Teacher Assistant Professional Development Day Your Role as a Communicator Tara Hatch, Glendia Cloutier October 20, 2014

Paraprofessionals: Tools of the Trade Presented by: Tara Hatch & Glendia Cloutier Staffing 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. How does your presentation support our vision and mission in Lake County?

Common Board Configuration Date:10/20/14 Common Language:IEP, IDEA, FERPA, FUBA-BIP, PBS Bell Ringer:Para Pre-Test Agenda: Gradual Release I DO WE DO YOU DO Learning Goals:Para Educators will engage in mutual conversations with their teacher(s) about approiate Role, Responsibility and Relationships Benchmarks: Summarizing Activity: Answer to pre-test/Parking Lot Objective:To increase Para Educators’ understanding of their roles and responsibilities within working relationships. Next Steps: To initiate dialogue, build relationships and to gain deeper understanding. Essential Question:How does my role in the classroom increase student achievement.

Lake County Schools College and Career Readiness Instructional Framework Key Performance Indicators School 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 Assessment 3.Increase proficiency rates on FCAT 2.0 Science 4. Increase proficiency rates on EOC’s Algebra 1, Geometry, Biology, Civics and US History 5. Increase participation and performance in rigorous course work (Honors, Advanced Placement, Dual Enrollment and Industry Certification) 6. Increase participation and performance on PERT, SAT and ACT 7. Increase AMO percentages for all subgroups (Achievement Gap) 8. Increase the graduation rate 9. Increase attendance rate 10. 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 Standards 2. Common and Collaborative Planning Time 3. Interdisciplinary Content Integration 4. Frequency of Project-Based Learning 5. Student Collaboration 6. 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 Identification 2. Problem Analysis 3. Intervention Design 4. 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 Planning 2. Lesson Observation by Teachers 3. Data Collection and Analysis Guided by Student Thinking, Learning, Engagement and Behavior 4. 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 Learning 2.Learner Profiles and Paths 3. Competency-based Learning 4. Flexible Learning Environments 5. Structures of Accountability, Continuous Improvement and Innovation How does your presentation topic area support our Instructional Framework? Within the professional learning community the focus is on learning and a belief that all students can learning and that we are responsible to ensure learning occurs.

21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Which 21st Century Skills will be addressed through your presentation? Agility and Adaptability Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.” Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.” Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.” Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.” Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.” Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.”

“If the only tool you have is a hammer, every problem begins to look like a nail.” By: Abraham Maslow

Welcome to E.S.E. 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 of a 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

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