paraeducator professional development · pdf file · 2017-12-05each scholar: a...

EACH SCHOLAR: A VOICE. A DREAM. A BRIGHT FUTURE.

3PILLAR 3 EFFEC T I V E , C A R ING, CULT UR A L LY COMPE T ENT T E ACHERS, L E A DERS A ND S TA FF

PAR AEDUC ATOR PROFESSIONAL DE VELOPMENT WINTER 2018

Hello Team

Federal Way,

We are excited to offer you a robust

set of professional development

offerings to support each of you

in your efforts to accomplish our

collective goals within the strategic

plan. We know how important

professional learning is in building

our capacity as educators. If we

are to see scholar learning and by

extension academic achievement

improve, we must sharpen our skills,

knowledge, and overall instructional

practice. With high expectations,

we must provide support, and our

commitment to comprehensive

professional development is one

example of the support we will

continue to provide to our staff.

In partnership,

Tammy

Every student scholar will enter kindergarten ready to learn with the

social-emotional skills that will propel each scholar to meet or exceed grade level

standards in English Language Arts (ELA) and Mathematics by the end of 3rd grade.

Every student scholar will be empowered and prepared to develop personal responsibility in order to be

positive, productive members of society.

Every student scholar will be empowered with ownership of their

education and be fully engaged in becoming critical and creative thinkers.

PERSISTENCE TO GRADUATION: HIGH SCHOOL GRADUATION

THROUGH SUCCESSFUL

TRANSITIONS

CONTENT-AREA COMPETENCE: MASTERY OF

ALL SUBJECTS

WHOLE CHILD: THRIVING,

CONFIDENT, RESPONSIBLE INDIVIDUALS

THE EARLY YEARS: BUILDING THEFOUNDATION

OUR STRATEGIC GOALS

Every student scholar will successfully navigate the critical transitions in their schooling, and will graduate from high

school ready for college, career, and post-secondary experiences.

three

five

four

two

one

ACTIVE LEARNERS: ENGAGED,

EMPOWEREDCRITICAL

THINKERS

PILLAR 3

Effective, caring, culturally competent teachers, leaders and staff

Our third Pillar focuses on

INVESTING IN PEOPLE. It emphasizes the importance of attracting, developing, and retaining talented and committed staff in every part of our school system, so that Federal Way Public Schools is the place where great talent chooses to work. We will establish clear standards of professional practice and accountability, and we will provide opportunities for differentiated continuous learning for teachers, leaders, and staff.

3Every student scholar

will receive equitable opportunity for success, and will meet or exceed

standards of performance in all subjects by the end of each grade.

TAB LE o f CONTENTS

Investing Peoplein

PARAEDUCATOR PROFESS IONAL DEVELOPMENT WINTER 2018

How PD is Offered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Required Training versus Staff Development. . . . . . . . . . . . . . 4

Pay for Professional Development . . . . . . . . . . . . . . . . . . . . . . . . 4

Calendar: Monthly Overview of Classes . . . . . . . . . . . . . . . . . . . . 5

Course Catalogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Behavior Management (Social/Emotional Learning) . . . . . . . . 7

Differentiation & ELL Strategies . . . . . . . . . . . . . . . . . . . . . . . . 8

Small Group & Instructional Support . . . . . . . . . . . . . . . . . . . 9

First Aid & CPR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Grow Your Own (GYO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Registering for Classes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

PAY F OR P ROF E S S ION A L DE V ELOP MEN T P ER P SE COL L E C T I V E BA RGA IN ING AGR EE MEN T

Article XIV: Staff Development

• The district will guarantee, as a minimum, an equivalent of three (3) days of the employee’s regularly scheduled shift, which is on record as of the November payroll for staff development. Employees hired after November 15 shall have their regularly scheduled shift defined by their schedule as of the date of hire for the remainder of that year. Employees hired after November 15 shall have the number of staff development hours pro-rated to reflect the proportion of the work year remaining. The district shall annually establish a uniform cutoff date for completion of staff development hours that are applicable to be paid based on a given school year’s minimum guarantee for such hours. Any staff development hours completed after this date will be considered for credit toward the subsequent school year. (Section 14.2)

• Paraeducators will utilize staff development hours provided in Section 14.2. for taking workshops outside their workday to meet the needs of scholars in the paraeducator’s current assignment. Time spent in required training that has been approved by the paraeducator’s supervisor will be compensated at the employee’s base hourly rate. (Section 14.5.3)

• Required training is separate and distinct from staff development hours in Section 14.2 (Section 14.5.3)

HOW PROFESS IONAL DEVELOPMENT I S OFFERED

Required Training versus Staff Development

This catalogue contains information about

trainings being offered to support paraeducator

staff development. Each session will identify if

the training is required for a specific audience

or if it can be accessed for staff development.

PARAEDUCATOR PROFESS IONAL DEVELOPMENT

FEDERAL WAY PUBLIC SCHOOLS Investing in People WINTER 201844


M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y S A T U R D A Y

JANU

ARY 1 2 3 4 5 6

Right Response (Initial)

Session 1, Day 1

8 9 10 11 12 1315 16 17 18 19 20


Session 1, Day 2

22 23 24 25 26 27Basics of PBIS & De-escalation

Differentiation Strategies for All Scholars

K–12: Using IRLA to Support Scholar Reading Achievement

K–8: Using Number Sense Guides

29 30 31American Heart CPR/First Aid

American Heart CPR/First Aid

FEBR

UARY 1 2 3

5 6 7 8 9 1012 13 14 15 16 17


Session 2, Day 1

19 20 21 22 23 24Right Response (Initial)

Session 2 Day 2

26 27 28

PARAEDUCATOR PROFESS IONAL DEVELOPMENT CALENDAR WINTER 2018


APRI

L 2 3 4 5 6 79 19 11 12 13 1416 17 18 19 20 2123 24 25 26 27 28


Session 3, Day 1

30

MAY 1 2 3 4 5


Session 3, Day 2

7 8 9 10 11 1214 15 16 17 18 1921 22 23 24 25 2628 29 30 31

PARAEDUCATOR PROFESS IONAL DEVELOPMENT CALENDAR WINTER 2018

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y S A T U R D A Y

MARC

H 1 2 35 6 7 8 9 10

Basics of PBIS & De-escalation

Differentiation Strategies for All Scholars

12 13 14 15 16 17American Heart CPR/First Aid

American Heart CPR/First Aid

19 20 21 22 23 2426 27 28 29 30 31


C O U R S E T I T L E RIGHT RESPONSE (INITIAL)

SUBJECT/LEVEL Student Support Services

INSTRUCTOR Jane Murphy

INTENDED AUDIENCE Required for special education teachers and para educators in self-contained programs and Elementary RSP teachers; optional for all other staff

CLASS SIZE 40 for each 2 day session

DATE | TIME | LOCATION Session 1: January 6 & 20 or Session 2: March 17 & 24Session 3: April 28 & May 5 8 am–3:30 pm | Silver Lake Elementary

COURSE DESCRIPTION Participants in this workshop will review the cycle of risk management and response. This process includes a large focus on prevention strategies as well as de-escalation techniques. Post-crisis follow-up is also a necessary task of risk management and response. The ethical consideration and use of physical intervention is also taught for use as a last resort in order to maintain safety. The focus of this workshop will be on avoiding the need for the use of physical safety techniques in order to manage risk safely and effectively. This training is required for special education staff within self-contained classroom settings.

ALIGNMENT TO STRATEGIC PLAN

Goal 2

COMPENSATION Required

C O U R S E T I T L E BASICS OF PBIS & DE-ESCALATION


INSTRUCTOR Greg Perkins

INTENDED AUDIENCE Elementary paraeducators

CLASS SIZE 40

DATE | TIME | LOCATION January 26 | 9:30-11:30 am & 12:30-2:30 pm ESC Room 104March 9 | 9:30-11:30 am & 12:30-2:30 pm | TDC 7/8

COURSE DESCRIPTION During these day long sessions para educators will receive a review of basic PBIS principals during the morning session and a review of basic de-escalation strategies in the afternoon session. PBIS basics includes active supervision for paraeducators, primarily for non-classroom settings, such as the cafeteria and playground, and strategies for encouraging positive engagement of scholars across the school settings. During the afternoon sessions paraeducators will receive a review of childhood trauma in the form of ACES and a basic training on the foundational principals of de-escalation.


Goal 2: The Whole ChildPillars 2 & 3

C O U R S E T I T L E RIGHT RESPONSE (RE-CERTIFICATION)


INSTRUCTOR Jane Murphy

INTENDED AUDIENCE Required for special education teachers and para educators in self-contained programs and Elementary RSP teachers; optional for all other staff

CLASS SIZE 40 for each day session

DATE | TIME | LOCATION By invitation only | 8 am–3:30 pm | ESC Room 104

COURSE DESCRIPTION Participants in this workshop will review the cycle of risk management and response. This process includes a large focus on prevention strategies as well as de-escalation techniques. Post-crisis follow-up is also a necessary task of risk management and response. The ethical consideration and use of physical intervention is also taught for use as a last resort in order to maintain safety. The focus of this workshop will be on avoiding the need for the use of physical safety techniques in order to manage risk safely and effectively. This training is required for special education staff within self-contained classroom settings.


Goal 2

COMPENSATION Required

BEHAVIOR MANAGEMENT (SOCIAL EMOTIONAL LEARNING)


C O U R S E T I T L E DIFFERENTIATION STRATEGIES FOR ALL SCHOLARS

SUBJECT/LEVEL English Language Learners / Differentiation

INSTRUCTOR ELL TOSA

INTENDED AUDIENCE K-12 paraeducators

CLASS SIZE 20

DATE | TIME | LOCATION January 26 | 8-9:30 am | ESC Room 104March 9 | 1-2:30 pm | ESC Room 226

COURSE DESCRIPTION Instructional routines and strategies to support and scaffold learning and instruction for scholars. During this session, we will focus on learning and practicing techniques that can support scholars’ development of academic language and process academic content.


Goal 4: The Mastery of All Subjects Pillars 2 & 3

COMPENSATION Staff Development Option

DIFFERENTIATION & ELL STRATEGIES


C O U R S E T I T L E K–12: USING IRLA TO SUPPORT SCHOLAR READING ACHIEVEMENT

SUBJECT/LEVEL Teaching for Learning

INSTRUCTOR Julie Mulyarchuk and Tami Smith

INTENDED AUDIENCE Recommended for para educators working with scholars on reading skills in a one-on-one or small group setting

CLASS SIZE 25

DATE | TIME | LOCATION January 26 | 11:30 am–1:30 pm | ESC Room 226

COURSE DESCRIPTION Participants in this workshop will learn about the IRLA leveling system. They will learn how to teach power goals in a one-on-one or small group setting. They will learn about motivating scholars to increase reading time and achievement.


Goals 1 & 4


C O U R S E T I T L E K–5: USING NUMBER SENSE GUIDES AS A RESOURCE FOR SMALL GROUP MATH INSTRUCTION

SUBJECT/LEVEL Teaching for Learning

INSTRUCTOR Annie Mosich and Kimberly Tarnowieckyi

INTENDED AUDIENCE Recommended for para educators working with scholars on math fluency skills in a one-on-one or small group setting

CLASS SIZE 40

DATE | TIME | LOCATION January 26 | 1:45–3:45 pm | ESC Room 226

COURSE DESCRIPTION Participants in this workshop will learn about strategies for building scholar’s understanding of number sense. Understanding number sense and using small group strategies to build number sense directly impacts scholars’ math fluency skills. This is a repeat session from the November course.


Goals 1 & 4


SMALL GROUP & INSTRUCTIONAL SUPPORT


C O U R S E T I T L E AMERICAN HEART CPR/FIRST AID

INSTRUCTOR Sherry Stewart

INTENDED AUDIENCE All FWPS staff

CLASS SIZE 40

DATE | TIME | LOCATION January 29 & 31 | 4:30-9 pm | ESC March 12 & 14 | 4:30-9 pm | ESC

COURSE DESCRIPTION This is a certified class of American Heart CPR/First Aid.This class will meet the requirements of the American Heart Association Certification Program. Participants will learn CPR/AED and optional Infant CPR. To become certified, you must attend both classes. Note: Occasionally, there is a room conflict and the dates of the class will need to change. You will receive an email altering you of any changes.There is a $25 fee that must be paid one week prior to class, no payments accepted at class. Fee can be paid my check or money order only, payable at the ESC/TFL.


Goal 2: The Whole ChildPillars 2 & 3


FIRST AID & CPR


C O U R S E T I T L E GROW YOUR OWN (GYO) TEACHER CERTIFICATION SUPPORT

COURSE DESCRIPTION Are you interested in becoming a future teacher for the Scholars of Federal Way School District? The following URL below will provide the options for you to attend the next informational meeting. https://booknow.appointment-plus.com/y7e0jgzk/The GYO program hopes to reduce teacher shortage and to create a diverse and skilled teacher corps by advising and encouraging talented people like you. There are a variety of alternative routes to teaching. GYO hopes to assist high school students, current paraeducators and other district employees, as well as career changers and others who have the interest to make a difference. For more information, contact Mary Ann Yamaguchi at [email protected]

GROW YOUR OWN (GYO) TEACHER CERTIFICATION SUPPORT


1. The link to the Continuous Learning Center is http://clc.fwps.org

2. To display a list of courses, select “Search for Courses” at the top left.

3. Navigate our webpage and look over the course offerings. When you are ready to register for a class, you MUST first set up a CLC account. The easiest way to do this is to first select the course you would like to take; then click on the button that says “GO TO CHECKOUT”.

4. When you see this page, select “Create a new account”.

5. Supply the information requested on the page as shown below to set up your account.

6. You should receive a confirmation email that verifies that your registration for the course was successful.

7. NOTE: For certificated substitutes, the CLC site is also where you will be able to access your FWPS Clock Hour transcript listing courses for which you have purchased clock hours from FWPS.

8. If you need assistance, contact Cheryl Jones: [email protected] or 253.945.2130

REGISTER ING FOR CLASSES ON THE CLC


FREQUENTLY ASKED QUEST IONS

Q: Who can access Right Response?

A: Paraprofessionals working in special education positions that require Right Response as part of their position. These positions include: preschool, ETP, elementary RSP, ACP, SEB and FCP, & secondary FCP. If you are working in another paraprofessional position and you wish to attend Right response, please work with your direct supervisor to add it to your staff development plan.

Q: What courses can/should I take?

A: Your staff development plan should be established with your principal or direct supervisor in accordance to your CBA prior to registering for classes.

Q: How am I paid when the course is outside my contracted daily hours?

A: If you attend a course that is outside your contracted daily hours, you may use your staff development time.

Q: How am I paid if I go over CBA contracted hours?

A: In the event you have planned your staff development course offerings with your principal and would like to take a course that will exceed your hours (for example, you have one hour of staff development available and would like to take a two hour course) you will need to contact TFL for approval

Q: How do you I notify TFL if I am going to exceed my CBA contracted hours for staff development?

A: After making your staff development plan with your supervisory and you see you will be over your hours, email Tiffany Johnson ([email protected]), cc’ing your principal/direct supervisor. Include the following information:

1. Include the phrase ‘Para PD’ within the subject line2. The course title that will place you over your hours3. The number of hours you will be exceeding

paraeducator professional development · pdf file · 2017-12-05each scholar: a...

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