Teacher Assistant Professional

Development DayYour Role as a Communicator

Tara Hatch, Glendia Cloutier

October 20, 2014

Tools of the Trade

Paraprofessionals:

Presented by: Tara Hatch & Glendia CloutierStaffing Specialists

Lake County Schools

Vision Statement

• A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 

Mission Statement

• The mission of the Lake County Schools is to provide every student with individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Common Board ConfigurationDate:10/20/14

Benchmarks:

Bell Ringer:Para Pre-Test

Essential Question:How does my role in the classroom increase student achievement.

Common Language:IEP, IDEA, FERPA, FUBA-BIP, PBS

Objective:To increase Para Educators’ understanding of their roles and responsibilities within working relationships.

Agenda: Gradual Release

I DO

WE DO

YOU DO

Summarizing Activity: Answer to pre-test/Parking Lot

Next Steps:To initiate dialogue, build relationships and to gain deeper understanding.

Learning Goals:Para Educators will engage in mutual conversations with their teacher(s) about approiate Role, Responsibility and Relationships

Lake County Schools College and Career Readiness

Instructional FrameworkKey Performance

IndicatorsSchool

Improvement Plan

Florida Standards

Professional Learning

Community

FCIM MTSS LESSON STUDY

Personalized Learning

Desired Student Outcomes

Statement of Work

Content Cultural Behavior

Process Interventions Capacity Building

Autonomy of Learning

1.Increase proficiency rates on FLKRS/ECHOES & FAIR (PreK - 2nd grade) 2.Increase proficiency rates on ELA and Math FL Standards Assessment3.Increase proficiency rates on FCAT 2.0 Science4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification)6. Increase participationand performance on PERT, SAT and ACT7. Increase AMOpercentages for allsubgroups (Achievement Gap)8. Increase the graduation rate9. Increase attendance rate10. Decrease disciplinary infractions

The School Improvement Plan (SIP) is the written plan of how we will reach our goals each year. The critical elements include:Organize:Stakeholders plan and assess needs based on data.Plan:Stakeholders set goals and objectives, identify strategies and measures of success.Implement:Implement activities and monitor progress.Sustain:Identify success of current plan, evaluate and adjust to sustain growth.

Florida Standards are a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These standards outline what a student should know and be able to do at the end of each grade. 6 Key Elements for Instruction:1. Knowledge and Use of Florida Standards2. Common and Collaborative Planning Time3. Interdisciplinary Content Integration4. Frequency of Project-Based Learning5. Student Collaboration6. Integrated Technology

The guiding principles of Professional Learning Communities (PLC) govern the behavior of our school professionals. The big ideas are:

Focus on Learning: All students can learn and we are responsible to ensure learning occurs.Focus on Collaborative Culture: Time is specifically reserved for collaboration on teaching and learning.Focus on Results:Effectiveness is measured by results, not intent.

The Florida’s Continuous Improvement Model (FCIM) is a systematic process for planning, teaching, assessing and re-evaluating results. It is the road map that directs our actions. Plan Do Check Act

Multi-Tiered System of Supports is a problem solving model that represents the integration of MTSS for academics and MTSS for behavior into a unified model of service. The basic problem-solving components include:1. Problem Identification2. Problem Analysis3. Intervention Design4. Response to Instruction/ Intervention

Lesson Study provides a structure for teachers to collaboratively plan lessons share, observe, record and analyze data to improve instruction. The key concepts are:1. Collaborative Planning2. Lesson Observation by Teachers3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior4. Reflection, Refinement and Re-teaching as Necessary

Personalized Learning (PL) is a system that cultivates independence and self-governance of learning expectations through the expansion of choice and inclusion of voice in a flexible learning environment.PL Key Elements:1. Student-directed Learning2.Learner Profiles and Paths 3. Competency-based Learning4. Flexible Learning Environments5. Structures of Accountability, Continuous Improvement and Innovation

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

“If the only tool you haveis a hammer, every problembegins to look like a nail.”By: Abraham Maslow

Welcome to E.S.E.

• Codes!

• Codes!

• Codes!• It starts with IDEA

Professionalism and Ethical Practices

• Confidentiality

• Accepting responsibilities

• Relationships with students and families

• Relationships with teachers

• Relationships with the school

Job Goal!

• To efficiently and effectively assist in providing a well organized, smoothly functioning

program in special education while working under the supervision of a supervising teacher.

The Role of a Paraprofessional

Providing services under the direction ofa teacher or other licensed staff member:

• Provide instructional support•Assist with positive behavioral support•Work with individuals or small groups•Supervise and monitor students in common areas outside of the classroom

Differentiating Between Roles!!

Teacher• Plans lesson and activity and

modifies for individual needs

• Administers all assessments

• Gives instruction for entire group, small groups and individuals

• Plans positive behavioral supports

• Meets and communicates with parents

• Arranges schedule for conferences, shares goals, and philosophy with paraprofessional, organizes job duties for the paraprofessional.

Para- Educator• Implements plans under the direct supervision of the teacher

• May assist with scoring of objective items

• Reinforces teacher’s lessons by instructing small groups and individuals

• Implements behavioral strategies as directed by the teacher

• Reports any pertinent information to the teacher that should be shared with parents

• Implement accommodations for assessments

Confidentiality Pointers

• Avoid using names

• Suggest that questions about a student be directed to the special education teacher

• Do not share other student’s names or information with parents during IEP meeting, conferences or informal conversation.

Confidentiality Pointers cont’d

• Information sharing

• Support teacher confidentiality

• Federal, state, and local policies

• Access to student records

Questions, comments, concerns…

Course Evaluation

Please complete our course evaluation.

Thank you for joining us today!