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-Develop a list of expectations and specific roles
-Develop generic list of potential job responsibilities (checklist) so that it can be used to reflect individual expectations
-Should reflect following universal expectations within schools
-Include teacher input, reflection piece (strengths, areas for growth)
-Do teachers need to be trained about effective ways to utilize paras? How can we strengthen those relationships?

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Understanding that students learn and develop in different ways.  

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Understanding that students learn and develop in different ways.  

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What skills are needed?
-understanding characteristics of disability areas and how to work with these needs
-"why" and purpose of work with students with access to gen ed curriculum
-understanding trauma responses and how to implement
-when to stop talking (why) as related to disability characteristics, how to ask questions, how to develop independence (self-advocacy), problem solving, allow wait time, let them fail/take risks in a safe environment
-productive struggle

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Wisconsin Department of Public Instruction

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Hiring Requirement Options

Therefore, LEAs are required to have all instructional paraprofessionals in Title I schoolwide buildings and all instructional paraprofessionals who are funded by Title I and working in a Title I Targeted Assistance program meet hiring requirements.

Have obtained an associate (or higher) degree, or

Have at least two years of post-secondary education that is equivalent to at least 48 semester hours from an accredited higher education institution, or

Have met a rigorous standard of quality and be able to demonstrate knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) by taking and passing one of the required assessments.

After July 1, 2017, the required assessment options include: (criteria is to be met or exceeded)

(normed assessment) (local assessment)

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Every Student Succeeds Act (ESSA) Title I Paraprofessionals Hiring Requirements

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Program Description Section 1111 (g) (2) (J) of the Every Student Succeeds Act (ESSA) requires that the State educational agency will ensure that all paraprofessionals working in a program supported with funds under Title I, Part A meet applicable State certification requirements.

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Also in Livebinder!

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Wisconsin Department of Public Instruction

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Any person employed by a Wisconsin public school as a special education program aide must hold a Special Education Program Aide License issued by the Wisconsin Department of Public Instruction (DPI) or another valid and current DPI license or permit. Special Education Program Aide licenses are valid for five years.

Note that the DPI does not license regular education classroom aides or paraprofessionals. Educators who hold a valid and current DPI license or permit may work as a special education program aide under their DPI license. The valid DPI license or permit is acceptable for state categorical aide reimbursement for districts.

IDEA 2004 Special Education Paraprofessional Requirements

Under IDEA 2004 612 (A)(14)(B), the Wisconsin Special Education Paraprofessional meets the state requirements of the law through obtaining a Special Education Program Aide License (0070).

Wisconsin Statutes

PI 34.34 (18) SPECIAL EDUCATION PROGRAM AIDE LICENSE. Any person employed by a school district as a special education program aide shall hold a license under this subsection. A license as a special education program aide may be issued to an applicant who is at least 18 years of age and is recommended by the district administrator of the employing school district, the administrator of a CESA or his or her designated official to receive a license under this section.

PI 34.01 Definitions. (4) "Aide" means a school employe who works under the direct supervision of a licensed teacher in a school or district whose responsibilities include, but are not limited to, supporting the lesson plan of the licensed teacher, providing technical assistance to the teacher, helping with classroom control or management, and other duties as assigned. Aides may not serve as substitute teachers.

Refer to the WI.GOV DPI License, Permit and Registration Services webpage.

Frequently Asked Questions About Special Education Paraprofessionals, Information Update Bulletin 10-05.

Wisconsin Special Education paraprofessionals are also allowed to provide support to students in Speech and Language programs. For more information, go to the Use of Paraprofessionals in Speech and Language Programs page.

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Any person employed by a Wisconsin public school as a special education program aide must hold a Special Education Program Aide License issued by the Wisconsin Department of Public Instruction (DPI) or another valid and current DPI license or permit. Special Education Program Aide licenses are valid for five years.

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PI 34.01 Definitions. (4) "Aide" means a school employe who works under the direct supervision of a licensed teacher in a school or district whose responsibilities include, but are not limited to, supporting the lesson plan of the licensed teacher, providing technical assistance to the teacher, helping with classroom control or management, and other duties as assigned. Aides may not serve as substitute teachers.

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Examples:
-Health Care Needs
-Observation-
-Support of new skills and fading
-Reinforcement of instruction

Non-examples:
-Instruction of new skills/ behavior, social
-be alone in a room all day long with a student

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How can we offer PD?

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What skills are needed?
Example:
Using Google Doc
When to use technology
Use: I pad/ chrome book, Smart boards- need confidence/ training is needed for basic understanding
Goggle competencies
Capability of learning.executing programs
basic understanding of email/access navigating
Having an open mind regarding technology
flexibility-assessing- data collection
Being able to collaborate/communicate

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What skills are needed?
1- gradual release
2-use of verbal and/or physical prompts
3-task analysis
4-basic reading skills
5-basic math skills
6-basic modification on the fly (inclusive classrooms)
7-behavior change
8-reading and implementing an IEP

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Check out resources

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What are the skills?
Example:   Fading

understanding purpose of systems

understanding the WHY of behavioral supports/needs

trauma - how to support (universal strategies)

understanding role (independence vs dependence)

visual schedules (how to create, why to use, how to use, where/when to use)

mindfulness practices

teaching/using Zones and self-regulation tools

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What skills are needed?
Communicates effectively, both verbally and in writing  to team, students, and parents

Listening skills

Being able to adapt to the situation- (less verbal, use visuals)

Positive non-verbal communication!   :  )

De-escalation skills