Assisting%20Students%20with%20Disabilities:%20A%20Training%20Program%20for%20Paraeducators

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Assisting Students with DisabilitiesA Training
Program for Paraeducators

• Module 3
• Providing Instructional
• Support

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Overview of this Training Module

• Module 3 Providing Instructional Support
• Unit 1 Assisting with the Instructional Process
• Unit 2 Providing Direct Instruction

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Module 3, Unit 1Assisting with the
Instructional Process

• Instructional Objectives
• To understand where instructional goals for
  students come from
• To learn how to support teacher-led instruction
• To understand the purpose techniques of
  assessing student performance
• To know how to observe and record student behavior

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Unit Overview

1. Instructional programs for students with
   disabilities
2. Supporting teacher-led instruction
3. Assessing student performance
4. Closing

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Instructional Programs for Students with
Disabilities

• Where do student goals come from?
• -- Kentucky Education Reform Act (KERA)
• KERA
• 6 general goals for Kentucky schools students
• 54 Academic Expectations
• Goals for students with disabilities must be
  related to the general curriculum

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Instructional Programs for Students with
Disabilities

• The IEP (Individual Education Program) is the
  place to record modified student goals
• 8 required components to an IEP
• IEP developed by an Admissions Release
  Committee (ARC)

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Supporting Teacher Instruction

• Before the lesson
• Review the written lesson plan, so you understand
  the lesson what your role will be
• Prepare materials (including adapted materials
  for certain students)

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Supporting Teacher Instruction

• During the lesson
• Model appropriate behavior (stand at the side,
  pay attention, model appropriate responses)
• Assist with behavior management by using subtle
  cues
• Take notes for follow-up instruction you may be
  asked to do

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Assessing Student Performance

• Assessment gathering information about a
  student in order to make a decision or answer a
  question
• Many different methods many different purposes
• Academic social behavior the most common
  student characteristics assessed in a school
  setting

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Assessing Student Performance

• Standardized tests
• The test is given the same way each time (same
  instructions, same amount of time, etc.)
• Behavioral checklists
• Simple way to indicate which of a range of
  behaviors or skills a student is able to perform

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Assessing Student Performance

• Direct Observation
• Objective/reliable only record observable
  behaviors dont make inferences
• Observe the student multiple times and in
  different settings
• Keep the observation system simple manageable
• Decide the appropriate method (narrative,
  frequency count, duration, or other)

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Assessing Student Performance

• Curriculum-based assessment
• Repeated mini-tests of a students progress with
  the classroom curriculum
• Tests analyzed to determine if there is something
  about the learning environment or the
  instructional techniques that are not effective
  for the student
• Helps teachers redesign instruction for students