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Paraprofessionals and Data Collection: Strategies, Supports,
and Examples
Lauren Alsene and Lauren Scott
Introductions
Lauren Scott
LBSII‐ Behavior Intervention Specialist
6 years experience National Board Certified
Teacher
Lauren Alsene
LBSI‐ Learning and Behavior Specialist
2 years experience Graduate student
K‐5 3 Teachers, 1 SLP, 1 OT, 1 PT, 1 APE Autism, Emotional Disturbance, Developmental Delay,
Intellectual Disability, OHI Language‐based program
Communication supports AAC devices
Self‐contained Functional and life‐skills programming
Program Structure and Student Population
Paraprofessionals
We believe that in order to maintain a positive experience for paraprofessionals, students, and the school community, it is essential that paraprofessionals feel supported. We strive to provide resources to help them feel empowered and confident in making student‐based, educationally sound, decisions.
Our Philosophy
Training/CommunicationVisuals
Paraprofessional Supports
Training/Communication
WHEN??
Maximizing Opportunities, Getting Creative Beginning of the Year Late Start/PLC’s Institute Days
HOW??
Linear (Low) Thursday Thoughts, emails,
whiteboard
Interactional (Medium) Resource guide, new protocols
Transactional (High) Teaming, Collaboration
Linear (Low)
Interactional (Medium)
Resource Guide
Interactional (Medium)
New Protocols
Data collection Behavior Interventions Student Schedules and Transitions Instructional content and strategies ABA, literacy interventions, IXL, etc.
IEP exposure Goals, FBAs, health concerns, etc.
Training‐WHAT
Data Collection
Academic
Behavioral
Student Schedules and Transitions:
Act as Reminders Facilitate Transitions Help Enforce Expectations
Visuals
Visuals‐Schedules
Visuals‐Schedules
Visuals‐Schedules
Visuals‐ Going Places, Breaks
Visuals‐Lunch Schedule
Visuals‐Around the Classroom
Student independence Structure allows for consistency in decision‐making and scheduling
Classroom functions in absence of teacher
How Training and Visuals Support Student Success
Concerns/Conflict
Concerns of a New Teacher
Age Experience Prior Knowledge of Students Different Backgrounds
Causes of Conflict
Time Stress Money
Proactive v. Reactive Clear Expectations and Consistency Breaks Accommodating to Personal Needs Gather all Information Assess Need for Additional Supports (Administration) Individual Concerns v. Group Concerns
Addressing Concerns/Conflict
Responsibilities
Last Year: 10 of 12 Paraprofessionals Returned Positive Work Environment Appreciation Listening to Concerns, Questions, and Suggestions Following Through with Discussions
Retention
Data Collection
Accessibility Easy to Locate Doesn’t Waste Time
Simplicity Don’t Over‐Complicate
Consistency Validity
System Matches Function Measures What is Targeted Meaningful
Creating an Effective Data Collection System
Behavioral Data
Functional Data
Academic Data
Frequency Behavior v. Academic
Knowing When to Collect Data Daily Assignments Scheduling Notation Designated Times of Day (i.e. bathroom, lunch) Student Assisted
Developing a Data Collection Schedule
Self‐Monitoring Varies by Student Reflection and Ownership Allows for Student/Staff Dialogue
Training Paraprofessionals to Facilitate
Student Involvement
How? Graphing/Charting
With Whom? Paras, SLPs, etc.
Next Steps? IEPs
Interpreting Data
Questions??