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