Assisting Students with
Disabilities:
A Training Program for
Paraeducators
Module 3:
Providing
Instructional
Support
Module 3,
Transparency #1
Overview of
this Training Module

Module 3: Providing
Instructional Support


Unit 1 – Assisting with the
Instructional Process
Unit 2 – Providing Direct Instruction
Module 3,
Transparency #2
Module 3, Unit 1:
Assisting with the
Instructional Process

Instructional Objectives:




To understand where
instructional goals for students
come from
To learn how to support
teacher-led instruction
To understand the purpose &
techniques of assessing
student performance
To know how to observe and
record student behavior
Module 3, Unit 1,
Transparency #3
Unit Overview
I.
II.
III.
IV.
Instructional programs for
students with disabilities
Supporting teacher-led
instruction
Assessing student
performance
Closing
Module 3, Unit 1,
Transparency #4
Instructional Programs
for Students with
Disabilities

Where do student goals
come from?
-- Kentucky Education Reform
Act (KERA)

KERA:

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
6 general goals for Kentucky
schools & students
54 Academic Expectations
Goals for students with
disabilities must be related to
the general curriculum
Module 3, Unit 1,
Transparency #5
Instructional Programs
for Students with
Disabilities



The IEP (Individual
Education Program) is the
place to record modified
student goals
8 required components to an
IEP
IEP developed by an
Admissions & Release
Committee (ARC)
Module 3, Unit 1,
Transparency #6
Supporting Teacher
Instruction

Before the lesson:


Review the written lesson
plan, so you understand the
lesson & what your role will be
Prepare materials (including
adapted materials for certain
students)
Module 3, Unit 1,
Transparency #7
Supporting Teacher
Instruction

During the lesson:



Model appropriate behavior
(stand at the side, pay
attention, model appropriate
responses)
Assist with behavior
management by using subtle
cues
Take notes for follow-up
instruction you may be asked
to do
Module 3, Unit 1,
Transparency #8
Assessing Student
Performance



“Assessment” = gathering
information about a student
in order to make a decision
or answer a question
Many different methods;
many different purposes
Academic & social behavior –
the most common student
characteristics assessed in a
school setting
Module 3, Unit 1,
Transparency #9
Assessing Student
Performance

Standardized tests:
The test is given the same way
each time (same instructions,
same amount of time, etc.)

Behavioral checklists:
Simple way to indicate which of
a range of behaviors or skills a
student is able to perform
Module 3, Unit 1,
Transparency #10
Assessing Student
Performance

Direct Observation



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Objective/reliable – only record
observable behaviors; don’t
make inferences
Observe the student multiple
times and in different settings
Keep the observation system
simple & manageable
Decide the appropriate method
(narrative, frequency count,
duration, or other)
Module 3, Unit 1,
Transparency #11
Assessing Student
Performance

Curriculum-based
assessment:
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
Repeated mini-tests of a
student’s progress with the
classroom curriculum
Tests analyzed to determine if
there is something about the
learning environment or the
instructional techniques that
are not effective for the
student
Helps teachers redesign
instruction for students
Module 3, Unit 1,
Transparency #12