1. Module 3, Transparency #1 Assisting Students with Disabilities: A Training Program for Paraeducators Module 3: Providing Instructional Support

2. Module 3, Transparency #2 Overview of this Training Module Module 3: Providing Instructional Support Unit 1 – Assisting with the Instructional Process Unit 2 – Providing Direct Instruction

3. Module 3, Unit 1, Transparency #3 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 Module 3, Unit 1: Assisting with the Instructional Process

4. Module 3, Unit 1, Transparency #4 Unit Overview I. Instructional programs for students with disabilities II. Supporting teacher-led instruction III. Assessing student performance IV. Closing

5. Module 3, Unit 1, Transparency #5 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

6. Module 3, Unit 1, Transparency #6 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)

7. Module 3, Unit 1, Transparency #7 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)

8. Module 3, Unit 1, Transparency #8 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

9. Module 3, Unit 1, Transparency #9 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

10. Module 3, Unit 1, Transparency #10 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

11. Module 3, Unit 1, Transparency #11 Assessing Student Performance Direct Observation Objective/reliable – only record observable behaviors; don’t 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)

12. Module 3, Unit 1, Transparency #12 Assessing Student Performance Curriculum-based assessment: Repeated mini-tests of a student’s 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

13. Module 2, Transparency #1

14. Module 3, Unit 2, Transparency #1 Assisting Students with Disabilities: A Training Program for Paraeducators Module 3, Unit 2: Providing Direct Instruction

15. Module 3, Unit 2, Transparency #2 Instructional Objectives: To understand basic guidelines for providing direct instruction To appreciate the importance of teacher supervision To understand how accommodations & modifications are used To develop skills in systematic instructional procedures for students with educational disabilities Module 3, Unit 2: Providing Direct Instruction

16. Module 3, Unit 2, Transparency #3 Unit Overview I. Basic instructional techniques for all students II. Additional instructional techniques for students with educational disabilities

17. Module 3, Unit 2, Transparency #4 Basic Instructional Techniques for all Students How to prepare for an instructional session: Read the lesson plan Get supervision (brief planning meeting with the teacher) Gather materials Arrange the setting for student comfort & ease of learning Get to know the students Appropriate working relationship Purpose: to enhance student learning

18. Module 3, Unit 2, Transparency #5 Basic Instructional Techniques for all Students When conducting the instructional session, be sure you have an … Introduction (get students’ attention, state purpose, review pre-skills) Body (explanation, questioning, modeling, guided practice, reinforcement) Conclusion (review purpose & main points, give assignment)

19. Module 3, Unit 2, Transparency #6 Basic Instructional Techniques for all Students When conducting the lesson: Be prepared to deviate from the lesson plan if certain circumstances occur Record information about student progress General observations about student behavior & the environment Specific data (percentage, frequency, rate) Remember student confidentiality

20. Module 3, Unit 2, Transparency #7 Basic Instructional Techniques for all Students After an instructional session: Clean up the area & put materials away Review the student record Perform brief self-evaluation Get supervision (a meeting with the teacher to discuss how the session went and to generate ideas for improvement)

21. Module 3, Unit 2, Transparency #8 Additional Instructional Techniques for Students with Disabilities Accommodations Supports/services that help a student access the curriculum Curriculum, itself, is NOT altered Modifications Adaptations that allow students with disabilities to reach different goals than students without disabilities Curriculum IS altered

22. Module 3, Unit 2, Transparency #9 Additional Instructional Techniques for Students with Disabilities “Discrete” tasks Single response Examples: reading a word, identifying numbers, selecting a picture of a desired activity “Chained” tasks Two or more responses Examples: hand-washing, making a bed, cooking a dish Discrete or chained depends partly on the individual student

23. Module 3, Unit 2, Transparency #10 Additional Instructional Techniques for Students with Disabilities Types of Instructional Prompts Independent Verbal Pictorial Gestural Model Partial physical Full physical

24. Module 3, Unit 2, Transparency #11 Additional Instructional Techniques for Students with Disabilities Prompting Systems 1) “System of Least Prompts” Hierarchy of prompts Reinforcement provided for each correct response (regardless of prompted/unprompted) Start out with minimal assistance and increase it, as needed Can be used with discrete or chained tasks

25. Module 3, Unit 2, Transparency #12 Additional Instructional Techniques for Students with Disabilities Prompting Systems 2) “Constant Time Delay” Two phases (0-second delay trials, then trials of a specified delay period – e.g., 4-second) More assistance is provided initially, then faded to less assistance Can be used with discrete or chained tasks (although discrete is more common)

26. Module 3, Unit 2, Transparency #13 Additional Instructional Techniques for Students with Disabilities Skill Generalization -- The skill benefits the student’s life because he/she is able to use it in a range of different settings and with different people Facilitate generalization: Frequent practice Fade the reinforcers Practice in different settings & with different people