Scaling Up: Pennsylvanias Paraprofessional Training Initiative OSEP Project Directors Regional Meeti

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Scaling UpPennsylvanias  Paraprofessional
Training InitiativeOSEP Project Directors
Regional Meeting Washington, D.C.November 21,
2008

• Shatarupa Podder, Bureau of Special Education
• Janet Sloand, PaTTAN

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Premise

• According to IDEA 97, a state may allow
  paraprofessionals and assistants who are
  appropriately trained and supervised in
  accordance with state law, regulations, or
  written policy in meeting the requirementsto be
  used to assist in the provision of special
  education and related services to children with
  disabilities.
• The Bureau of Special Educations intention was
  to assure that the paraprofessionals providing
  assistance to students with disabilities in
  Pennsylvanias classrooms are appropriately
  trained and competent.

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Stages of Community Readiness
No Awareness
Community Readiness Model Edwards,
Jumper-Thurman, Plested, Oetting Swanson (2000)
Denial
Vague Awareness
Pre-Planning
Preparation
Initiation
Stabilization
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SIG I Preplanning, Preparation Fall 2001

• Recognition of Problem
• Paraprofessionals are an integral part of IEP
  teams
• Receive little or no professional development to
  perform their duties
• Changing role from clerical and routine to
  instructional assignments
• Increasing number of paraprofessionals employed
  by LEAs
• 2001-2002 11,500
• 2007-2008 19,200

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SIG I Preplanning, Preparation PA Focus Group

• Raise awareness and develop concrete ideas for
  improvement
• Group of stakeholders - BSE, PaTTAN, Community
  Colleges, Teachers, Paraprofessionals, IU and SD
  administrators.
• Initially met on October 16, 2001 to identify
  issues and begin to develop an action plan for
  the training of paraprofessionals.
• Worked in small groups that guided and supported
  BSE and PaTTAN in developing an action plan.

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Goals and Actions from Focus Group

• Goal One Action
• PDE found that training for paraprofessionals is
  sporadic, non-systemic, dependent on local
  awareness

• Goal One
• Identify current training efforts in Pennsylvania
  for paraprofessionals working in special
  education.

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Goals and Actions from Focus Group

• Goal Two
• Identify the training needs of paraprofessionals
  providing special education and related services
  in Pennsylvania.

• Goal Two Action
• Specific training programs for specific
  disabilities, e.g. autism.
• Training in data collection and observation
  attention to confidentiality and legal issues
• Training in positive behavior support and
  classroom management.
• Strategies for dealing with children in crisis
  situations medical and safety issues.
• Appropriate child/paraprofessional relationships.
• Training paraprofessionals as professionals.

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Goals and Actions from Focus Group

• Goal Three Action
• Developed a set of knowledge and skills for
  paraprofessionals based on the CEC standards as
  well as other national resources

• Goal Three
• Identify competencies for paraprofessionals
  providing special education and related services
  in Pennsylvania.

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Goals and Actions from Focus Group

• Goal Four
• Develop a system of recognition for
  paraprofessionals demonstrating acquired
  competencies in the area of special education and
  related services.

• Goal Four Action
• Using the competencies, PDE establishes a
  voluntary Pennsylvania Credential of Competency
  for Special Education Paraeducators
• Begins issuing Credential November 2003

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Stakeholder Buy-in

• PDE uses the Special Education Advisory Panel
  (SEAP) as the entity to provide input and
  feedback on paraprofessional training issues.
• SEAP and PSEA initially vetted and supported the
  Credential of Competency
• PDE annually updates SEAP, PSEA, PAIU and LEA
  administrations.

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SIG II Initiation

• Work is in process with high enthusiasm
• Created intensive workgroup to develop training
  on topics identified by Focus Group.
• Developed after-school video conferences and
  weekend seminars for paraprofessionals.
• State recommended professional development
  leading to volunteer credential.

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Feedback

• Increasing ground swell of awareness and need for
  highly skilled paraprofessionals to support the
  changing instructional requirements of students
  with disabilities.
• Enthusiasm extremely high from paraprofessionals.
• Increasing awareness of need and importance of
  highly skilled paraprofessionals, by
  paraprofessionals and administration.
• Trainings focused on hot topics as identified,
  rather than systematic alignment to the knowledge
  and skills in the Credential.

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Legislation

• NCLB required Title I paraprofessionals to be
  qualified.
• IDEA 2004 and implementing regulations of 2006
  required special education paraprofessionals to
  meet state requirements.
• PA State Board of Education included standards
  for special education paraprofessionals in state
  regulations effective July 1, 2008.

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Chapter 14 Paraprofessional Requirements

• Defined paraprofessionals
• Instructional and Personal Care Assistants
• Requirements
• Instructional Qualifications 20 hours annually
  of professional development
• One way is a State or Local assessment
  (credential)
• PCAs 20 hours annually of professional
  development

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Conceptual Framework of Implementation
Destination
INFLUENCE
Communication Link
Source
Feedback

• Fixsen, Naoom, Blase, Friedman, Wallace, 2005

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Framework for Implementation of Paraprofessional
Credential

• Source Targeted training aligned with the
  Pennsylvania competencies - knowledge and skills
  as outlined in credential
• Destination LEAs, Administrators and
  Paraprofessionals
• Communication Link accessible on-line modules
  and information results in fidelity of content
• Feedback Supervisors are skilled at assessing
  paraprofessionals on competencies
• Influence Students have access to qualified
  paraprofessionals for instruction

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SPDG/SIG III Stabilization

• Training plan now focused on systemic alignment
  to knowledge and skills in the Credential.
• Specific training modules developed to build
  knowledge and skills needed to become qualified.
• Offered after school, video streamed and
  available online for LEAs and Paraprofessionals.
• http//pattan.framewelder.com/
• Webinars, video conferences and presentations
  targeted to supervisors and administrators on how
  to use the credential and competencies.
• Promulgated FAQs and Penn Links to assist in
  implementation.

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Progress Towards Goal

• Credential issued by PDE on completion of
  Competency Checklist.
• Data shows
• Nov 2003 - Mar 2007 2440
• Apr 2007 - Sep 2007 2516 ( 76)
• Oct 2007 - Mar 2008 2719 ( 203)
• Apr 2008 - Sep 2008 3209 ( 490)

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Data Systems

• PDE
• Maintains data on credentials issued
• Reports number of qualified paraprofessionals
  employed
• Monitors LEAs compliance with professional
  development requirement

• LEAs
• Maintain and report data on qualified
  paraprofessionals employed
• Responsible for providing access to relevant
  professional development
• Maintain data on compliance with professional
  development requirement

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Next Steps

• Partner with community colleges to align courses
  with state requirements.
• Partner with LEAs in understanding the
  competencies and offering the online courses to
  paraprofessionals.
• Start offering add-on courses specific to
  high-need topics, e.g., Autism, Reading
  Instruction, Behavior, Job-Coaching.
• All paraprofessionals meet requirements and have
  access to meaningful professional development.