Paraeducators

Professional Development Manual Home | Special Event Offerings | 2024-25 Learning Opportunities

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P-1 Maximizing Student Engagement; Minimizing Disruptive Behaviors – How a Paraeducator Can Help

Presenter

• Jodie Dittmar, M.S., Education Specialist

Intended Audience

Paraeducators

Time

2 hours

Format

In Person or Virtual

Summary

Proactive strategies to increase student engagement not only maximize classroom learning opportunities, but often decrease reactive behavioral strategies as well. As one of the Diagnostic Center, Central California's most requested trainings, this interactive workshop includes essential principles of direct instruction, differentiation, student engagement, and multi-tier behavioral support. Keep the Common Core State Standards in mind while focusing on student engagement and Multi-Tiered System of Support (MTSS). Practical solutions, video modeling, and workable behavior supports for common attention or behavior problems will be included.

Participants will

• Participate in activities to proactively increase student engagement.
• Participate in activities to proactively and reactively address common interruptive behaviors to classroom success.
• Review various disabilities and other student needs that impact student participation in the classroom.
• Leave with resources and tools appropriate to assist teachers in any classroom setting (including online) and any tier of Multi-Tier Systems of Support.
  

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P-2 A Paraeducator's Role in Enhancing Check-In, Check-Out (CICO) and Effective Student Supports

Presenter

• Jodie Dittmar, M.S., Education Specialist

Intended Audience

Paraeducators

Time

2 hours

Format

In Person or Virtual

Summary

Check-In, Check-Out systems (CICO) have long been shown to be an effective support to students with difficulties in organization, attention, or self-regulation. This workshop will consider components of CICO systems and give participants the opportunity to reexamine the paraeducator's role in implementation. Examples of successful systems for varying ages and needs will be included. Participants will be given the opportunity to consider what might be missing or added in their own CICO implementations, to increase success for struggling student(s) with whom they work.

Participants will leave with

• An understanding of the key components essential to making a CICO system effective.
• Examples of CICO systems addressing varied ages and developmental needs.
• Understanding of mentoring and/or CICO roles, key actions, or limits when implementing paraeducator CICO roles.
• Clarification of individual student connection roles to key support adult(s).
• Resources to further consider how CICO can enhance Multi-Tiered Systems of Support (MTSS) in the participant's own school setting.

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P-3 A Paraeducators Role in the Science of Reading

Presenter

• Jodie Dittmar, M.S., Education Specialist

Intended Audience

Paraeducators

Time

2 to 5 hours (Can be expanded into a series of sessions for grade level, school site, or instructional implementation.)

Format

In Person or Virtual

Summary

This interactive workshop provides the paraeducator an understanding of the key features of language and literacy. Typical development will be noted, as well as causes and impacts of limited reading skills.

The science of reading foundations (no matter a student's age or grade) is the foundation of this workshop. Paraeducator roles in instruction, as well as support, will be considered, and paraeducators will be shown tools and resources for supporting second language learners, students with dyslexia, and others impacted by literacy difficulties.

Participants will

• Address the essential elements in the science of reading including:
  • phonology/phonemic awareness
  • decoding/orthographic mapping
  • reading fluency
  • vocabulary and word study
  • comprehension (in narrative and content text)
• Gain evidence-based tools for supporting the struggling reader in day-to-day content work completion.
• Consider emotional and behavioral impacts for the struggling reader.
• Access California Department of Education Multi-Tiered System of Supports (MTSS) and Dyslexia Guidelines, including paraeducator roles in reading instruction, intervention, and support.

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P-4 A Paraeducator's Role in Assisting Students Impacted by Environmental Adversity, Trauma, or Foster Placement

Presenter

• Jodie Dittmar, Education Specialist

Intended Audience

Paraeducators

Time

2 to 2.5 hours

Format

Virtual

Summary

This workshop will review such impacts as poverty, homelessness, foster care placement, and/or trauma on student's development and academic success. Both academic and behavioral impacts will be included, and positive impacts a paraeducator may have on student's social/emotional, behavioral, and academic success.

Participants will

• Consider the increasing research findings on the impacts of environmental adversity on child development and academic skills and current implications in California classrooms.
• Consider individual perceptions of student behaviors and responses to limited academic success.
• Consider evidence-based effective supports in developing student success in a Multi-Tiered System of Support (MTSS).
• Consider general impacts on equity, school systems, and paraeducator roles in social emotional, behavior, and academic supports.

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P-5 Paraeducator Opportunities for Looking at Behavior through a New Lens!

Presenter

• Jodie Dittmar, M.S., Education Specialist

Intended Audience

Paraeducators, Day Care Providers, and others

Time

2 hours

Format

Virtual only

Summary

This workshop is perfect for any new or experienced paraeducator who can benefit from a fresh set of eyes or fresh start in addressing particularly difficult behavior. In a unique and interactive way, participants will consider impacts on behavior including communication, cognition, and anxiety (and reconsider both traditional structures and personal beliefs). A practical look at adult/child relationships, barriers to success, and ideas for renewed energy (for both adult and child) will be included.

Participants will

• Note impacts to behavior, including typical and atypical child development, communication, and/or adult and child experiences.
• Consider self-beliefs and/or skill limits that can impact a child or adult.
• Consider strategies (and examples) for the classroom and other environments.
• Use resources to reengage or reconsider a child's behaviors and needs.