1. The Role of the Paraeducator
A Para Self Guided Training
Developed by
Lorraine Maida, MA CCC-SLP

2. MODULE 1 : OVERVIEW of Your Role
YOU are a member of a Multi-disciplinary Team.
Your role requires:
Effective Teaming, Instructional skills and Professionalism
Clearly Defined Roles – You and others on the team
Clearly articulated Chain of Command and Delegation of Responsibility

3. The Paraeducator……
MAY Work without direct supervision with individuals or groups of children Have specific instructional and management responsibilities for the students
MAY NOT Teach independently new concepts and skills Be given primary instructional responsibility for a student’s plan

4. MODULE 1 : ORIENTATION CHECKLIST
Refer to the “Module 1 Wrapup Activity” included on this CD
Work with your supervising teacher to fill out the information on the checklist.
If desired, use this checklist as a coverpage for a resources manual. Insert information pertaining to your job into sections in a ring binder for future reference.

5. MODULE 2 : Instructional Roles
Small Group
1:1
The Role of Teachers and Supervisor in Instruction

6. 1:1 Para - A Help or Hindrance?
Hindrance can look like this…..
The para is constantly right next to the student and provides detailed instructions about every step of a task
The para responds to every request of the child with provision of directions, locating materials and help organizing a task.
The para is right next to the student for all transitions from task to task and location to location
The para prompts the student by telling them exactly what to do next
CHILDREN DO NOT LEARN INDEPENDENCE BY BEING “HELICOPTERED”

7. Module 2 Wrap-up
Refer to the “Module 2 Wrap-up Activity” included on this CD.
Think about the students you are being asked to instruct. Refer to the contents of the Wrap-up Activity
Complete this exercise with your supervising teacher

8. MODULE 3: Your Role in Positive Behavior Supports
Prevention and Intervention
Behavior Plans

9. Assisting in the Behavior Plan
You will be asked to carry out behavior plans specific to a child. Teachers and other certified staff should have asked the following questions in order to design the plan……
What’s the problem?
What’s not working?
What contributes to the problem?
Who’s involved?
Who's’ affected and how?

10. Module 4 : Your Role in Data Collection
Instructional Data
Behavioral Data
Using Data to Chart Progress

11. TYPES OF DATA YOU MIGHT COLLECT
Anecdotal – you may be asked to write down “journal style” particular things you observe about a child. The teacher should be specific in what information they want you to look for and record. If you are unclear, ask for clarification
Numerical – You may be asked to tally or count the occurances of a student response (academic or behavioral)

12. Module 5 : Confidentiality
About Confidentiality:
It’s the Law!
What information is kept confidential?
Key Points in maintaining confidentiality.

13. WHAT WILL YOU SAY?
Always refer any questions to the certified staff involved with that student. Don’t even start a discussion with someone if it involves a student.
You can say things like….
“I can’t discuss confidential information but if you have concerns you can talk with Mr./Ms.________about them”
“I will need to refer you to Mr./Ms ____about information on students”
“I can have Mr./Ms. _____contact you if you need information. I can’t discuss students directly with you”