Welcome to PD on the GO!
A guide for this resource
What each button does:
Reflection questions and ideas will be on a yellow sticky note! Make sure to keep track of your reflections in your PD on the GO! Portfolio
Reveal your reflection questions
Play a video
Provide information on activities
Download a document
Link to a slideshow
Access an article
Welcome to PD on the GO!
How to use this resource
Steps to PD on the GO! Success
- Complete the Annual Self-Assessment
- Set your Goals and Action Plan
- Participate in PD on the Go! learning activities
- Pause and reflect on the My Reflection Pages after each activity
- Summarize your PD progress on a Summary Page
- Share your progress and new learnings with your peers and administrators
- Check back regularly as we are adding new content all the time
Take the Annual Self-Assessment
Note: This information will not be shared publically
Download your annual PD on the GO! Portfolio to track your goals and reflections as evidence of your growth
Menu
Trauma Informed Practices
01
Helping with Instruction
02
Helping with Reading
03
Behavior Management
04
Communication and Collaboration
05
Tell Us what you Think
06
01
Trauma Informed Practices
01. Trauma Informed Practices
Trauma Informed Practices
Reflect on what you learned about middle and high school development. Tie your reflection on this to what you have learned about children and trauma and think about why it would be key to keep both in mind (development and trauma informed practices).
Long Webinar on Support
Short Webinars 1 & 2
Adverse Childhood Experiences
Watch and reflect
Watch these videos
Read this article
Read
Watch
Read
01. Trauma Informed Practices
Community Circles
Community Circles
How can you be a source of healing? Who or what has been a source of healing in your life?
Community Circles can be used across grade levels. Their use can be informal, like a connecting moment with a small group of one to three students during intervention time, or formal during a regularly scheduled class meeting. By sitting in a circle, the group builds a safe space and a sense of belonging, power, fun, and freedom among their peers.
+Activity
02
Helping with Instruction
02. Helping with Instruction
Helping with Instruction
01
Need for Inclusive Education
02
Universal Design for Learning
03
Instructional Scaffolding
04
Visual Supports and Explicit Modeling
02. Helping with Instruction
What is...
Executive Functioning
Metacognition
The Role of a Paraprofessional
Watch this video
Read this text
Read and watch
Video
READ
Info
Write a few sentences on what metacognition means to you. How is metacognition relevant to the students you work with?
Use this document to guide and reflect on your collaborative conversations around the specific roles you play as a paraeducator in your school setting.
How could you take what you learned from the information and improve your approach to work? How could you use what you learned to help build executive function self-awareness in your students?
03
Helping with Reading
03. Helping with Reading
The Simple View of Reading
Try some of the strategies out with your students. What did you notice? Jot down your observations in your PD portfolio.
Why do you believe it is important for your students to learn how to read well?
"Kids Tell Us: Why I Read"
This learning module offered by Advancing Literacy in Ohio (ALL Ohio) is an engaging way to get a deep understanding of the foundational concept of The Simple View of Reading. The course is free and self-paced; estimated completion time is 2.5 hours. You can complete and download as many of the interactive activities as you wish and save to your PD portfolio. (You will also receive a certificate and badge upon completion.) Highly recommended!
Let's start with why we teach reading. Watch the short video and reflect.
Reflect
Decoding and Comprehenson Skills
The Simple View of Reading emphasizes both decoding and comprehension skills – and that they should be taught simultaneously in the early grades. Watch this video on Effective Interventions for Quality Read Alouds.
Go to Module
Reflect
03. Helping with Reading
The Science of Reading
After engaging with the information in this module, take a few minutes to reflect, collect your thoughts, and record your biggest takeaway(s) from the module in the Reflections section of your PD Portfolio.
Science of Reading Framework
Background:
Decades of research on the Simple View of Reading have resulted in the Science of Reading framework to support reading instruction. Watch this video describing the development of the model and jot down key points regarding the research behind the Science of Reading. Did any of the information shared surprise you?
Read this article
Read
Scarborough’s Rope
Watch this video
WATCH
04
Behavior Management
04. Behavior Management
Behavior Management
Behavior Specific Praise
Classroom Behavior Matrix
Taking Data on Behavior
Read this text
Read and watch
Read this text
READ
Info
Read
04. Behavior Management
Calming Spaces
Finding something that positively affects your senses can get your brain to reorganize so that you avoid off-track behavior that can ruin your day. Having a space to calm down can be helpful. Many classes have calm down zones, but what if the class had a virtual space to relax and reorder?
- What components of the Virtual Calm Down Zone (VCDZ) help you reorder and relax?
- What components of the VCDZ can help your students?
- How could you incorporate this into your classroom as a positive behavior intervention and support?
Virtual Calm Down Zone
The Virtual Calm Down Zone (VCDZ) can be used as an antecedent or pre-emptive measure prior to a student overreacting. It works best when it is a natural part of the classroom where students go regularly to set the tone of their interactions at school rather than a last resort when they need a break. Going here before situations occur lessens the chances a child will need help staying regulated throughout their day. Check out the MORE section on the website. There is so much to experience! Don't wait to use it when a child is upset - incorporate it into the day as an essential component of the class function!
04. Behavior Management
Using First/Then Boards to Motivate a Student
- Who should be trained on this board?
- What else could you do with it?
- How would you know it is working?
- Where should you keep this board to make it most useful?
- How did it change behavior?
First
Then
Create a First/Then Board to Help Motivate a Student
- Watch the video on First/Then Boards.
- Have a conversation with a team member about how you could use this tool to help a student on your caseload.
- Design a board for that student based on their interests and preferences
- Teach the student about the board
- Utilize the board with the student
Play on tablet
Work on Homework
Read my book
Get a snack
Drag and drop the yellow icons to make a First/Then Board!
05
Communication and Collaboration
05. Communication and Collaboration
Communication and Collaboration
Watch this Collaborative Conversation
Read about Signs of Active Listening
Reflect on how you could sit at this table as a para and be an active part of the team. The teachers in the video discuss… “our kids”.
Choose 3 active listening signs that you would like to embed into your day-to-day conversations with team members and families at your setting.
Utilize 3 new active listening signs to use in your collaborations. Reflect on how these signs improved the communication and collaboration in your PD on the GO! portfolio.
Reflect on how you could be a more active part of this team. How could intentionally using the term "our kids" improve your teams' communication, collaboration, and childhood outcomes at your school?
Reflect
Reflect
05. Communication and Collaboration
Confidentiality
Did you learn something new? How will you use that new information to help you avoid situations that violate confidentiality in the future?
Confidentiality of Student Records
Helpful Resources:
#ABConduct Tip Sheets from the Ohio Department of Education
Watch both videos and reflect
Part 1
Part 2
FERPA Infographic
05. Communication and Collaboration
Read...
The Article on Feedback
Two Way Communication
Collaborating with Families
- Create a visual reminder about one of the tips from the article that will assist you in giving targeted feedback
- Use it in a conversation while practicing giving feedback to your team members
- Share your visual reminder in your PD on the GO! Portfolio
- Reflect on how it positively affects the communication and collaboration with your team
When collaborating with families, paras can often be a bridge or cultural liaison between the school and the family connecting to families in organic ways that are based in their understanding of the family’s culture, language and community. Paras often understand the family's culture, language, or community and end up connecting families in organic ways. These two articles and video explain how paras can be a connector or bridge to a child's family.
When working as part of an educational team it is important to have two-way communication between yourself (the paraprofessional) and the other team members (teacher, intervention specialist, related service provider, and parent). Spend time in thinking about your own communication and collaboration skills by taking the following Self Evaluation.
PD on the GO!: Feedback
Thank you for using OPEPP's PD on the GO! resources. We value any feedback you have to share so we can make this resource better for YOU!
Please click on this link or scan the QR code to submit feedback.
OPEPP Services
OPEPP Mission
The OPEPP model is built upon the Council for Exceptional Children’s Standards for Paraprofessional Preparation. These standards recognize the significance of paraprofessional educators in the improvement of teaching and learning for all students. OPEPP uses a tiered model to offer no-cost targeted and customized support to school districts and other educational organizations interested in examining and improving their use of paraprofessional services to support student learning. OPEPP offers a variety of professional learning opportunities to all educators and agency personnel interested in participating. OPEPP resources are designed to help teachers, paraprofessional educators, and others respond to the complex demands of their work, and to work together to overcome challenges and help all students, including those with disabilities and learning difficulties, attain mastery in academics and other areas of life. More information about OPEPP learning modules and workshops, technical assistance and professional development packages, and additional resources is available through the OPEPP website at https://www.opepp.org/.
The Ohio Partnership for Excellence in Paraprofessional Preparation (OPEPP) helps districts build the capacity to include and leverage paraprofessional educator expertise effectively.
How can thinking about Adverse Childhood Experiences help you support the students you serve?
Interpret the ACEs survey score-
If the ACEs score is 1-3 without ACEs-Associated Health Conditions, the person is at “intermediate risk” for toxic stress. If the ACEs score is 1-3 and the person has at least one ACEs-associated condition, or if the ACEs score is 4 or higher, the person is at “high risk” for toxic stress. Toxic stress can affect health outcomes, behavior outcomes, social outcomes and learning outcomes.
Engage with the Article on ACEs
Adverse Childhood Experiences (ACEs)
Adverse Childhood Experiences (ACEs) such as abuse (physical, emotional, and sexual), neglect (physical and emotional), and household dysfunction (mental illness, incarcerated relatives, substance abuse, violence, chronic stress, or divorce) can lead to an increase in health, behavioral, academic and social concerns later in life. These concerns can be mitigated when trauma informed approaches to care and learning are embedded into a child or adult’s life. Understanding and using trauma informed practices can strengthen a student's feelings of security and safety.
Read and take the quiz, which appears after the first paragraph of the article, with yourself in mind and interpret your score. Note: Your ACEs score is YOURS, you do not need to share this with anyone else! Then walk through the quiz again with one of your students in mind and do the reflection.
Interpret your Score
Reflection
Science of Reading
REFLECT on how this idea might inform reading instruction; in your journal, jot down one or two insights you gained from the article.
This article from The Reading Teacher (2021) presents an in-depth description of the Science of Reading as a synergistic model – in other words, reading is the result of a process involving the interaction of many variables, and the combined effect is greater than the sum of their separate parts. (It gets a bit technical; if you just want an overview, read the opening section (pp. 663-4) and the summary section (p. 669.)
Reflect on how this felt to give more praise than correction. Did it change your day and your student’s day for the better? What changes did you see?
Behavior Specific Praise
Read the Information on behavior specific praise and watch the quick video on behavior specific praise.
Come up with a system to track how much you are giving children behavior specific praise.
It can be tally marks, a list, pennies in your pocket or some other bright idea.
Practice taking notes and see what your ratio of positive praise to correction is (Praise:Correction). Try to change your ratio so that you are giving more praise than correction.
Try for a 4:1 ratio.
Watch
Read
State the intervention used in your reflective journal. Add in your notes from your observation. Reflect on what you learned from collecting the data.
Collecting Behavior Data
Measure behaviors (that are defined and known by everyone on the team). Do this throughout a set timeframe in your school setting.
Process for measuring behavior data: - Identify a Child you would like to Observe
- Identify a Behavior that is clearly defined. (What are you looking for)
- The behaviors can be functional work behaviors (+) or nonfunctional (-) behaviors
- Choose a set timeframe to watch this child and look for that behavior.
- Observe FREQUENCY or DURATION
- Make a change adding in a new intervention to support the student's behavior or function.
- Then take data a second time - did the data change?
Transforming Inclusive Education
By Shelley Moore
After watching the video above, think about how you can support all students by focusing your supports and lessons for those on the "edges"?
In what ways can you act as a bridge or cultural liaison between your student’s family life (cultural, language, community) and their school life?
Bilingual paraeducators bridge gap between student, teacher
Bilingual paraeducators
Paraeducators’ Perceptions
and Experiences Working
With Diverse Families1
1. Sheehey, P. H., Wells, J. C., & Ogata, V. F. (2018). Paraeducators’ perceptions and experiences working with diverse families. Rural Special Education Quarterly, 37(1), 44-51. https://doi.org/10.1177/8756870517741890
What is Trauma?
Reflection embedded in webinar
Healing Trauma
Reflection embedded in webinar
What is Trauma? What Heals Trauma?
Slideshow to connect the webinars
What is Executive Function?
Learning about executive function skills can help adults and children become more self-aware of their own executive function needs and the personal strategies they use to help their day to day work.
By Gail Belsky
Executive Function & Self-Regulation
From the Center on the Developing Child at Harvard University
Skills for Life and Learning
From the Center on the Developing Child at Harvard University
Scarborough’s Rope
Watch the video on Scarborough’s Rope for a practical and understandable explanation of each of the strands of the Science of Reading model, with descriptions of their applications and interrelationship. Jot down any insights you gain in your PD Portfolio.
Does your school or classroom have a Behavior Matrix? If so, reflect on how it works. Does anything need to be updated? Are you surprised by any of the rules? Are there settings or rules that are missing? If you do not have one create a matrix or update your schools using pdf attached.
Classroom Behavior Matrix
The purpose of a PBIS Behavior Matrix is to identify and display positive behaviors across all school contexts and settings. It is a reference that helps the school community consistently reinforce our set of key behavioral expectations during our students' daily routines.
Look through these behavior matrices
Visual Supports and Explicit Modeling
Think of some ways that visual supports can be used to enhance student learning. Gather examples of different visual supports and utilize them. Reflect on your experience.
Instructional Scaffolding
Talk with your instructional team about ways that they use scaffolding in their classroom. Think about and record ways that you can scaffold instruction for your student(s).
Class Meeting Video
Reflect on how class meetings can be a trauma informed practice that builds a sense of safety and security for all students
How could this list help you lead a community circle?
Draw a circle chart like the one shown on the right.
Use it to tally the opportunities for belonging, freedom, independence and fun present in the video on connection circles.
Circle Questions Handout
Written description of chart
Salient Developmental Milestones
Middle and High School Supports
Watch the video by Dr. Stephanie M. Jones1, as she discusses how developmental changes that take place in Middle School and High School can be helpful in guiding students to higher levels of social emotional growth. Learn about development for middle school and high school and ideas on how to support social emotional growth as an educator.
Read through the linked salient development milestones from the EASEL Lab1 at Harvard University. Focus on each level and generate an understanding of why knowing the milestones can help you connect to the social emotional needs of students on your caseload.
1. Jones, S.M., and the EASEL Lab (2021). A Developmental Trajectory of Social and Emotional Skills from Early childhood through Adolescence. Harvard Graduate School of Education, Harvard University, Cambridge MA.
Think of three barriers that could be alleviated for your student(s) and think of options that could be provided. Share and discuss these possible options with your instructional team.
UDL at a Glance
Video developed by CAST
Universal Designing for Content & Method Standards
Article by Katie Novak
PD on the GO
UC SDI Center
Created on July 19, 2023
Start designing with a free template
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Transcript
Welcome to PD on the GO!
A guide for this resource
What each button does:
Reflection questions and ideas will be on a yellow sticky note! Make sure to keep track of your reflections in your PD on the GO! Portfolio
Reveal your reflection questions
Play a video
Provide information on activities
Download a document
Link to a slideshow
Access an article
Welcome to PD on the GO!
How to use this resource
Steps to PD on the GO! Success
Take the Annual Self-Assessment
Note: This information will not be shared publically
Download your annual PD on the GO! Portfolio to track your goals and reflections as evidence of your growth
Menu
Trauma Informed Practices
01
Helping with Instruction
02
Helping with Reading
03
Behavior Management
04
Communication and Collaboration
05
Tell Us what you Think
06
01
Trauma Informed Practices
01. Trauma Informed Practices
Trauma Informed Practices
Reflect on what you learned about middle and high school development. Tie your reflection on this to what you have learned about children and trauma and think about why it would be key to keep both in mind (development and trauma informed practices).
Long Webinar on Support
Short Webinars 1 & 2
Adverse Childhood Experiences
Watch and reflect
Watch these videos
Read this article
Read
Watch
Read
01. Trauma Informed Practices
Community Circles
Community Circles
How can you be a source of healing? Who or what has been a source of healing in your life?
Community Circles can be used across grade levels. Their use can be informal, like a connecting moment with a small group of one to three students during intervention time, or formal during a regularly scheduled class meeting. By sitting in a circle, the group builds a safe space and a sense of belonging, power, fun, and freedom among their peers.
+Activity
02
Helping with Instruction
02. Helping with Instruction
Helping with Instruction
01
Need for Inclusive Education
02
Universal Design for Learning
03
Instructional Scaffolding
04
Visual Supports and Explicit Modeling
02. Helping with Instruction
What is...
Executive Functioning
Metacognition
The Role of a Paraprofessional
Watch this video
Read this text
Read and watch
Video
READ
Info
Write a few sentences on what metacognition means to you. How is metacognition relevant to the students you work with?
Use this document to guide and reflect on your collaborative conversations around the specific roles you play as a paraeducator in your school setting.
How could you take what you learned from the information and improve your approach to work? How could you use what you learned to help build executive function self-awareness in your students?
03
Helping with Reading
03. Helping with Reading
The Simple View of Reading
Try some of the strategies out with your students. What did you notice? Jot down your observations in your PD portfolio.
Why do you believe it is important for your students to learn how to read well?
"Kids Tell Us: Why I Read"
This learning module offered by Advancing Literacy in Ohio (ALL Ohio) is an engaging way to get a deep understanding of the foundational concept of The Simple View of Reading. The course is free and self-paced; estimated completion time is 2.5 hours. You can complete and download as many of the interactive activities as you wish and save to your PD portfolio. (You will also receive a certificate and badge upon completion.) Highly recommended!
Let's start with why we teach reading. Watch the short video and reflect.
Reflect
Decoding and Comprehenson Skills
The Simple View of Reading emphasizes both decoding and comprehension skills – and that they should be taught simultaneously in the early grades. Watch this video on Effective Interventions for Quality Read Alouds.
Go to Module
Reflect
03. Helping with Reading
The Science of Reading
After engaging with the information in this module, take a few minutes to reflect, collect your thoughts, and record your biggest takeaway(s) from the module in the Reflections section of your PD Portfolio.
Science of Reading Framework
Background:
Decades of research on the Simple View of Reading have resulted in the Science of Reading framework to support reading instruction. Watch this video describing the development of the model and jot down key points regarding the research behind the Science of Reading. Did any of the information shared surprise you?
Read this article
Read
Scarborough’s Rope
Watch this video
WATCH
04
Behavior Management
04. Behavior Management
Behavior Management
Behavior Specific Praise
Classroom Behavior Matrix
Taking Data on Behavior
Read this text
Read and watch
Read this text
READ
Info
Read
04. Behavior Management
Calming Spaces
Finding something that positively affects your senses can get your brain to reorganize so that you avoid off-track behavior that can ruin your day. Having a space to calm down can be helpful. Many classes have calm down zones, but what if the class had a virtual space to relax and reorder?
Virtual Calm Down Zone
The Virtual Calm Down Zone (VCDZ) can be used as an antecedent or pre-emptive measure prior to a student overreacting. It works best when it is a natural part of the classroom where students go regularly to set the tone of their interactions at school rather than a last resort when they need a break. Going here before situations occur lessens the chances a child will need help staying regulated throughout their day. Check out the MORE section on the website. There is so much to experience! Don't wait to use it when a child is upset - incorporate it into the day as an essential component of the class function!
04. Behavior Management
Using First/Then Boards to Motivate a Student
First
Then
Create a First/Then Board to Help Motivate a Student
Play on tablet
Work on Homework
Read my book
Get a snack
Drag and drop the yellow icons to make a First/Then Board!
05
Communication and Collaboration
05. Communication and Collaboration
Communication and Collaboration
Watch this Collaborative Conversation
Read about Signs of Active Listening
Reflect on how you could sit at this table as a para and be an active part of the team. The teachers in the video discuss… “our kids”.
Choose 3 active listening signs that you would like to embed into your day-to-day conversations with team members and families at your setting.
Utilize 3 new active listening signs to use in your collaborations. Reflect on how these signs improved the communication and collaboration in your PD on the GO! portfolio.
Reflect on how you could be a more active part of this team. How could intentionally using the term "our kids" improve your teams' communication, collaboration, and childhood outcomes at your school?
Reflect
Reflect
05. Communication and Collaboration
Confidentiality
Did you learn something new? How will you use that new information to help you avoid situations that violate confidentiality in the future?
Confidentiality of Student Records
Helpful Resources:
#ABConduct Tip Sheets from the Ohio Department of Education
Watch both videos and reflect
Part 1
Part 2
FERPA Infographic
05. Communication and Collaboration
Read...
The Article on Feedback
Two Way Communication
Collaborating with Families
When collaborating with families, paras can often be a bridge or cultural liaison between the school and the family connecting to families in organic ways that are based in their understanding of the family’s culture, language and community. Paras often understand the family's culture, language, or community and end up connecting families in organic ways. These two articles and video explain how paras can be a connector or bridge to a child's family.
When working as part of an educational team it is important to have two-way communication between yourself (the paraprofessional) and the other team members (teacher, intervention specialist, related service provider, and parent). Spend time in thinking about your own communication and collaboration skills by taking the following Self Evaluation.
PD on the GO!: Feedback
Thank you for using OPEPP's PD on the GO! resources. We value any feedback you have to share so we can make this resource better for YOU!
Please click on this link or scan the QR code to submit feedback.
OPEPP Services
OPEPP Mission
The OPEPP model is built upon the Council for Exceptional Children’s Standards for Paraprofessional Preparation. These standards recognize the significance of paraprofessional educators in the improvement of teaching and learning for all students. OPEPP uses a tiered model to offer no-cost targeted and customized support to school districts and other educational organizations interested in examining and improving their use of paraprofessional services to support student learning. OPEPP offers a variety of professional learning opportunities to all educators and agency personnel interested in participating. OPEPP resources are designed to help teachers, paraprofessional educators, and others respond to the complex demands of their work, and to work together to overcome challenges and help all students, including those with disabilities and learning difficulties, attain mastery in academics and other areas of life. More information about OPEPP learning modules and workshops, technical assistance and professional development packages, and additional resources is available through the OPEPP website at https://www.opepp.org/.
The Ohio Partnership for Excellence in Paraprofessional Preparation (OPEPP) helps districts build the capacity to include and leverage paraprofessional educator expertise effectively.
How can thinking about Adverse Childhood Experiences help you support the students you serve?
Interpret the ACEs survey score- If the ACEs score is 1-3 without ACEs-Associated Health Conditions, the person is at “intermediate risk” for toxic stress. If the ACEs score is 1-3 and the person has at least one ACEs-associated condition, or if the ACEs score is 4 or higher, the person is at “high risk” for toxic stress. Toxic stress can affect health outcomes, behavior outcomes, social outcomes and learning outcomes.
Engage with the Article on ACEs
Adverse Childhood Experiences (ACEs)
Adverse Childhood Experiences (ACEs) such as abuse (physical, emotional, and sexual), neglect (physical and emotional), and household dysfunction (mental illness, incarcerated relatives, substance abuse, violence, chronic stress, or divorce) can lead to an increase in health, behavioral, academic and social concerns later in life. These concerns can be mitigated when trauma informed approaches to care and learning are embedded into a child or adult’s life. Understanding and using trauma informed practices can strengthen a student's feelings of security and safety.
Read and take the quiz, which appears after the first paragraph of the article, with yourself in mind and interpret your score. Note: Your ACEs score is YOURS, you do not need to share this with anyone else! Then walk through the quiz again with one of your students in mind and do the reflection.
Interpret your Score
Reflection
Science of Reading
REFLECT on how this idea might inform reading instruction; in your journal, jot down one or two insights you gained from the article.
This article from The Reading Teacher (2021) presents an in-depth description of the Science of Reading as a synergistic model – in other words, reading is the result of a process involving the interaction of many variables, and the combined effect is greater than the sum of their separate parts. (It gets a bit technical; if you just want an overview, read the opening section (pp. 663-4) and the summary section (p. 669.)
Reflect on how this felt to give more praise than correction. Did it change your day and your student’s day for the better? What changes did you see?
Behavior Specific Praise
Read the Information on behavior specific praise and watch the quick video on behavior specific praise. Come up with a system to track how much you are giving children behavior specific praise. It can be tally marks, a list, pennies in your pocket or some other bright idea. Practice taking notes and see what your ratio of positive praise to correction is (Praise:Correction). Try to change your ratio so that you are giving more praise than correction. Try for a 4:1 ratio.
Watch
Read
State the intervention used in your reflective journal. Add in your notes from your observation. Reflect on what you learned from collecting the data.
Collecting Behavior Data
Measure behaviors (that are defined and known by everyone on the team). Do this throughout a set timeframe in your school setting.
Process for measuring behavior data:- Identify a Child you would like to Observe
- Identify a Behavior that is clearly defined. (What are you looking for)
- The behaviors can be functional work behaviors (+) or nonfunctional (-) behaviors
- Choose a set timeframe to watch this child and look for that behavior.
- Observe FREQUENCY or DURATION
- Make a change adding in a new intervention to support the student's behavior or function.
- Then take data a second time - did the data change?
Transforming Inclusive Education
By Shelley Moore
After watching the video above, think about how you can support all students by focusing your supports and lessons for those on the "edges"?
In what ways can you act as a bridge or cultural liaison between your student’s family life (cultural, language, community) and their school life?
Bilingual paraeducators bridge gap between student, teacher
Bilingual paraeducators
Paraeducators’ Perceptions and Experiences Working With Diverse Families1
1. Sheehey, P. H., Wells, J. C., & Ogata, V. F. (2018). Paraeducators’ perceptions and experiences working with diverse families. Rural Special Education Quarterly, 37(1), 44-51. https://doi.org/10.1177/8756870517741890
What is Trauma?
Reflection embedded in webinar
Healing Trauma
Reflection embedded in webinar
What is Trauma? What Heals Trauma?
Slideshow to connect the webinars
What is Executive Function?
Learning about executive function skills can help adults and children become more self-aware of their own executive function needs and the personal strategies they use to help their day to day work.
By Gail Belsky
Executive Function & Self-Regulation
From the Center on the Developing Child at Harvard University
Skills for Life and Learning
From the Center on the Developing Child at Harvard University
Scarborough’s Rope
Watch the video on Scarborough’s Rope for a practical and understandable explanation of each of the strands of the Science of Reading model, with descriptions of their applications and interrelationship. Jot down any insights you gain in your PD Portfolio.
Does your school or classroom have a Behavior Matrix? If so, reflect on how it works. Does anything need to be updated? Are you surprised by any of the rules? Are there settings or rules that are missing? If you do not have one create a matrix or update your schools using pdf attached.
Classroom Behavior Matrix
The purpose of a PBIS Behavior Matrix is to identify and display positive behaviors across all school contexts and settings. It is a reference that helps the school community consistently reinforce our set of key behavioral expectations during our students' daily routines.
Look through these behavior matrices
Visual Supports and Explicit Modeling
Think of some ways that visual supports can be used to enhance student learning. Gather examples of different visual supports and utilize them. Reflect on your experience.
Instructional Scaffolding
Talk with your instructional team about ways that they use scaffolding in their classroom. Think about and record ways that you can scaffold instruction for your student(s).
Class Meeting Video
Reflect on how class meetings can be a trauma informed practice that builds a sense of safety and security for all students
How could this list help you lead a community circle?
Draw a circle chart like the one shown on the right. Use it to tally the opportunities for belonging, freedom, independence and fun present in the video on connection circles.
Circle Questions Handout
Written description of chart
Salient Developmental Milestones
Middle and High School Supports
Watch the video by Dr. Stephanie M. Jones1, as she discusses how developmental changes that take place in Middle School and High School can be helpful in guiding students to higher levels of social emotional growth. Learn about development for middle school and high school and ideas on how to support social emotional growth as an educator.
Read through the linked salient development milestones from the EASEL Lab1 at Harvard University. Focus on each level and generate an understanding of why knowing the milestones can help you connect to the social emotional needs of students on your caseload.
1. Jones, S.M., and the EASEL Lab (2021). A Developmental Trajectory of Social and Emotional Skills from Early childhood through Adolescence. Harvard Graduate School of Education, Harvard University, Cambridge MA.
Think of three barriers that could be alleviated for your student(s) and think of options that could be provided. Share and discuss these possible options with your instructional team.
UDL at a Glance
Video developed by CAST
Universal Designing for Content & Method Standards
Article by Katie Novak