommendations given to the commissioner, of the commissioner’s designee, pursuant to the provisions of this section, to the joint standing committee of the General Assembly having cognizance of matters relating to education.

  8. Connecticut Paraprofessional Legislation Sec. 2008 of PA 07-3 of the June Special Session. No later than December 1, 2008, the department shall report and make recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education concerning professional development for paraprofessionals and the status and future of school paraprofessionals with instructional responsibilities.

  9. Connecticut’s Working Definition “A paraprofessional is an employee who assists teachers and/or other professional educators or therapists in the delivery of instructional and related services to students. The paraprofessional works under the direct supervision of the teacher or other certified or licensed professional. The ultimate responsibility for the design, implementation and evaluation of instructional programs, including assessment of student progress, is a collaborative effort of certified and licensed staff.” -Connecticut Guidelines for Training and Support of Paraprofessionals, pg. 7.

  10. What We Know About SRBI? • What are you hearing? • What are you seeing? • What are you saying?

  11. Scientific Research-Based Interventions (SRBI) • Framework for teaching and learning • Multiple levels of support • Not a pre-referral process • Focus on academic and social-emotional growth I Tiers of Instruction

  12. SRBI Framework Tier 1 Instruction • Curriculum that is standards-based and culturally relevant • Focus on effectiveness of universal practices and quality of school climate • Assessment of and for learning to inform instruction and to improve student achievement Tier I

  13. SRBI Framework Tier II Instruction • Targeted intervention plan • Small group (1:6) and short term (8-20 weeks) • Weekly progress monitoring • Supplemental to Tier I Tier II

  14. SRBI Framework Tier III Instruction • Intensive intervention plan • Small group (1:3) and short term (8-20 weeks) • Progress monitoring 2x/week • Supplemental to Tier 1 Tier III

  15. Assessment Instruction SRBI Framework for Student Achievement Strategic Decision-Making

  16. Teacher-Paraprofessional Collaboration Collaboration among all school staff ensures positive learning experiences and outcomes for struggling students whose needs are identified early.

  17. Paraprofessional Assistance Current Roles • Student Safety • Assessment Support • Classroom Support

  18. Possible Roles for Paraprofessionals • Entering assessment data into management system • Serving as member of intervention team • Collaborating with teachers to provide support for students • Implementing interventions • Participating in school-wide professional development

  19. Possible Roles for Paraprofessionals Paraprofessionals and support staff can be a valuable part of SRBI teams by: • Assisting classroom teachers and special educators with screening • Assisting teachers with benchmarking and progress monitoring assessments • Recording observations of behavior and learning strategies

  20. Shared Responsibility • Problem solving process • Collaboration strategies • Communication skills

  21. Activity Where do these possible roles fit into the six primary areas of responsibilities for paraprofessionals?

  22. Additional Information CSDE Paraprofessional Information and Resources page: www.ct.gov/sde/para-cali. CSDE SRBI page: www.ct.gov/sde/SRBI Iris White, Education Consultant, 860-713-6794, e-mail: iris.white@ct.gov

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