**This session is required for only the paraprofessionals that are specifically assigned to the district ILABS classrooms. During this session, be prepared to use your knowledge of best practices to help you ESCAPE. This will require everyone's full participation.
This session will address the role of the paraprofessional in assisting the student who uses low tech and high tech devices to communicate. Focus will be placed on fostering communication through the use of core words and generalizing communication skills across environments. Methods for prompting the student will be discussed. Social use of the communication device will be emphasized.
**This session is only offered during "Session I". This session is recommended for paraprofessionals that are assigned to the district SELF rooms, OR any other paras who would benefit form learning strategies to collect behavior data.
This class will cover topics related to limit setting, proxemics, debriefing, and personal safety. This class will not result in an NCI/CPI certification. Who should take the course? - Staff members who would benefit from learning about best practices related to prevention and de-escalation of student behaviors - Staff members who are not staffed in district level programming - Staff members who will not be on the school crisis team. Participants of this course alone cannot be on your crisis team because they will not be NCI/CPI certified. Why the addition of this training? - De-escalation classes have been added to help reach more staff members without having to meet the requirement of a yearly renewal like NCI. - The shorter course may also allow more staff to attend given the need for staff to engage in other areas of professional development on PD days.
The goal of this presentation, provided by The National Alliance on Mental Illness, is to educate school staff members about the early warning signs of mental illness and how early recognition and prevention is key to positive outcomes. The following topics will be covered: Mental Health Explored * The warning signs of mental health conditions * Facts and statistics * How to work with students * How to work with families * Short videos, created by high school students Mental Health Recovery Story - A young adult shares their recovery journey
Para-educators spend their days supporting students in various ways. As a part of that support, promoting independence is also very important. How do we know when to fade the support we’ve been providing? How do we do that in an effective way? Who needs to be involved in the decisions that go along with this fading? This session will address the issues we face when working to promote independence in the students with whom we work.
This presentation is intended for paraprofessionals who will support Ready Gen 101 for Paraprofessional students accessing ReadyGen materials in the ELA curriculum at the elementary level. Content will include an overview of the basic components of ReadyGen as well as provide information on how to best support students who are working with ReadyGen.
**This session is required for only the paraprofessionals that are specifically assigned to the district Connect, BASES, LINK classrooms. Review of the rationale behind the programs, trauma informed practices, and strategies for supporting students (from executive functioning skills to crisis intervention).
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Our goal, as individuals who work in education, should be to continuously ‘Sharpen our Saw’ so we can provide the most up-to-date and effective support to students that we can. This session will focus on ways to continue to learn individually and a way to monitor our success with various pieces of that learning.
The job of a para-educator is to support students in their learning, whether that’s academic learning, behavior learning or social skill learning. Those supports should be more than just giving students the answers or pointing to the paragraph where they can find it. This session will focus on how to use evidence-based supports with students and how to collect the data to determine whether those supports are working or not. Equally as important, we will share ideas around how to have the conversation about that data collection with the teachers responsible for these students.
** This session is Mandatory for NEW PARAS: In the state of Missouri, paraprofessionals are required to have 15 hours of training in their first year on the job and 10 hours each year after that. This workshop is designed to provide a basic overview of the role of a para, and is beneficial for any para, new or seasoned. Topics covered may include: Confidentiality, Roles and Responsibilities, Data collection, Levels of Support, Disabilities 101 and How to get along with Two Adults in the Classroom. This course will count as session I, and session II . Session I (10:10-11:30), Lunch, and return for Session II (1:00-2:25).
This session will address the role of the paraprofessional in assisting the student who uses low tech and high tech devices to communicate. Focus will be placed on fostering communication through the use of core words and generalizing communication skills across environments. Methods for prompting the student will be discussed. Social use of the communication device will be emphasized.
This session will be going over basic information regarding Autism Spectrum Disorder: What is ASD? What it can look like? And most importantly, what does every child with autism wish we knew?
DESCRIPTIONThis class will cover topics related to limit setting, proxemics, debriefing, and personal safety. This class will not result in an NCI/CPI certification. Who should take the course? - Staff members who would benefit from learning about best practices related to prevention and de-escalation of student behaviors - Staff members who are not staffed in district level programming - Staff members who will not be on the school crisis team. Participants of this course alone cannot be on your crisis team because they will not be NCI/CPI certified. Why the addition of this training? - De-escalation classes have been added to help reach more staff members without having to meet the requirement of a yearly renewal like NCI. - The shorter course may also allow more staff to attend given the need for staff to engage in other areas of professional development on PD days.
The goal of this presentation, provided by The National Alliance on Mental Illness, is to educate school staff members about the early warning signs of mental illness and how early recognition and prevention is key to positive outcomes. The following topics will be covered: Mental Health Explored * The warning signs of mental health conditions * Facts and statistics * How to work with students * How to work with families * Short videos, created by high school students Mental Health Recovery Story - A young adult shares their recovery journey
Para-educators spend their days supporting students in various ways. As a part of that support, promoting independence is also very important. How do we know when to fade the support we’ve been providing? How do we do that in an effective way? Who needs to be involved in the decisions that go along with this fading? This session will address the issues we face when working to promote independence in the students with whom we work.
**This session is only offered during "Session II (1:00-2:25)" Work with the progression of addition and subtraction to support students with computation. We will begin with strategies within 20 and work up to multi-digit addition and subtraction.
This presentation is intended for paraprofessionals who will support Ready Gen 101 for Paraprofessional students accessing ReadyGen materials in the ELA curriculum at the elementary level. Content will include an overview of the basic components of ReadyGen as well as provide information on how to best support students who are working with ReadyGen.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Our goal, as individuals who work in education, should be to continuously ‘Sharpen our Saw’ so we can provide the most up-to-date and effective support to students that we can. This session will focus on ways to continue to learn individually and a way to monitor our success with various pieces of that learning.
The job of a para-educator is to support students in their learning, whether that’s academic learning, behavior learning or social skill learning. Those supports should be more than just giving students the answers or pointing to the paragraph where they can find it. This session will focus on how to use evidence-based supports with students and how to collect the data to determine whether those supports are working or not. Equally as important, we will share ideas around how to have the conversation about that data collection with the teachers responsible for these students.
**This session is only offered during "Session III (2:35-4:00)"- Basic Sign Language: A presentation focused on teaching basic sign language to assist educators in communicating with students. The signs will address the following categories: questions, verbs, school items, food, colors, feelings and requests. Educators will leave with a better understanding of basic sign language and helpful print outs/websites.
In this session, we will use our knowledge of ASD and focus more on helping students with the end goal in mind. Understanding that a diagnosis doesn't define the person, we will dig deeper and get creative with discovering ways to help students with ASD become successful within the classroom setting.
DESCRIPTIONThis class will cover topics related to limit setting, proxemics, debriefing, and personal safety. This class will not result in an NCI/CPI certification. Who should take the course? - Staff members who would benefit from learning about best practices related to prevention and de-escalation of student behaviors - Staff members who are not staffed in district level programming - Staff members who will not be on the school crisis team. Participants of this course alone cannot be on your crisis team because they will not be NCI/CPI certified. Why the addition of this training? - De-escalation classes have been added to help reach more staff members without having to meet the requirement of a yearly renewal like NCI. - The shorter course may also allow more staff to attend given the need for staff to engage in other areas of professional development on PD days.
The goal of this presentation, provided by The National Alliance on Mental Illness, is to educate school staff members about the early warning signs of mental illness and how early recognition and prevention is key to positive outcomes. The following topics will be covered: Mental Health Explored * The warning signs of mental health conditions * Facts and statistics * How to work with students * How to work with families * Short videos, created by high school students Mental Health Recovery Story - A young adult shares their recovery journey
Para-educators spend their days supporting students in various ways. As a part of that support, promoting independence is also very important. How do we know when to fade the support we’ve been providing? How do we do that in an effective way? Who needs to be involved in the decisions that go along with this fading? This session will address the issues we face when working to promote independence in the students with whom we work.
**This session is only offered during "Session III (2:35-4:00)" Work with the progression of multiplication. We will begin with basic fact strategies and work up to multi-digit multiplication.
This presentation is intended for paraprofessionals who will support Ready Gen 101 for Paraprofessional students accessing ReadyGen materials in the ELA curriculum at the elementary level. Content will include an overview of the basic components of ReadyGen as well as provide information on how to best support students who are working with ReadyGen.
Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Our goal, as individuals who work in education, should be to continuously ‘Sharpen our Saw’ so we can provide the most up-to-date and effective support to students that we can. This session will focus on ways to continue to learn individually and a way to monitor our success with various pieces of that learning.
The job of a para-educator is to support students in their learning, whether that’s academic learning, behavior learning or social skill learning. Those supports should be more than just giving students the answers or pointing to the paragraph where they can find it. This session will focus on how to use evidence-based supports with students and how to collect the data to determine whether those supports are working or not. Equally as important, we will share ideas around how to have the conversation about that data collection with the teachers responsible for these students.
Many paraprofessionals are assigned to students who are struggling with significant learning problems and/or behavioral challenges. These students are often defiant, mistrustful, attention-seeking, manipulative, and controlling. Unfortunately, most educators who work with these students have found that what works for most kids, including their own, seems to make matters worse for many of these students. This workshop will help participants understand the widespread prevalence of adverse childhood events, their impact on the developing brain, and the resulting impact on educational performance and classroom behaviors. This workshop will help participants understand why their schools are becoming trauma-informed and why a different philosophy is needed to help challenging students learn effectively.
