Kaiserslautern District Para Training Requirements and Options

Required Discuss Orientation Checklist for Special Education Paraprofessionals handout with the special education teacher you work with. Ensure that all tasks listed have been discussed and procedures established. (REQUIRED for new Paras, REVIEW for returning paras) Optional (Pick one) Autism Internet Modules (AIM) Website: http://www.autisminternetmodules.org Free, open to all for sign-up. 43 modules are currently available. Complete 3 ReThink Autism http://www.rethinkfirst.com/Default.aspx Must be registered by the District Sped Coordinator. Should be part of a team that works with student on the AU Spectrum or with students with challenging behaviors, but not mandatory. Work with a team to complete the teams activities. Powerpoint Presentation: Paraeducator in the Classroom Review and complete the questions at the end and return to your POC (Sue or Peggy)
The Paraeducator In The Classroom.ppt

In coordination with service provider, review the IEPs for the students you will be working with giving special attention to page 2, Accommodations and Modifications.

Establish a method of sharing information daily with your special education teacher (specify: folder, binder, daily conference, email)

Training or in-service with Autism TL Bethany Dines and Chris Delany can be written up and submitted as work toward para training requirements. A short summary of the training or professional development is sufficient (at least half a page typed). Describe what the training provided, what you learned and how it will be implemented in the classroom. 1 training session (half-day) Day 1 of Non-Violent Crisis Intervention Training POC: Aaron Scalise and Sue or Peggy Organized by the CSC Chair or Principal for the school To be scheduled through the DSO Sped Coordinator and Aaron. Groups can be 15-20 in size. No PD days are available just yet, but are expected in the future. Consider using teacher workdays or conference days.

Review the attached articles and information on the role of a paraeducator: Read: Responsibilities Matrix for Paraeducator and Teacher Teams Ten Tips for Paraeducators Individualized Education Program Characteristics and Instructional Strategies for Specific Disabilities Accommodations vs Modifications What Are Classrooms Like for Students with Learning Disabilities?

Required In coordination with the special educator you work with, develop/establish a data management system for students you work with based on the IEP goals/objectives. Prepare a clean copy of the template/graph/chart/narrative you use for gathering data and samples of three students data. Submit quarterly to Sue or Peggy starting with 2nd quarter. Remember to redact the info by using the students first name last initial. Write a short summary discussing a student you are working with and the instructional strategies you find most effective in the general education setting. Write a second summary describing a second strategy that is more effective in the resource room. These are meant to be short and concise. No more than a half-page. We are interested in what you are finding as effective strategies when working with your students.

Optional