IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Improving Preparedness of Paraprofessionals in Uniontown Area School District A Doctoral Capstone Project Submitted to the School of Graduate Studies and Research Department of Secondary Education and Administrative Leadership In Partial Fulfillment of the Requirements for the Degree of Doctor of Education Kelly L. Swartz California University of Pennsylvania July 2020 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS © Copyright by Kelly L. Swartz All Rights Reserved July 2020 ii IMPROVING PREPAREDNESS OF PARAPROFESSIONALS California University of Pennsylvania School of Graduate Studies and Research Department of Secondary Education and Administrative Leadership We hereby approve the capstone of Kelly L. Swartz Candidate for the Degree of Doctor of Education iii IMPROVING PREPAREDNESS OF PARAPROFESSIONALS iv Abstract Paraprofessionals perform an essential role in the delivery of special education services to students with disabilities. When paraprofessionals are appropriately trained and retained over time, students receive the high-quality support that is necessary to be successful in the least restrictive environment. This research project focused on improving the quality of the existing professional development activities offered to paraprofessionals in Uniontown Area School District. The mixed-methods approach of data collection was utilized to answer the three research questions that drove the study as follows; 1. What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? 2. What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? 3. What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? Data was collected through use of electronic surveys containing both Likert-type and open-ended questions that identified paraprofessionals’ and teachers’ perceptions regarding paraprofessionals’ preparedness and need for training. Based on the analysis of quantitative and qualitative data, appropriate training topics were identified that provided a framework for the development of a 5-day comprehensive professional development program. A detailed training schedule is provided, in alignment with the review of literature, for paraprofessionals in Uniontown Area School District. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Dedication This capstone project is dedicated to my family. God has blessed me with an amazing family that has made the completion of my work possible. I love you all! v IMPROVING PREPAREDNESS OF PARAPROFESSIONALS vi Acknowledgements I would like to express my sincere gratitude to my family. To my husband, Paul, who is always willing to help me and is devoted to our family. Thank you for your love and everything you do to make life great. To my sons, Jacob and Zachary, you are the best part of my life. Thank you for being wonderful young men and for the pride and joy you bring to me every day. Thank you to my parents, Mike and Linda Bosnic, for always putting our family first and for a childhood full of love and happiness. You taught me to value my education, work hard, and live well. Thank you to my brothers, Nick Bosnic, Mike Bosnic, and Dan Bosnic, their wives, and their children for their support. A special thanks to my sister-in-law, Liz Bosnic, for taking the time to proofread my work and for being so positive. Dr. Machesky, thank you for your leadership and guidance. I continue to learn from you every day. Dr. Lordon, thank you for your confidence in me. Your words of encouragement motivated me when I needed it the most. To Dr. Braidic and all the professors in the Education and Administration Leadership Program at California University of Pennsylvania, I am grateful for the wisdom you provided during this scholarly process. To my cohort, thank you for your friendship throughout our journey together. Finally, thanks to all the paraprofessionals and teachers in Uniontown Area School District that took the time to respond to surveys that provided the data for my research. I appreciate your contribution to this project. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS vii Table of Contents Abstract .............................................................................................................................. iv Dedication ........................................................................................................................... v Acknowledgements ............................................................................................................ vi List of Tables ..................................................................................................................... xi List of Figures ................................................................................................................... xii CHAPTER I Introduction .................................................................................................. 1 Educational Setting ........................................................................................................ 1 Paraprofessional Training .............................................................................................. 1 Paraprofessional Evaluation ........................................................................................... 2 Reflection of Needs ........................................................................................................ 3 Research Questions ........................................................................................................ 4 Financial Implications .................................................................................................... 5 Desired Outcome............................................................................................................ 6 CHAPTER II Review of Literature ................................................................................... 7 Introduction .................................................................................................................... 7 Importance of Paraprofessional on School Teams ....................................................... 10 Student support ........................................................................................................ 10 Collaboration and communication .......................................................................... 12 Perceptions of Paraprofessionals ................................................................................. 14 Preparedness and training........................................................................................ 14 Role in the school and community .......................................................................... 15 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS viii Respect from students, parents, and staff ................................................................ 15 Job satisfaction ........................................................................................................ 16 Factors for success .................................................................................................. 17 Supervising Paraprofessionals ..................................................................................... 18 Principals ................................................................................................................. 20 Teachers .................................................................................................................. 21 Professional Development of Paraprofessionals .......................................................... 23 Responsibilities ....................................................................................................... 25 Policies .................................................................................................................... 26 Special education and data collection ..................................................................... 27 Types of Trainings ....................................................................................................... 29 Direct instruction ..................................................................................................... 29 Modeling ................................................................................................................. 30 Team/building-level training ................................................................................... 31 Outside/formal ......................................................................................................... 33 Online/interactive .................................................................................................... 34 Summary ...................................................................................................................... 35 CHAPTER III Methodology ............................................................................................ 39 Introduction .................................................................................................................. 39 Purpose ......................................................................................................................... 40 Setting and Participants ................................................................................................ 42 Intervention and Research Plan.................................................................................... 46 Research Design, Methods and Data Collection .......................................................... 50 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS ix Data Collection Instrument .......................................................................................... 53 Validity......................................................................................................................... 54 Summary ...................................................................................................................... 58 CHAPTER IV Data Analysis and Results ....................................................................... 60 Introduction .................................................................................................................. 60 Results .......................................................................................................................... 61 Paraprofessional survey results ............................................................................... 61 Teacher survey results ............................................................................................. 73 Discussion .................................................................................................................... 87 Summary ...................................................................................................................... 93 CHAPTER V Conclusions and Recommendations ......................................................... 95 Introduction .................................................................................................................. 95 Conclusions .................................................................................................................. 96 Recommendations ........................................................................................................ 98 Further Considerations ............................................................................................... 111 Summary .................................................................................................................... 113 Further recommendations ...................................................................................... 115 Future research ...................................................................................................... 116 References ....................................................................................................................... 117 APPENDICES ................................................................................................................ 122 Appendix A. Paraprofessional Evaluation Form ...................................................... 123 Appendix B. Paraprofessional Letter of Intent ......................................................... 126 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS x Appendix C. Paraprofessionals Salary Costs ............................................................ 127 Appendix D. Voluntary Consent ............................................................................... 128 Appendix E. Paraprofessional Letter ........................................................................ 129 Appendix F. Teacher Letter ...................................................................................... 130 Appendix G. Paraprofessional Second Request for Voluntary Consent ................... 131 Appendix H. Teacher Second Request for Voluntary Consent ................................ 132 Appendix I. Paraprofessional Survey of Preparedness and Needs ........................... 133 Appendix J. Teacher Survey of Paraprofessional Preparedness and Needs ............. 138 Appendix K. Capstone Project Proposal ................................................................... 143 Appendix L. Institutional Review Board .................................................................. 145 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS xi List of Tables Table 1. Comprehensive Professional Development Costs (5-day) ................................ 49 Table 2. Comprehensive Professional Development Training Schedule for Paraprofessionals ...................................................................................................... 105 Table 3. Training Costs Per Day ................................................................................... 109 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS xii List of Figures Figure 1. Question 1: I know what is expected of me in my position as a paraprofessional. ......................................................................................................... 62 Figure 2. Question 2: I feel confident and prepared for all aspects of my job as a paraprofessional. ......................................................................................................... 63 Figure 3. Question 3: I understand the disabilities of the students I work with every day. ..................................................................................................................................... 63 Figure 4. Question 4: I know how to meet the needs of the students I work with every day. .............................................................................................................................. 64 Figure 5. Question 5: I have been provided with clear expectations for each classroom that I support as a paraprofessional. ............................................................................ 65 Figure 6. Question 6: I feel respected and valued in my role as a paraprofessional. ....... 65 Figure 7. Question 7: I know whom to go to in the district with my questions or if I need assistance..................................................................................................................... 66 Figure 8. Question 8: Uniontown Area School District provides adequate professional development for all paraprofessionals. ....................................................................... 67 Figure 9. Question 9: I would benefit from improved professional development opportunities. .............................................................................................................. 67 Figure 10. Question 10: I wish I was asked to give input and feedback on the professional development topics offered by the district. ............................................ 68 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS xiii Figure 11. Question 11: I need additional training in the characteristics and types of student disabilities....................................................................................................... 69 Figure 12. Question 12: I need additional training in the area of student behaviors and management. ............................................................................................................... 70 Figure 13. Question 13: I need additional training in providing academic support and interventions to students. ............................................................................................ 70 Figure 14. Question 1: Paraprofessionals know what is expected of them in their positions. ..................................................................................................................... 74 Figure 15. Question 2: Paraprofessionals are prepared for all aspects of their jobs. ....... 75 Figure 16. Question 3: Paraprofessionals understand the disabilities of the students they work with every day.................................................................................................... 75 Figure 17. Question 4: Paraprofessionals display knowledge of and compliance with school building procedures and expectations. ............................................................ 76 Figure 18. Question 5: Paraprofessionals display knowledge of and compliance with district policies and procedures. .................................................................................. 77 Figure 19. Question 6: Paraprofessionals know how to meet the needs of the students they work with every day. ........................................................................................... 78 Figure 20. Question 7: Paraprofessionals are provided with clear classroom expectations. ..................................................................................................................................... 78 Figure 21. Question 8: Paraprofessionals ask me for guidance or help when working with students. ...................................................................................................................... 79 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS xiv Figure 22. Question 9: Uniontown Area School District provides adequate professional development for all paraprofessionals. ....................................................................... 80 Figure 23. Question 10: Paraprofessionals would benefit from improved professional development opportunities. ......................................................................................... 80 Figure 24. Question 11: Paraprofessionals need additional training in the characteristics and types of student disabilities. ................................................................................. 81 Figure 25. Question 12: Paraprofessionals need additional training in the area of student behaviors and management. ........................................................................................ 82 Figure 26. Question 13: Paraprofessionals need additional training in providing academic support and interventions to students. ......................................................................... 82 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 1 CHAPTER I Introduction Educational Setting In my role as the Special/Alternative Education Coordinator for Uniontown Area School District, I am responsible for all aspects of the special education services provided to students. This includes the selection, placement, training, supervision, and evaluation of all district paraprofessionals. In Uniontown Area School District, paraprofessionals function in various roles, including academic and behavioral support in the regular education classroom, as well as one-on-one with individual students that have high-level needs. Paraprofessionals that support students in the regular education classroom often perform tasks with students such as redirecting, guiding, prompting, assisting, reading, re-explaining, and reinforcing. These supports enable students to be successful while receiving instruction from the regular education teacher, in classrooms with non-disabled peers. This allows many students with disabilities to be successful in the least restrictive environment. Paraprofessional Training In Uniontown Area School District, the 20 hours of mandatory annual professional development training (Pennsylvania Department of Education, 2010) have historically been conducted primarily through cardiopulmonary resuscitation (CPR) training, Pennsylvania Department of Education (PDE) Safe Schools training videos, and Pennsylvania Training and Technical Assistance Network (PaTTAN) training videos. Paraprofessionals also receive a half-day of training prior to the start of each school year to review basic district information. This includes instruction on how to log student data IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 2 for School-Based ACCESS (SBAP), the Medical Assistance program through the Pennsylvania Department of Human Services (Pennsylvania Department of Human Services, n.d.). Starting in the 2018-2019 school year, paraprofessionals attended staff meetings with teachers at the beginning of the year that included the annual confidentiality training. Over the past three years, paraprofessionals received training from the special education coordinator on the types of student disabilities. Also, autism specialists from Intermediate Unit 1 and PaTTAN provided three hours of training to paraprofessionals that focused on autistic characteristics of students and appropriate interventions. District paraprofessionals have participated with teachers in training delivered by a representative from the National Education Association on implicit biases. A select group of paraprofessionals received training in the use of the sensory room and equipment. Paraprofessional Evaluation Paraprofessionals in Uniontown Area School District receive an annual evaluation at the conclusion of each school year. The evaluation is conducted by the building principal and includes input from the special education teacher. Paraprofessionals complete a written self-appraisal that is included in their overall evaluation (Appendix A). They also complete a form regarding their intent to work with their placement preferences for the following school year (Appendix B). The evaluation process includes a meeting with the paraprofessional, special education teacher, and principal to review and discuss the evaluation. The performance categories in the paraprofessional evaluation contain the following: IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • Quality/quantity of work • Work habits • Work relationships • Work commitments • Student interaction • Communication skills 3 In each category of the evaluation, paraprofessionals are rated as distinguished, proficient, basic, or unsatisfactory. The principal is required to give written comments and/or examples to support the rating in each category. An overall rating is also provided at the end of the evaluation. Reflection of Needs The turnover rates for paraprofessionals in Uniontown Area School District are high. Over the last three school years, at least 105 different people have filled the approximately 40 paraprofessional positions in the district. While a few paraprofessionals have worked in the district for at least five years, most positions have been filled multiple times over the past few years. The frequent turnover causes the district to continually post and interview for paraprofessional vacancies. This process is time consuming for district staff and results in new personnel being placed in positions without the same trainings as other paraprofessionals because they missed the sessions that were conducted prior to the start of the year. Much of the training that a new paraprofessional receives midyear is in the form of on-the-job training. Services delivered to students may be disrupted, as newly hired paraprofessionals require time to become acclimated to student needs and job responsibilities. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 4 Paraprofessionals occasionally request professional development that they believe would benefit them in working with particular students. Sometimes paraprofessionals are observed in situations that require immediate support and feedback in working with a student. Teachers report that some paraprofessionals require additional training due to limited or no prior experience in working with students with disabilities. Administrators have also voiced concerns regarding paraprofessionals’ preparedness and have met with those paraprofessionals experiencing difficulties to review expectations and offer support. On various occasions, parents have expressed concerns over the preparation and training of paraprofessionals working directly with their child. It is clear that a need exists for improved professional development of paraprofessionals in Uniontown Area School District. In order to develop a program based on the current strengths and weaknesses of district paraprofessionals, a study is being conducted to assess the perceptions of their preparedness for job responsibilities. Information obtained from teachers and paraprofessionals will provide the foundation for the topics and activities included in an enhanced professional development program. Research Questions 1. What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? 2. What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? 3. What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 5 Financial Implications The improved comprehensive professional development program will result in an increased cost to the district as paraprofessionals are provided additional annual training. The direct cost of the comprehensive professional development program includes paraprofessional salaries, Social Security/Medicare rates, Pennsylvania School Employees’ Retirement System (PSERS) rates, and training fees. Paraprofessionals in Uniontown Area School District receive pay that is based on their level of education. Entry-level paraprofessionals with a high school diploma or General Education Development (GED) are paid $9.25/hour. This pay increases to $10.00/hour with an associate degree or the equivalent. For paraprofessionals that have earned a bachelor’s degree, their salary is $100.00/day. Since many paraprofessionals in the district are paid the $100.00/day salary, it will be assumed that all paraprofessionals will earn that amount for purposes of this study. Estimating that a maximum of 40 paraprofessionals would participate in the professional development program, their salaries would be $4,000 for each of the five training days. This would cost a total of $20,000 in paraprofessional salaries for the program. Multiplying the $20,000 by the current Social Security/Medicare rate of 0.0765 and PSERS rate of 0.3429, the costs would be $1,530 and $6,858, respectively. Therefore, the total direct salary costs of paraprofessionals for the professional development program would be projected at $28,388.00 for the first year (Appendix C). In addition to this figure, the overall cost of the professional development program will include the salaries of other district employees that will conduct trainings, as well as fees for outside trainers that are brought into the district to deliver specific trainings that are identified as areas of need from the results of this study. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 6 Desired Outcome Many special education students in Uniontown Area School District receive paraprofessional support to ensure their success in the least restrictive learning environment. Paraprofessionals work with special education teachers and regular education teachers to support students with disabilities. It is imperative that paraprofessionals are properly trained and retained, in order to build strong skills, as well as relationships with teachers and students. This can only be achieved through the identification of paraprofessionals’ specific strengths and deficits that relate to their need for training. This information will then be utilized to develop appropriate professional development that is implemented and monitored over time. An improved professional development program is critical to the preparation and retention of qualified paraprofessionals that are able to meet students’ needs and promote their success. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 7 CHAPTER II Review of Literature Introduction Paraprofessionals have become an essential component in the education of students with disabilities. According to the Bureau of Labor Statistics, 437,200 special education teacher jobs were reported in the United States in 2018. This is in striking contrast to the 1,380,300 teacher assistant jobs reported in the same year (Occupational Outlook Handbook, 2018). Therefore, far more paraprofessionals work with students than certified special education teachers. When first presented into classrooms, paraprofessionals completed clerical tasks to support the teacher, including taking attendance, filing, checking papers, and preparing bulletin boards. Paraprofessionals are now engaged in many more important tasks that relate directly to teaching and learning (Ashbaker & Morgan, 2012). This change is the result of multiple factors, including the implementation of two federal mandates, the reauthorization of the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act of 2001 (NCLB). As a result of IDEA, students with disabilities must be educated in the least restrictive environment as described: Each public agency must ensure that— (i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 8 (ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (IDEA §300.114). After the implementation of IDEA, more students with disabilities were taught in regular education classrooms and teachers needed assistance. Therefore, it became necessary to employ paraprofessionals to support students’ needs, as outlined in their Individualized Education Plans (IEPs). Because paraprofessionals can serve in varying roles, the Pennsylvania School Code distinguishes between instructional paraprofessionals and personal care assistants: An instructional paraprofessional is a school employee who works under the direction of a certificated staff member to support and assist in providing instructional programs and services to children with disabilities or eligible young children. The support and assistance includes one-on-one or group review of material taught by certificated staff, classroom management and implementation of positive behavior support plans. Services may be provided in a special education class, regular education class or other instructional setting as provided in the student’s IEP (Chapter 14, §14.105(a)(1)). A personal care assistant provides one-to-one support and assistance to a student, including support and assistance in the use of medical equipment (for example, augmentative communication devices; activities of daily living; and IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 9 monitoring health and behavior). A personal care assistant may provide support to more than one student, but not at the same time (Chapter 14, §14.105(a)(4)). Another factor that has increased the number of paraprofessionals in schools is the shortage of teachers, particularly in the area of special education. The National Coalition on Personnel Shortages in Special Education (n.d.) reported the following statistics about teacher shortages in the United States: • 14% of public-school students receive special education services; • 98% of the nation’s school districts report special education shortages; • 49 states report a shortage of special education teachers/related service personnel for 2013–2014; • 82% of special educators and specialized instructional support personnel from across the nation report that there are not enough professionals to meet the needs of students with disabilities (National Coalition on Personnel Shortages in Special Education, n.d.). To address the problem of teacher shortages, some states are developing incentives for paraprofessionals to seek teaching certifications. For example, Massachusetts offers a paraprofessional teacher preparation grant program to residents who are currently employed as paraprofessionals in Massachusetts’s public schools but wish to become certified as full-time teachers. Although not based on student financial need, the grant is designed to reduce their financial burden and help address the Commonwealth's current teacher shortage (Commonwealth of Massachusetts, 2019). IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 10 According to the No Child Left Behind Act of 2001, each local educational agency must ensure that all newly hired paraprofessionals working in a program supported with federal funds meets one of the following criteria: (A) completed at least 2 years of study at an institution of higher education; (B) obtained an associate's (or higher) degree; or (C) met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment — (i) knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or (ii) knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate (NCLB §1119). IDEA and NCLB have also increased training requirements of Title I and special education paraprofessionals. IDEA highlights the need for paraprofessionals to be appropriately trained and supervised in order to assist with providing special education and related services to students. NCLB mandates minimum paraprofessional training requirements to local education agencies that receive Title I funds. Together, IDEA and NCLA caused an increased focus on proper training of paraprofessionals (Morgan, Forbush, & Nelson, 2004). Importance of Paraprofessional on School Teams Student support Paraprofessionals have a very high level of responsibility and carry out many roles. They provide support to students with disabilities in the general education IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 11 classroom, specialized settings, community settings, and job sites (Carroll, 2001). In an inclusive setting, the teacher may instruct the paraprofessionals to modify curriculum and materials, take and record data, and monitor student behavior. Teachers with large caseloads depend on paraprofessionals to relay important information about student progress, behaviors and areas of need. Paraprofessionals reinforce content in a manner that is effective in addressing a student’s needs, by following the accommodations that are set forth in the IEP. Paraprofessionals that support students in inclusive settings frequently interact with general education teachers, discussing class lessons, activities, and ways to best incorporate students’ IEP goals. They also communicate how to address behaviors and communication with the students. Many students with disabilities have difficulty with social interactions. Sometimes this is due to the nature of their disability, including misunderstanding social cues or difficulty with starting and navigating conversations (Causton-Theoharis & Malmgren, 2005). When paired with one-on-one support, these issues may intensify because relationships with peers are not occurring naturally. Although paraprofessionals can have positive effects on students in many areas, growing research exists that documents the negative social effects of paraprofessional support (Causton-Theoharis & Malmgren, 2005). This generally derives from excessive physical proximity to students and frequent removal from peer groups. According to Causton-Theoharis and Malmgren, the following are examples of paraprofessional proximity that can have unintended negative consequences: • Maintaining physical contact with the student; • Sitting directly next to the student; IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • Allowing the student to sit on the paraprofessional’s lap; • Accompanying the student everywhere in the school setting (Causton- 12 Theoharis & Malmgren, 2005, p. 18). While paraprofessional support may be necessary to ensure the implementation of a student’s IEP, it is imperative that negative effects of the paraprofessional’s presence are minimized. Collaboration and communication In order for paraprofessionals to be effective, supervising teachers must establish effective communication for understanding assignments, coordinating approaches to students, and building relationships. Good rapport between the supervising teacher and paraprofessional allows for common understanding and commitment to a positive working relationship that enhances student instruction (Stockall, 2014). It is critical that the teacher assigns responsibilities to the paraprofessional, but retains the decision making appropriate to the paraprofessional’s training and legal obligations (Ashbaker & Morgan, 2012). Teachers must clearly express the roles delegated to paraprofessionals and how they expect the roles to be executed. This includes setting clear parameters of what paraprofessionals should not do. The teacher should provide guidance and instructions for daily tasks, as well as a careful explanation of the rationale for those tasks. Without this understanding, neither the paraprofessional nor teacher can monitor and assess the effectiveness of the services being delivered to students. As teachers monitor the support that paraprofessionals provide, essential feedback is given to ensure that the paraprofessional develops confidence. More importantly, the IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 13 feedback is utilized to confirm which strategies are effective with students and which are counterproductive, to ensure positive outcomes. Ashbaker and Morgan (2012) state that recommendations for teacherparaprofessional collaboration can be clustered into several themes: clarifying roles and expectations, monitoring support and providing feedback, and providing on-the-job training. Several interpersonal skills are necessary for effective teacher-paraprofessional collaboration, including maintaining positive interpersonal relationships, developing a team approach and valuing the paraprofessional (Ashbaker & Morgan, 2012). Paraprofessionals vary significantly in the amount of time they are afforded to meet with supervising teachers to collaborate. Many paraprofessionals report that they never meet at all or only quarterly (Berecin-Rascon, 2008). Some paraprofessionals report that they do not know their supervising teacher, which exemplifies the confusion related to the day-to-day supervision of paraprofessionals by teachers. Ideally, trainings for paraprofessionals and teachers should be collaborative and the pair should attend together. Mutual trainings help to clarify roles of the paraprofessionals and teacher in making educational decisions, while increasing relevance of the professional development (Berecin-Rascon, 2008). The higher number of paraprofessionals often complicates the job of beginning teachers (Bauman, Silla, & Stufft, 2010). Regardless of their roles with students, paraprofessionals must always be supervised, which is the responsibility of the classroom teacher. Therefore, it has become increasingly more important for teachers to be trained in giving direction to paraprofessionals (Bauman et al., 2010). New teachers lack skills in collaborating with other adults. The main influence on their work approach is the way IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 14 they were taught in school and it is unlikely that paraprofessionals were in their classrooms. They were also unlikely to have contact with paraprofessionals as students, because the classes they attended did not require support. Therefore, the involvement of a paraprofessional is not necessarily viewed as an integral part of their teaching role (Ashbaker & Morgan, 2012). In a study conducted by Bauman et al. (2010) first- and second-year teachers reported that they felt most comfortable planning with their paraprofessionals and least comfortable supervising and evaluating them. The vast majority of respondents indicated that they had less than one class-hour learning how to work with paraprofessionals. New teachers’ open-ended responses in the study indicated a general theme of dissatisfaction with paraprofessionals. This includes their own lack of knowledge about the role of a paraprofessional and lack of experience regarding how to collaborate with them. Some teachers reported feeling judged by paraprofessionals and others had concerns about the lack of time planning with them (Bauman et al., 2010). A conclusion of the study was that school districts need to provide professional development to teachers and paraprofessionals on how to collaborate. Perceptions of Paraprofessionals Preparedness and training Many studies have been conducted that suggest paraprofessionals feel unprepared for the demands of their position. This is the result of little or no meaningful trainings that relate to their specific role with students. Riggs and Mueller (2001) indicated that paraprofessionals lacked training in two primary areas: managing challenging behaviors and making curriculum modifications and adaptations. Paraprofessionals identified the IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 15 barriers to training as difficulty obtaining release time, a lack of resources to pay them for after-school hours, and the limited availability of trainings. Paraprofessionals reported that professional development had a beneficial effect on their job skills and also influenced their decision to remain in the field of education (Berecin-Rascon, 2008). In order to keep paraprofessional in the field over time, they must believe that they are supported at the district level in ways that are productive, meaningful, long term and varied in scope. The majority of paraprofessionals reported that their districts provided little or no introductory training or orientation when they were hired. Many also stated that other paraprofessionals provided them with support, leading to the hypothesis that systems had been developed in schools whereby relatively untrained staff members were mentoring new inductees (Riggs & Mueller, 2001). Role in the school and community Paraprofessionals are usually women with an average age of 40, who live in the community near the school and they tend to have racial and cultural characteristics similar to the student population (French, 1999). While they often have no specific preparation as a paraprofessional, many have had previous work experience in a field that can be generalized to the school setting, including health care and athletics. For some paraprofessionals, the appeal of the position is the close proximity to home, and compatibility with family life such as their children’s schedules. Respect from students, parents, and staff Paraprofessionals have often reported that staff relationships are not based on mutual respect and that their opinions about students were not valued. Many stated that IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 16 they could contribute more and were bored at times (Riggs & Mueller, 2001). Including paraprofessionals in planning and decision-making can have positive effects on their job satisfaction as well as student learning. Although they usually do not have formal training in special education, paraprofessionals observe students in a variety of settings and can provide anecdotal information for making educational decisions (Riggs, 2004). Fowler, Coleman, and Bogdan (2019) conducted a study to identify potential issues affecting the delivery of services to children with exceptionalities, where 10,251 special education teachers who were current members of the Council for Exceptional Children (CEC) completed a survey. In part, they were asked to rate their own and their colleagues’ preparation to teach students with exceptionalities. Over two-thirds of respondents reported that they (69%) and related service providers (68%) were very or extremely well prepared to help students meet IEP goals. More than half of respondents rated experienced special education colleagues (55%) as very or extremely well prepared and less rated novice special education colleagues (38%) as very or extremely well prepared. Of great concern, very few respondents rated general education colleagues or paraprofessionals (12%) as very or extremely well prepared. Job satisfaction Creating a work environment where paraprofessionals attain a high level of job satisfaction is important to supporting students with disabilities in the regular education classroom. (Berecin-Rascon, 2008). The primary reason paraprofessionals leave their job is to seek careers that offer higher salaries and greater career advancement. Retention of paraprofessionals is clearly linked to the presence or absence of mutual respect and recognition for their contributions (Riggs & Mueller, 2001). Many paraprofessionals IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 17 reported they lacked indices of support such as differential pay based on experience, procedures for their duties being covered in their absence, and being paid to attend meetings for students outside of the work day (Riggs & Mueller, 2001). Further, paraprofessionals cited necessary indices of support as: • Being invited to attend educational support team meetings for students; • Being provided adequate break time; • Having adequate substitute coverage; • Being perceived as a team member working alongside the teacher (Riggs & Mueller, 2001, p. 60). The Michigan Applied Public Policy Research Program (MAPPR) conducted a study to learn about paraprofessional experiences and perspectives across Michigan. It found that the pay, hours and benefits did not match the daily demands of paraprofessionals, which resulted in difficulty with recruitment, high turnover and employment shortages. These issues were also tied to administrators’ reports of a lack of professionalism exhibited by paraprofessionals (Douglas & Bowles, 2018). A lack of clarity in the role of the paraprofessional and little recognition for their contributions were also noted as problems in Michigan. Other key findings from the Michigan study include a lack of administrative support, funding, and time allocation for paraprofessional training (Douglas & Bowles, 2018). Factors for success Berecin-Rascon (2008) conducted a study to investigate the perceptions of paraprofessionals regarding training and concluded that school districts should do the following: IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • Re-evaluate the district’s role for investing in professional development; • Develop a skill assessment instrument to guide the refinement of systematic 18 professional development to increase skill levels; • Assess the amount and kinds of support provided to enhance paraprofessional effectiveness and job satisfaction; • Encourage paraprofessionals to consider the field of special education as a profession (Berecin-Rascon, 2008, p. 27). Paraprofessionals reported the need for more specialized training that is specific to motivational strategies to improve student learning specific to their disabilities. In Berecin-Rascon’s study (2008), no paraprofessional received an initial orientation for the district’s procedures and programs. Paraprofessionals reported that they had to learn things on their own and guess along the way. “Developing training opportunities for paraprofessionals also may increase the confidence, knowledge, and application of pedagogy for students with disabilities, therefore impacting degree of satisfaction reported by paraprofessionals” (Berecin-Rascon, 2008, p. 117). A significant relationship exists between the perceived level of effectiveness of paraprofessional training and the probability of the paraprofessional becoming a special education teacher. Due to this relationship, school districts should consider the importance of paraprofessional training in the recruitment of a qualified special education workforce (Berecin-Rascon, 2008). Supervising Paraprofessionals Many paraprofessionals find themselves unsupervised and feel a lack of confidence and job satisfaction due to uncertainty (Wallace, 2002). Administrators must IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 19 promote effective instructional supervisory relationships that reward teacherparaprofessional teams. Wallace conducted a study in Minnesota that identified and validated the following areas in which competencies of teachers directing the work of paraprofessionals exist:  Communicating;  Managing work;  Modeling;  Planning and scheduling;  Providing instructional support;  Public relations;  Training (Wallace, 2002). People need a clear understanding of what is expected of them in the workplace, and paraprofessionals are no exception. Teachers’ busy schedules and their limited amount of training in supervising paraprofessionals can create situations where paraprofessionals are placed with students with little direction or explanation of desired outcomes (Wallace, 2002). Teachers that supervise paraprofessionals need training in the principles of teamwork and team building. Team members should meet regularly to express concerns, offer opinions, and ask for clarification of goals. A teacherparaprofessional team that has good communication and meets regularly will lead to increased job satisfaction, reduced tension, improved job performance and more selfconfidence of paraprofessionals. Teachers should resist the urge to take advantage of the quickness of planning without seeking the input and assistance of the paraprofessionals. Because teachers are IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 20 often pressed for time, it may be tempting to move forward without collaboration with their paraprofessionals. However, when paraprofessionals are not included in planning, teachers are not only overlooking the opportunity for gaining information about students that benefits their education, but also making the paraprofessional feel more valued (Wallace, 2002). Principals Paraprofessionals reported they are unclear about specific policies and procedures for their supervision and evaluation. Varying degrees of teacher supervision were described as well as confusion about the chain of command. Many paraprofessionals reported being unsure about how, when, and who would evaluate them (Riggs & Mueller, 2001). Implications of the Riggs and Mueller (2001) study include the need for policies and procedures that delegate responsibilities to paraprofessionals and clearly delineate the evaluation process. Paraprofessional must be informed of what to expect from formal performance reviews, including who will evaluate them and the likely outcomes of the review (Wallace, 2002). Effective principals develop learning communities that emphasize high standards, quality instructional programs, shared leadership, and effective communication. They skillfully engage stakeholders including students, teachers, specialists, paraprofessionals, support personnel, families, and business partners. Effective principals are stewards of a school culture of inclusiveness, encouraging teacher leadership, team learning, collaboration and professional growth (DiPaola & Walther-Thomas, 2003). As student performance expectations continue to rise, many educators are poorly prepared to provide effective support to students with disabilities. Principals who support IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 21 special education by providing high-quality professional development to teachers enhance student outcomes (DiPaola & Walther-Thomas, 2003). Time and financial compensation for paraprofessionals to attend training sessions provides the district with better-prepared and more satisfied paraprofessionals. Providing paraprofessionals with planning and collaboration time, as well as inviting them to building and student meetings, maximizes their potential and acknowledges their value. Administrators who understand the needs of students with disabilities and the challenges of educators who work with them are better able to provide appropriate support. Effective principals ensure that diverse needs of students are addressed through five major elements: organization, curriculum and instruction, professional development, climate, and student assessment (DiPaola & Walther-Thomas, 2003). Effective leaders are committed to student success and collaborate with others to ensure that success. Even with limited financial resources, principals can foster collaboration and classroom communication by ensuring teachers and specialists have common planning time to address student needs (DiPaola & Walther-Thomas, 2003). Teachers and administrators may not be aware of paraprofessionals’ desire for professional development and their need for support. “It is important for teachers and administrators to understand paraprofessionals’ perceived need for training, role clarification and involvement in decision making.” (Wallace, Shin, Bartholomay, & Stahl, 2001) Teachers Teachers are key agents in improving education, requiring ongoing changes of roles and responsibilities. This includes providing on-the-job training for and supervising IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 22 paraprofessionals (Wallace et al., 2001). The skills needed by teachers to supervise paraprofessionals are identified as follows: • Communication with paraprofessionals; • Planning and scheduling; • Instructional support; • Modeling for paraprofessionals; • Public relations; • Training; • Management of paraprofessionals (Wallace et al., 2001, p. 525). Wallace et al. (2001) suggest that these skill areas should be the basis of paraprofessional training programs as well as criteria for assessing the work of teachers supervising paraprofessionals. According to French (1999), the presence of paraprofessionals changes the role of teachers because they must take on associated roles of direction-giver, monitor, coach, and support person. This shift from primary delivery of student instruction is not always welcomed. This may be due to their lack of preparation in assisting paraprofessionals and feeling uncomfortable giving direction to another adult. Some teachers recognize the problem and request training on supervisory skills as well as standards, policies and procedures for working with them. Communication between teachers and paraprofessionals is important as policies evolve and training programs are developed to support teachers in their role of directing the work of paraprofessionals. This will facilitate discussion of roles and expectations, responsibilities, skills, interests, and areas of development that must be clarified (Wallace IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 23 et al., 2001). Teachers should assist paraprofessionals to identify and advocate for the professional development they need instead of receiving training that is irrelevant to them. This can also be achieved through a needs assessment conducted by teachers or at the district level (Wallace et al., 2001). Professional Development of Paraprofessionals The role of a paraprofessional has changed over the last ten years. Once considered an aide, paraprofessionals are now an important part of the instructional team. This is the result of the emphasis IDEA placed on learner-centered instruction that meets the needs of children with diverse abilities and needs. Paraprofessionals assist with instructional tasks and often teach small groups of students with disabilities. Some paraprofessionals support special education students in the general education classroom. As the role of a paraprofessional becomes closer to that of a teacher, the need for professional development becomes greater. The Council for Exceptional Children developed standards to guide the professional development of paraprofessionals and also identified the following areas of knowledge and skills: • Foundations of special education; • Development and characteristic of learners; • Individual learning differences; • Instructional strategies; • Learning environments and social interactions; • Language; • Instructional planning; IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • Assessment; • Professional and ethical practice; • Collaboration (Council for Exceptional Children, 2004). 24 Many school districts are implementing these standards for professional development of paraprofessionals (Keller, Bucholz, & Brady, 2007). The learning strategies benefit students by improving paraprofessionals’ retention, attitudes and motivation. This is especially true of the students that paraprofessionals work with closely, in both instruction and supervision. Therefore, paraprofessionals require the skills and knowledge to use learning strategies in various areas of the school environment (Keller et al., 2007). School districts face hardships in training paraprofessionals including (a) lack of expertise in developing and selecting programs, (b) lack of personnel with the time and expertise to deliver training and (c) limited funds for training (Morgan et al., 2004). These hardships, coupled with IDEA and NCLB legislative mandates, have led districts to seek creative training opportunities for paraprofessionals. The most common trainings for paraprofessionals are structured and traditional in nature, consisting of in-service trainings, professional development workshops, districtbased classes and college coursework. Trainings less likely to be offered to paraprofessionals include staff development classes designed for teachers, outside conferences, visitations of exemplary programs and mentorship activities. (BerecinRascon, 2008). Training available to paraprofessionals is sporadic in nature and often does not include how to work under the direction of a professional. While NCLB requires college- IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 25 level training, it does not have to be in the area of education. Further, this requirement only applies to paraprofessionals working in schools that are designated as Title I. The IDEA requirement is for “appropriate” training but does not define or regulate otherwise. While legislation may be a step in the right direction, trainings for paraprofessionals are still inadequate (Ashbaker & Morgan, 2012). Responsibilities Although paraprofessionals have worked in education since the early 20th century, educational organizations have done little to enhance their status, leaving school districts to develop programs to train them (French, 1999). These programs are often insufficient in improving the effectiveness of the paraprofessional or enhancing their work lives and employment conditions. Many paraprofessionals receive generic multicomponent intervention packages that may be effective for teaching basic information, but do not help them apply the knowledge in practice (Zanton, 2015). Paraprofessional training is highly parochial and sporadic, does not recognize core skills required, nor is it competency based or linked to systemic opportunities for career development. State education agencies and school districts have joined forces with institutions of higher learning to establish standards for licensure to ensure that teachers have the skills to supervise paraprofessionals (Pickett, Likins, & Wallace, 2003). The National Resource Center for Paraprofessionals (2003) clarifies the responsibilities of the teacher that cannot be delegated to paraprofessionals:  Diagnosing learner needs;  Consulting with colleagues to plan IEPs;  Creating and maintaining learner-centered environments; IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 26  Aligning curriculum with instructional strategies;  Planning lessons;  Modifying content and instructional activities to meet student needs;  Facilitating learning;  Assessing learner outcomes;  Involving parents in all aspects of their child’s education (National Resource Center for Paraprofessionals, 2003). The responsibilities of the paraprofessional under the supervision of the teacher are outlined by the National Resource Center for Paraprofessionals (2003):  Engage learners in instructional activities assigned by teachers;  Carry out behavior plans developed by teachers;  Assist teachers with functional and other assessment activities;  Document learner performance for teacher to plan and modify curriculum;  Assist teachers with organizing and supporting learning activities;  Assist teachers with involving parents (National Resource Center for Paraprofessionals, 2003). Policies While some districts have written procedure and handbooks relating to paraprofessionals, others have no formal plan in place. In the absence of written guidelines, districts must develop policies regarding the employment, training, and supervision of paraprofessionals (French, 1999). Pre-service training for paraprofessionals is also very important. For training to be relevant, paraprofessionals must be actively involved in the design of the professional development program IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 27 (Berecin-Rascon, 2008). Therefore, school district policy should include paraprofessional input in the development of an effective training program that is tailored to their specific needs and roles in working with students with disabilities. New initiatives to improve education are frequently implemented without considering the impact those changes will have on the people that support the change. It is critical to assess the skills needed by individuals who will implement these initiatives, including how and where they will acquire the necessary knowledge and strategies. The district must support paraprofessionals in these endeavors (Wallace et al., 2001). In the earlier discussed MAPPR study, findings indicated a number of areas of needed improvement in paraprofessional-related policies and practices (Douglas & Bowles, 2018). This includes specific policies regarding paraprofessional training that outlines the amount, content and delivery of professional development. A lack of training for teachers to supervise paraprofessionals was also identified. Findings of the study also indicated a need for improved paraprofessional evaluations that promote performance by being transparent and including the input of the supervising teacher (Douglas & Bowles, 2018). Special education and data collection High-quality instructional practices benefit all learners, particularly those with disabilities that require specialized, systematic interventions. It is important that paraprofessionals are trained and supervised to use effective instructional practices based on a repertoire of evidence-based strategies (Zanton, 2015). Untrained paraprofessionals often do not utilize evidence-based strategies when attempting to teach students with significant disabilities. Paraprofessionals also struggle to provide optimal support to IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 28 students during their interactions with peers and other adults (Zanton, 2015). Teachers need to know how to support paraprofessionals to ensure that students are receiving the best possible education. This is especially critical for teachers of students with severe disabilities (Zanton, 2015). Core information needed by paraprofessionals to be responsive to students’ needs across instructional settings include (Lasater, Johnson, & Fitzgerald, 2000):  Paraprofessionals’ roles and responsibilities;  Learner characteristics;  Cultural diversity;  Data collection;  Behavioral and instructional strategies;  Health-related issues and procedures (Lasater, et al., 2000). Data collection is an important component in delivering and monitoring appropriate special education services to students with disabilities. While planning instruction is the special education teacher’s role, paraprofessionals can assist in documenting information to modify lessons and adapting instructional methods implemented with students (Connecticut State Department of Education, 2014). Paraprofessionals can also document many areas of special education, including the use of supports in a student’s IEP, student progress toward goals and student behaviors. When a paraprofessional has been trained and is knowledgeable about the process of data collection, he/she can gather invaluable information about students. The following considerations are important to implementing a data collection system: 1. Data collection procedures should not cause a distraction from instruction; IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 29 2. Data collection procedures should not take excessive amounts of time away from instruction; 3. Results of data collection should lead to modifications and improvements in instructional programming; 4. The observer should respect the privacy and dignity of learners (Connecticut State Department of Education, 2014). Types of Trainings Direct instruction Professional development models that include coaching, such as the direct instruction training model (DITM), can promote independence and confidence in a manner that gradually increases the responsibility to the learner (Stockall, 2014). The steps of the DITM include demonstrations and practices examples for paraprofessionals, as well as side-by-side coaching from the teacher. This type of coaching requires the teacher to be an expert so that training outcomes are positive for paraprofessionals. Expert teachers are efficient, effective, and able to juggle everyday tasks such as planning, grading and adapting instruction to meet student needs. When done correctly, side-by side coaching is very customized and cost efficient (Stockall, 2014). A DITM requires the teacher to plan, instruct, guide, observe and provide performance feedback to paraprofessionals. In turn, the paraprofessional must listen, respond, question, practice and self-evaluate. The DITM consists of six steps: 1. Establishing training goals and objectives; 2. Instructing; 3. Demonstrating; IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 30 4. Guiding; 5. Observing; 6. Providing performance feedback (Stockall, 2014, p.199). Throughout these steps, the teacher and paraprofessional decide specific goals of the professional development. The teacher will determine how long sessions will last and will explain the skill and rationale to the paraprofessional. It is important that one skill is taught prior to the start of the day in a short lesson, then reinforced several times a day for longer sessions with students. The teacher demonstrates the skill and articulates exactly what to do. Next, the teacher guides the paraprofessional on how to implement the skill. Eventually, the responsibility is shifted to the paraprofessional to execute. Feedback to the paraprofessional must be immediate and detailed. When objectives are consistently met, the pair will move on to the next lesson. According to Stockall (2014), the DITM can be used to teach multiple skill sets that are applicable to various settings and contexts. Any strategy or skill that can be divided into sequential steps can be learned through the DITM. Used in conjunction with side-by-side instruction, paraprofessionals can become effective in assisting students and protecting teachers’ valuable instructional time. Providing daily professional development ensures that paraprofessionals become highly qualified. Modeling Paraprofessional-teacher mentoring programs and job-embedded professional development activities improve the effectiveness of paraprofessionals (Riggs & Mueller, 2001). It is important that paraprofessionals have the opportunity to observe positive interactions between teachers and students. When modeling for paraprofessionals, IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 31 teachers must demonstrate caring and respectful interactions with students. The behavior modeled must also be trustworthy, cooperative and positive with not only students, but also other members of the staff and administration. As teachers encounter challenges and disruptions, their response to the issues is an opportunity to model respect, patience and persistence in carrying out educational objectives. Modeling is a useful way to provide on-the-job training to paraprofessionals (Wallace, 2002). Team/building-level training Although paraprofessionals play an important role in educating students with disabilities, they often do not receive the same level of professional development given to other service providers (McKenzie, 2011). An urban school district in Colorado implemented a professional development program for paraprofessionals to address high paraprofessional turnover, job dissatisfaction and low morale. The goal of the program was to enhance knowledge and skills of paraprofessionals, develop understanding of research-based practices, provide a venue for problem solving and increase collaboration of the IEP team. The special education director developed the program after gaining support from district principals and paraprofessionals. Funds were designated for paying paraprofessionals for one training day prior to each school year and also to attend monthly meetings. Areas of content focus were determined by a needs assessment administered to paraprofessionals and included IDEA, individual learner characteristics, instructional strategies, behavior management, Response to Intervention (RTII), and case law. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 32 During the 1-day training, new hires received paraprofessional handbooks and returning employees received updates to add to their handbooks. New paraprofessionals were trained in the classified personnel evaluation process, review of the code of conduct, professional ethics standard, confidentiality guidelines, and all roles and responsibilities. Returning paraprofessionals received training in their area of specific need or interest, including RTII, autism spectrum disorder and assistive technology. After lunch, newly hired paraprofessionals were trained in IEPs, students with significant needs, accommodations, and modifications. Returning paraprofessionals attended training on topics of their choice including crisis prevention and intervention, functional behavior assessments, and behavior plans. Paraprofessionals attended six department meetings throughout the school year. Topics covered were making choices for students with severe disabilities, supporting student transition from elementary to middle school and assignments with individual students. Paraprofessionals were required to read specific journal articles prior to each meeting, which were included in their handbook. In order to provide in-depth trainings, case studies were provided during monthly meetings to provide an opportunity to practice new skills. The implementation of the professional development program for paraprofessionals produced three significant benefits: 1. Increased retention of paraprofessionals; 2. Increased enrollment of paraprofessionals in special education teacher certification programs; 3. Increased collaboration among IEP team members (McKenzie, 2011). IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 33 Outside/formal Keller et al. (2007) described a university/community college/district initiative that provided a 2-day make-and-take workshop to teach paraprofessionals how to use learning strategies they called CREATE. The word CREATE is an acronym for the steps utilized during the professional development activities with paraprofessionals. On Day 1 of the training, various types of learning strategies, including CREATE, were reviewed. The steps to CREATE are as follows:  Choose a learning outcome or goal;  Remember to task analyze;  Eagerly put the steps in sequential order;  Always make it simple and easy to remember;  Try to choose action words that match your title by using acronyms;  Extend learning by making a cue card for students to use independently (Keller et al., 2007, p. 20) Paraprofessionals were asked to identify students they work with that would benefit from the strategies of CREATE. Next, they created learning strategies to take back and implement with students. Paraprofessionals collected data on the number of times they helped their students perform a skill before and after implementing the CREATE strategy. On day 2 of the training, paraprofessionals shared the information that they had collected with the group, describing both success and challenges. The outcome of the training was that it demonstrated the importance of providing paraprofessionals with useful professional development. Not only did they gain valuable techniques to implement with students, they also gained a sense of value as a vital IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 34 member of the instructional team. The majority of the paraprofessionals that participated in the training indicated that they felt enthusiastic about developing and teaching learning strategies to students. As a result of the implementation of these techniques, students will become more independent learners. Online/interactive Ideally, school districts need access to experts who can deliver training in a costefficient manner. One option is to offer internet-based training using live audio and video. Conducted as a live broadcast, the lesson is interactive and allows the instructor to present information, obtain responses and questions from participants, and adjust instruction as needed. Morgan et al. (2004) evaluated the functionality of technology and delivery of distance-based instruction to paraprofessionals but does not compare it to other training formats. The training was funded by a federal grant project that provided training to paraprofessionals simultaneously at three sites. Two project technicians developed the delivery system and site coordinators acted as liaisons during the trainings. Necessary computer and audio equipment, projector, software, and video streaming were utilized. Goals of the project were to provide paraprofessionals with training that lead to competence in special education and to demonstrate functionality of the Internet-based delivery system (Morgan et al., 2004). Text and curriculum were called Enhancing Skills of Paraeducators, 2nd edition, which is designed to address skills established by the Council for Exceptional Children. The 10-week course covered topics including applied behavior analysis and classroom management procedures. Paraprofessionals were required to carry out assignments demonstrating competency under the direction of a IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 35 teacher’s supervision. Paraprofessionals were evaluated on a pass/fail system for tests, quizzes, activities, and attendance. All 54 paraprofessional participants passed the course and received certificates of completion. Course evaluation was determined through paraprofessional feedback. This was achieved with an evaluation containing 35 Likert-type questions on a rating scale of 1-5. Fifty participants provided a course evaluation that resulted in an overall mean rating for the course of a 4.36/5. Highest ratings were given regarding the site coordinator’s effectiveness, organization, enthusiasm, and willingness to help. Lowest ratings were given in relation to clarity of images and audio, as well as time lags. Participants commented that the class was a great opportunity to share with other paraprofessionals and was excellent at helping them become more effective at their job. The conclusion was that the live, Internet-based system may be a good manner of training paraprofessionals, particularly for school districts who do not have local experts to conduct trainings (Morgan et al., 2004). Summary Paraprofessionals are a critical component in the successful implementation of students’ IEPs and their inclusion in the general education classroom. The roles and responsibilities of each paraprofessional may vary significantly depending on the individual needs of the students that he/she works with on a daily basis. Regardless of their role, it is imperative that all paraprofessionals receive appropriate training, ongoing professional development, and the support of teachers and administration in order for them to be effective. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 36 Lasater et al. (2000) offer ten recommendations for planning and implementing professional development for paraprofessionals: 1. Communicate that paraprofessionals are valued and important. This can be accomplished by conducting professional development similar to that of teachers. Also, they should be compensated for time and/or offered professional credits; 2. Incorporate the results of a needs assessment. This should take into consideration the number of individuals being trained, their level of experience, work environment, student needs, and general training needs; 3. Provide ongoing, responsive support. Paraprofessionals should have time to raise questions and seek viable solutions by problem solving with partner teachers; 4. Include multiple opportunities for sharing, interacting and problem solving with peers. Because paraprofessionals often work in isolation from peers, they must be able to network and interact to gain valuable insights from others; 5. Allow for venting while ensuring refocusing and action. Paraprofessionals often express concern about salaries. Districts should inform them of local, state and national organizations that can contribute to their professional development and offer avenues for them to participate in issues regarding certification, licensure and salary; 6. Build a strong knowledge of students’ needs and goals. Information presented in trainings should be based on best practices to meet the needs of their IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 37 specific students. This includes recognizing the kind of support they provide and effective instructional and behavioral strategies for students; 7. Offer concrete tools to take back to the classroom. Paraprofessionals must have tools that enable them to return to the classroom ready to implement concepts learned; 8. Offer practical alternatives for responding to implementation challenges. Paraprofessionals must discover how to work with partner teachers who are reluctant to plan with them; 9. Provide opportunities for partner teachers and paraprofessionals to experience professional development together. Prior to the start of the year, paraprofessionals and partner teachers need time to explore roles based on students’ needs. They also need time to team-build and collaborate over time; 10. Celebrate their success. Professional development should recognize contributions of paraprofessionals and celebrate success (Lasater et al., 2000). Paraprofessionals show outstanding response to professional development. Careful planning of content and the process of the training enhances the delivery of quality services to students (Lasater et al., 2000). Paraprofessionals must possess a variety of skills, including providing curricular and individualized instructional support, encouraging positive behaviors, facilitating peer interactions and communicating with team members (Berecin-Rascon, 2008). Therefore, they should be provided opportunities to develop these skills and gain understanding of legal rights and responsibilities in the school setting. School districts must further provide paraprofessionals with basic training in issues and strategies specific to their students with disabilities (Ashbaker & Morgan, IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 38 2012). Paraprofessionals require time scheduled with special education teachers to communicate frequently about their responsibilities and the supports they need. Administrators can provide this crucial time through schedules and professional development opportunities. School districts must develop appropriate professional development programs that provide the components necessary to train, support and retain qualified paraprofessionals. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 39 CHAPTER III Methodology Introduction School districts are utilizing paraprofessionals in many roles that support students with disabilities at increasingly higher rates. By doing so, schools are ensuring that students with disabilities are educated in the least restrictive environment, maximizing the time they spend in regular education classrooms with nondisabled peers. Although paraprofessionals were once considered aides, more paraprofessionals are now assisting students in small groups and in the regular education classroom. With their work becoming closer to that of a teacher, the need for professional development of paraprofessionals is even greater than in the past (Keller et al., 2007). General education teachers and parents often believe paraprofessionals are an essential support for students with disabilities. However, conflicting research exists regarding the effectiveness and benefits to a student that receives paraprofessional support (Stockall, 2014). Some studies show that students with disabilities that received paraprofessional support feel stigmatized and rejected by peers. These students also report that they received inadequate instruction when working with paraprofessionals. Other research indicates positive results when paraprofessionals are well prepared to work effectively with students with disabilities (Stockall, 2014). This conflicting research signals the critical nature of building paraprofessionals’ capacity and skill set in meeting students’ needs. This includes facilitating student learning based on the instruction of the regular education teacher, and also recognizing when to step back and allow special education students to develop essential relationships with peers without interference. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 40 The importance of appropriate paraprofessional training that is outlined in the research, coupled with the rudimentary level of training offered to paraprofessionals in Uniontown Area School District, indicates the necessity for developing a comprehensive professional development program. While the district does offer trainings that meet the annual requirements of the Pennsylvania Department of Education, no formal professional development program has ever been implemented for paraprofessionals. Further, data has never been collected to examine the needs of paraprofessionals individually or across the district. Therefore, trainings that are conducted annually are not necessarily relevant to the actual job responsibilities of many paraprofessionals or the learning disabilities of the particular students that they work with on a daily basis. Also, professional development activities are not individualized in a manner that provides onthe-job training to paraprofessionals that would likely be the most meaningful to them. It is critical that paraprofessionals in Uniontown Area School District receive comprehensive training that enables them to understand specific student disabilities and effective interventions to support student success. This chapter describes the methodology implemented for the research study regarding professional development of paraprofessionals in Uniontown Area School District. The methodology chapter is organized according to the following topics: Purpose, Setting and Participants, Intervention and Research Plan, Research Design, Methods and Data Collection, Data Collection Instrument, Validity, and Summary. Purpose This study focused on improving the quality of the existing professional development activities offered to paraprofessionals in Uniontown Area School District. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 41 Paraprofessionals’ perceptions of their preparedness, as well as their areas of need, were relevant in determining the adequacy of the existing program and the additional topics of training that should be implemented. These perceptions also allowed for the identification of the unique needs of paraprofessionals that work with students in varying roles throughout the district. The perceptions of teachers that work side-by-side with paraprofessionals were also pertinent in determining individual paraprofessional’s preparedness in working with students in teachers’ classrooms. Also, teachers’ opinions about paraprofessionals’ areas of weakness and need for training were relevant to the determination of specific training topics necessary for paraprofessionals to be most effective in supporting students with disabilities in the regular education classroom. Teachers involved in the study were both special education case managers, as well as regular education classroom teachers. Both special and regular education teachers that participated in the study represented many grade levels from the elementary, middle, and high school. The three research questions provided a framework for evaluating perceptions from both groups, paraprofessionals and teachers, to determine the critical components that were necessary to develop a more comprehensive professional development program. This newly developed program will be based on conclusions of data collected to specifically answer the three research questions. Therefore, the comprehensive professional development program will be successful in delivering the trainings most relevant to paraprofessionals to build their capacity and provide enhanced services to students across the district. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 42 The methodology utilized to collect and evaluate data answers the three research questions that drive this study as follows; 1. What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? 2. What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? 3. What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? The desired outcome of the study is the development of a comprehensive professional development program that is implemented in Uniontown Area School District. This updated program will be the foundation of a long-term program aimed at providing training that is relevant and tailored to the needs of paraprofessionals serving in various roles. The professional development program will be monitored and modified over time, evolving to continue to meet the changing needs of paraprofessionals, based on the students they work with every day. The main goal of the new professional development program will be to reduce the turnover rate of paraprofessionals in the district and better prepare them to support students with disabilities. Ultimately, when paraprofessionals are appropriately trained and retained over time, students will receive better supports to enable them to be successful in the least restrictive environment in school. This is in alignment with both legislative requirements of IDEA and NCLB, as well as ethical obligations in providing the best possible services to meet the needs of students with disabilities. Setting and Participants Uniontown Area School District is a K-12 public school located in Fayette County in Southwestern Pennsylvania. The district encompasses 250 square miles and IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 43 includes nine schools that are located within three distinct areas: the city, valley and mountains. Uniontown Area High School (9-12), Ben Franklin School (K-8), Lafayette Middle School (6-8) and Lafayette Elementary (K-5) are situated in the city region of the district. Menallen Elementary (K-6) and Franklin Elementary (K-6) are located in the valley. AJ McMullan Middle School (6-8), Marclay Elementary (K-5) and Wharton Elementary (K-5) are all three found in the mountains. The communities vary greatly across the district, creating very different and contrasting school cultures. The student population in Uniontown Area School District is currently 2,692, while the number of students in the district that receive special education is 533. According to personal communication with the district superintendent’s confidential secretary and the district’s Pennsylvania Information Management System (PIMS) coordinator, the information from the Uniontown Area School District student management system, CSIU, is confirmed as up-to-date and accurate. The CSIU system indicates the following student statistics: • Approximately 76% of students are economically disadvantaged • The student racial composition of the district is as follows: 2.0% Hispanic 0.2% American Indian/Alaskan Native 0.3% Asian 15.0% Black 7.3% Multiracial 0.8% Pacific Islander 74.5% White IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • 44 The student population is 49.9% male and 50.1% female Uniontown Area School District currently employs 206 teachers, of which 34 are special education teachers. At the present time, the district also employs approximately 40 paraprofessionals. These paraprofessionals have a wide range of past training and work experience, creating a very diverse staff with varying strengths and needs. Of the 40 paraprofessionals in the district, 30 work with individual and/or groups of students in various settings, including the regular education classroom, special education classroom, and many other areas of the school environment. The other 10 paraprofessionals work in a one-on-one capacity with a student that requires a much higher level of support for reasons usually related to health, behavior and academic needs. Most special education teachers in the district work with paraprofessionals that support students on their caseloads. Some special education teachers, such as those that teach life skills and autistic support, may have four or more paraprofessionals assigned to their caseloads and working in their classrooms. This is due to the high level of need of their particular students, as some require a deal of assistance based on their medical, personal, behavioral, and academic disabilities. Many regular education teachers also have paraprofessionals that work in their classrooms with special education students both individually and in small groups. Paraprofessionals’ responsibilities in the regular education classroom may include redirecting students and keeping them on task, reteaching a concept, preventing disruptive behaviors, and also collecting student data. Information from district personnel records provided data for the past five years regarding paraprofessional employment. Records indicated that roughly a quarter of all paraprofessionals during this 5-year time period had vacated their positions at various IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 45 times throughout the school year, and some paraprofessional positions were filled multiple times. This has created a high turnover rate that has negative impacts on the district in resources of both time and money utilized for the recruitment, interviewing, selection, hiring, and training of new paraprofessionals. However, the most significant adverse effects of frequent turnover rates of paraprofessionals are in the form of the poor educational consequences that are created within the classroom for both teachers and students. As new paraprofessionals begin employment, time is necessary to learn all aspects of the job, including school procedures and specific student needs. All district paraprofessionals were invited to participate in this research study. All special education teachers were also invited, as well as every regular education teacher that currently worked with paraprofessionals at the time that the surveys were launched. Each special education teacher was required to submit a schedule for all paraprofessionals that were assigned to their caseload. This detailed schedule allowed for the identification of every regular education teacher in the district that had a paraprofessional working with students in the classroom, including content and related arts teachers. Following ethical guidelines, measures were taken to ensure that paraprofessional and teacher participants were not harmed during the research process. Further, participants in the study were informed of the details of the research project and were assured that the confidentiality of their responses would be preserved. An Informed Participant Consent document explained to participants that they must give written consent in order for their survey results to be included in the study. This Informed Participant Consent form was issued to paraprofessionals and teachers that were invited IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 46 to participate in the study. The Informed Participant Consent was attached to a letter that was sent through district emails that explained the details of the study to paraprofessionals and teachers that were invited to participate (Appendix D). Intervention and Research Plan The review of literature made clear the importance of well-trained paraprofessionals, as well as the difficulties school districts face in establishing appropriate training programs for paraprofessionals. The IDEA and NCLB federal mandates have created a call for a rapid shift in training expectations for paraprofessionals. While some districts faced problems prior to the implementation of IDEA and NCLB, the pressure to train paraprofessionals has heightened (Morgan et al., 2004). Many paraprofessionals receive generic multi-component intervention packages that may be effective in teaching them basic information but does not help them apply the knowledge in practice (Zanton, 2015). It is important that districts create their own programs and arrange for local experts to assess paraprofessional training needs and develop appropriate curriculum (Morgan et al., 2004). According to French (2003), the integrity and quality of a special education program are based on the quality and preparation of those who deliver services to students, including paraprofessionals. School districts have a great deal of work to do to enhance the effectiveness of the paraprofessionals. This can only be achieved through appropriate and sustained professional development, which is a necessity in order for students to receive the best possible services and instruction in the least restrictive environment. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 47 This research project was planned to assess the perceptions of paraprofessionals about their own effectiveness. Also, regular and special education teachers’ perceptions regarding the effectiveness of paraprofessionals were measured. This information was utilized to develop the foundation of a comprehensive professional development program that enhances paraprofessionals’ knowledge and skills. Hence, their effectiveness in working with students with disabilities would be improved. By intervening and addressing paraprofessionals’ deficiencies, the targeted trainings that improve effectiveness will also lead to an increase in paraprofessionals’ confidence and satisfaction in their work. Eventually, paraprofessional attrition rates in the district will decrease, leading to a more experienced and knowledgeable support staff. The interventions at the conclusion of the project will include the development of appropriate professional development activities to meet the identified needs of the current paraprofessionals in Uniontown Area School District. Fiscal implications of this project are primarily in the form of salaries and benefits that would be paid to paraprofessionals during the projected five days of professional development activities. The trainings would be conducted on district in-service days throughout the school year. At the current time, paraprofessionals often complete online trainings throughout the course of the normal workday. A paraprofessional training day is provided at the beginning of every school year to review basic guidelines and procedures for completing necessary paperwork such as logging for reimbursement through the Pennsylvania School-Based Medical Access Program. Occasional trainings are also arranged specifically for paraprofessionals, but in general, paraprofessionals only attend district in-service days if necessary to complete their 20 hours of mandatory annual IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 48 training. Even when paraprofessionals attend a district in-service day, they often do not attend a group training. Rather, they complete online trainings through the use of the PDE Safe Schools website or PaTTAN paraprofessional training videos. As discussed in the introduction, the projected annual cost of the 5-day comprehensive professional development program will include the current salaries, PSERS and Social Security/Medicare costs of $28,388 for paraprofessionals. However, the overall cost will also include additional salaries and fees for the trainings that are identified as areas of need through use of surveys with teachers and paraprofessionals conducted during this study. This raises the projected total cost in excess of $30,599.04 for the first year of the comprehensive program. Because some training topics are specific to district policies and individual school building procedures, Uniontown Area School District administrative staff will conduct several of the trainings. The amount of cost for this component is determined through use of current Uniontown Area School District administrative salaries, Social Security/Medicare rates and PSERS rates. Also included in the cost projection are the salaries of several other district personnel that would be involved in delivering basic training such as the district’s medical ACCESS Coordinator and the Safety-Care Officer. The ACCESS Coordinator will provide paraprofessionals with essential training related to logging for Pennsylvania School-Based Medical Access Program. The district’s Safety-Care Officer maintains certification to deliver behavior management training that includes de-escalation techniques, incident prevention, and physical safety. Intermediate Unit 1 trainers will be utilized to deliver two full days of training on special education topics that were determined through data analysis of survey results from both paraprofessionals and teachers. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 49 In summary, the direct cost of the 5-day comprehensive professional development program includes employee salaries, Social Security/Medicare costs, and PSERS costs, as well as Intermediate Unit 1 training fees as represented below: Table 1. Comprehensive Professional Development Costs (5-day) Comprehensive Professional Development Costs (5-day) Special Education Coordinator Salary Special Education Coordinator Social Security/Medicare Special Education Coordinator PSERS Principal Salary Principal Social Security/Medicare Principal PSERS Safety-Care Officer Salary Safety-Officer Social Security/Medicare Safety-Care Officer PSERS ACCESS Coordinator Salary ACCESS Coordinator Social Security/Medicare ACCESS Coordinator PSERS Paraprofessional Salaries Para Social Security/Medicare Para PSERS Intermediate Unit 1 Professional Development TOTAL COST BUDGET $339.51 $25.97 $116.42 $317.18 $24.26 $108.76 $144.00 $11.02 $49.38 $193.42 $14.80 $66.32 $20,000.00 $1,530.00 $6,858.00 $800.00 $30,599.04 Indirect costs of the comprehensive professional development program will be incurred through use of time, including the planning and preparation of each professional development activity. Technology and custodial staff will use time to set up, take down, and clean any necessary equipment and room areas. Secretarial staff will take time to prepare any necessary handouts, sign-in sheets or other materials used at the professional development activities. Indirect costs will also be incurred in the form of supplies for training purposes such as paper and copier ink for handouts. Overhead costs include electricity for lights, heat and/or air conditioning, and other utilities used such as water. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 50 Each subsequent year of the comprehensive professional development program will be reassessed for the increases in costs of salaries and Security/Medicare and PSERS rates. Research Design, Methods and Data Collection This study was a mixed-methods research approach that gathered both quantitative and qualitative survey data through use of Likert scale and open-ended questions. The mixed-methods approach was best suited for this study because one data source, qualitative or quantitative, may not have been sufficient in collecting the desired data. This is due to the fact that qualitative data provides understanding in greater depth, while quantitative data provides more general understanding (Hendricks, 2017). Therefore, the mixed methodology allowed me to identify patterns in the perceptions of teachers and paraprofessionals through the quantitative data. The qualitative data enabled me to gain more specific insights about the opinions of individual paraprofessionals regarding their experiences working with students with disabilities in the district. This includes their perceptions of their own level of preparedness for the specific responsibilities of their daily role, as well as their knowledge of the particular disabilities of the students they support. Qualitative data was collected through use of open-ended questions with teachers to assess their perceptions of how well paraprofessionals functioned in their classroom and what areas of improvement were needed in order for students to be provided with adequate supports to be successful. The mixed-method approach utilized for this study included the use of an electronic survey with current paraprofessionals and teachers that work directly with IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 51 paraprofessionals in their classrooms. The research procedures and data collection included the following: 1. A letter was sent on October 12, 2019 via district emails to all paraprofessionals. The letter explained the capstone project and asked paraprofessionals to give their opinions about their preparedness and needs through participation in an electronic survey (Appendix E). 2. A letter was sent on October 12, 2019 via district emails to all teachers working with paraprofessionals in their classrooms. The letter explained the capstone project and asked teachers to give their opinions about paraprofessionals’ preparedness and needs through participation in an electronic survey (Appendix F). 3. A survey link was sent on October 12, 2019 via district emails through use of SurveyMonkey to all district paraprofessionals. This invited them to participate in the online paraprofessional survey and tracked which individuals completed the survey. 4. A survey link was sent on October 12, 2019 via district emails through use of SurveyMonkey to all teachers working with paraprofessionals in their classrooms. This invited them to participate in the online paraprofessional survey and tracked which individuals completed the survey. 5. A reminder and link were sent on October 22, 2019 via district emails through use of SurveyMonkey to all paraprofessionals that had received invitations to participate in the study, but not yet completed the electronic survey. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 52 6. A reminder and link were sent on October 22, 2019 via district emails through use of SurveyMonkey to all teachers working with paraprofessionals in their classrooms that had received invitations to participate in the study, but not yet completed the electronic survey. 7. A reminder email was sent on December 13, 2019 via district emails to all paraprofessionals that completed the electronic survey but had not returned the Voluntary Consent form. This email notified the paraprofessional that the Voluntary Consent form was not received and was necessary for the survey data to be included in the study (Appendix G). 8. A reminder email was sent on December 13, 2019 via district emails to all teachers that completed the electronic survey but had not returned the Voluntary Consent form. This email notified the teacher that the Voluntary Consent form was not received and was necessary for the survey data to be included in the study (Appendix H). 9. After obtaining responses to both surveys, some survey data was excluded due to failure to receive the participant’s Voluntary Consent form. For the remaining surveys in which the signed Voluntary Consent was obtained, responses to the paraprofessionals’ survey and the teachers’ survey were analyzed separately. Results of the data analysis from both groups were utilized to develop a comprehensive professional development program for paraprofessionals in Uniontown Area School District. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 53 Data Collection Instrument The method of data collection utilized for this study was the use of two electronic surveys. This method produced profound data on the preparedness and needs of paraprofessionals in Uniontown Area School District that will be used to design a comprehensive professional development program. The instruments employed to collect data were in the form of two electronic surveys created through the internet-based survey tool, SurveyMonkey. I chose to use electronic surveys in part due to the flexibility of formatting, efficiency, and quick turnaround time for completion. Benefits specific to the SurveyMonkey platform include the user-friendly format and security features. Paraprofessionals and selected teachers could only participate though the invitation link and were able to opt-out of completing the survey. The paraprofessional survey consisted of a total of 15 questions, with 13 Likert scale questions and 2 open-ended questions. Therefore, both quantitative and qualitative data were collected simultaneously. All questions included in the survey focused on the perceptions of the preparedness and needs of paraprofessionals in Uniontown Area School District (Appendix I). The teacher survey also consisted of a total of 15 questions, with 13 Likert scale questions and 2 open-ended questions. Therefore, both quantitative and qualitative data were collected simultaneously. All questions included in the survey focused on the perceptions of the preparedness and needs of paraprofessionals in Uniontown Area School District (Appendix J). I submitted a study proposal for to the California University of Pennsylvania’s Internal Review Board (IRB) for this project on August 9, 2019. The proposal included IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 54 an overview of my proposed capstone project (Appendix K), as well as the above two surveys as data collection tools. On August 28, 2019, I received notification via email that the IRB had approved my proposal (Appendix L). While the cost of the comprehensive professional development program is estimated at $30,599.04, this does not include additional fees for trainings that are conducted by outside personnel other than one session from an Intermediate Unit 1 trainer. Many topics that are applicable to paraprofessionals’ needs would require the district to find a specialist that could cost several hundred to several thousand dollars. Some on-the-job professional activities that would have lower financial impact include shadowing opportunities with teachers or other experienced paraprofessionals that model relevant skills. Validity Validity of this mixed-methods study was ensured through multiple means. Mertler (2019) suggests answering the following questions from Leedy and Ormrod (2013) to safeguard validity: 1. Are the samples used for the quantitative and qualitative components of the study sufficiently similar in order to justify comparisons between the two types of data? 2. Are the quantitative and qualitative data equally relevant to the same or similar topics and research questions? 3. Are the two types of data weighted equally in drawing conclusions? If not, what is the justification for prioritization of one type over the other? IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 55 4. Are you able to use specific qualitative statements or artifacts in the study in order to support or illustrate some of the quantitative results? 5. Can obvious discrepancies between the two types of data be resolved? Each of the above questions are answered for this research study by the following details: In this study, the samples used for the quantitative and qualitative components are similar because of the design of the questions for the paraprofessional and teacher surveys. Both the Likert scale questions and the open-ended questions in the paraprofessionals’ survey were written to gain information about their perceptions of their own preparedness and needs in working with students with disabilities. This is also true of the design of the Likert scale and open-ended questions on the teachers’ survey. Both types of questions would produce similar data regarding teachers’ perceptions of paraprofessionals’ ability to work with disabled students in their classrooms. Comparisons between the types of data were possible because qualitative and quantitative question design was sufficiently similar. The quantitative and qualitative data collected from the two surveys are equally relevant to the same research questions. The following is the first research question: What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? The Likert scale questions on the paraprofessional survey provided patterns of paraprofessionals’ opinions about their own preparedness and areas of need. The open-ended questions from the paraprofessional survey provided more detailed information about paraprofessionals’ opinions about their needs in being successful working with students with specific disabilities in unique environments. This includes IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 56 specific trainings they believe would benefit them by improving their knowledge and skills. The second research question is as follows: What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? The Likert scale questions on the teachers’ survey provided patterns in teachers’ opinions about how well paraprofessionals perform when working with students in their classrooms. The openended questions provided information about the characteristics and skills that teachers believe are important for paraprofessionals, as well as the training topics that would help paraprofessionals to be successful. The third research question is the following: What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? The Likert scale questions from the paraprofessional and teacher surveys are constructed to identify paraprofessionals’ current confidence, skills, knowledge and performance. The openended questions prompted paraprofessionals and teachers to expand on the specific skills that are critical to paraprofessionals’ success and the topics that should be included in the comprehensive training program. Throughout both surveys, qualitative and quantitative data are equally pertinent to similar topics. The two types of data are equally weighed in drawing conclusions. The data from the quantitative and qualitative questions are both being utilized to develop the specific training topics of the comprehensive professional development program. While the openended questions allowed for participants to suggest particular training topics, the Likert scale questions measured paraprofessionals’ level of preparedness in specific areas. This includes knowledge of student behaviors, academic supports, district policies and IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 57 classroom procedures. All data are equally considered in the development of the comprehensive training program. Specific qualitative statements from the open-ended questions in the study can be used to support the results of the quantitative questions. Many recurring themes are evident in both the quantitative and qualitative data. Participant responses to open-ended questions expand on the results of the quantitative questions and provide greater detail of paraprofessionals’ strengths and weaknesses. Specific responses to the open-ended questions support the trends found in the data from the Likert scale questions. No obvious discrepancies exist between the qualitative and quantitative data collected in either of the survey question results. This is evident in the overlap of data collected through Likert scale and open-ended questions. Many open-ended responses are aligned to the Likert scale responses but provide further detail in the types of training topics that would enhance paraprofessionals’ knowledge and skills. Hendricks (2017) describes validity as the trustworthiness of a study and relies on Lincoln and Guba’s trustworthiness criteria: Credibility, Transferability, Dependability, and Confirmability. Hendricks (2017) outlines strategies to increase the validity of research studies. Three types of validity that are ensured in this study are credibility, dependability and confirmability. Utilizing the mixed-methods approach to data collection allows for the triangulation of data from both surveys. By using multiple sources of data to corroborate findings, the validity of this research study is increased. The triangulation of data provides evidence that results of the study are accurate and not the result of any bias from the researcher (Hendricks, 2017). IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 58 Another strategy employed to safeguard the credibility and confirmability of the study is accurate data recording (Hendricks, 2017). By utilizing SurveyMonkey for data collection and analysis, survey responses are accurately recorded. SurveyMonkey provides data analysis features through use of multiple filters to provide actionable data based on survey results. Survey invitations and responses are securely issued and stored through the SurveyMonkey website. Therefore, sufficient detail is included in the survey results and inaccurate data collection is prevented. Another type of validity, transferability, is made certain through the detailed description of the setting, research and participants of this study (Hendricks, 2017). Sufficient information is presented in the introduction and methodology to allow for others to determine if the study can be generalized and transferred to their setting. This transferability expands the usefulness of the results of the study in additional settings and contexts (Hendricks, 2017). Summary In this study, the mixed-methods approach to data collection was administered to evaluate the preparedness and needs of paraprofessionals in Uniontown Area School District. This was achieved through the implementation of surveys to two participant groups, paraprofessionals and teachers. Quantitative data was collected using 13 Likert scale questions and qualitative data was collected using two open-ended questions. While the questions differed for the two groups, all questions were designed to collect similar data that could be related and compared. An online instrument, SurveyMonkey, was utilized for the data collection and analysis of both surveys. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 59 Results of the data collection will be utilized to develop a comprehensive professional development program for paraprofessionals. The goal of the new training program is to address the needs of the current paraprofessional staff. This will be achieved by providing targeted professional development opportunities that is responsive to paraprofessionals’ strengths, deficiencies, and specific roles within the schools. The review of literature provides evidence of the importance of delivering meaningful training to paraprofessionals. As discussed by French (2003), the overall quality of a special education program is dependent on the preparation of the paraprofessionals that provide support to students. Therefore, it is critical to implement an improved training program that decreases turnover rates and improves the knowledge and skills of paraprofessionals. The most important outcome of the implantation of a comprehensive professional development program is the improved delivery of special education services to students with disabilities. Chapter 4, Data Analysis and Results, presents the findings of the data collection for this study. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 60 CHAPTER IV Data Analysis and Results Introduction This study focused on evaluating the perceptions of paraprofessionals and teachers about the level of preparedness as well as training needs of paraprofessionals across the district. The goal of this study was to identify the appropriate topics that are necessary to develop a comprehensive professional development program for paraprofessionals in Uniontown Area School District. All of the 40 current paraprofessionals in the school district were invited to participate in this research study. Two positions were replaced at the time of the study, resulting in 42 paraprofessionals receiving invitations to participate. Likewise, all of the 34 special education teachers were also invited to participate in the study, regardless of the number of paraprofessionals assigned to their caseloads this school year. Regular education teachers were selected as participants through use of paraprofessionals’ schedules that were submitted to the special education office at the time of the study. This allowed for the identification of the regular education classrooms where paraprofessionals were scheduled to work with students at that time. All of the 66 regular education teachers that had a paraprofessional working in their classrooms were invited to participate. Each paraprofessional and teacher participant in the study completed an electronic survey that was administered through use of SurveyMonkey. A link was sent to them in their school district email. The paraprofessional survey consisted of a total of 15 questions, including 13 Likert scale questions and two open-ended questions. The teacher IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 61 survey also consisted of 15 questions, including 13 Likert scale questions and two openended questions. Regular education teachers and special education teachers took the same survey. The questions from both the paraprofessional and teacher surveys were developed to answer the three research questions and gain insight into paraprofessionals’ and teachers’ perceptions regarding the preparedness of paraprofessionals in working with students. The information collected through these surveys is pertinent to the identification of appropriate trainings that are necessary to develop a comprehensive professional development program for paraprofessionals. The survey results and key findings of this study are presented in this chapter. Qualitative and quantitative data are discussed and compared, particularly as they relate to the research questions. This chapter is organized in the following sections: Introduction, Results, Discussion, and Summary. Results Paraprofessional survey results The paraprofessional survey was sent to 42 participants. Although 29 paraprofessionals completed the survey, only 19 paraprofessionals provided a signature on the Voluntary Consent for Participation form. Participants were provided with one email reminder to complete the Voluntary Consent for Participation form before their survey was excluded. Therefore, data will only be included in the study for those 19 participants that provided consent. The first 13 questions of the paraprofessional survey contained Likert scale questions that collected quantitative data. Participants were provided with 13 statements and were asked to respond with their level of agreement to that statement. The five IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 62 choices they were provided to indicate their level of agreement were as follows: Strongly Disagree, Disagree, Undecided, Agree, and Strongly Agree. Paraprofessionals in the district overwhelming indicated on the first question that they have knowledge of the expectations of their positions (Figure 1). Of the 19 respondents, 52.6% strongly agreed and 47.8% agreed that they understand what is expected of them as a paraprofessional. No paraprofessional responded to the first question that he or she was either undecided, disagreed, or strongly disagreed with the statement. Figure 1. Question 1: I know what is expected of me in my position as a paraprofessional. The results of the second survey question indicated that the majority of paraprofessionals either strongly agreed or agreed that they are confident in all aspects of their position (Figure 2). Over half of respondents, 52.6%, strongly agreed. The other 42.1% agreed. Only one participant was undecided, which represented 5.3% of all participants. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 63 Figure 2. Question 2: I feel confident and prepared for all aspects of my job as a paraprofessional. Most paraprofessionals believed that they understand the disabilities of the students they work with every day (Figure 3). While 47.4% of paraprofessionals strongly agreed and 42.1% agreed, 5.3% indicated being undecided about the question. The 5.3% represented one paraprofessional. In contrast to the total of 89.5% that responded positively, one paraprofessional reported disagreement to the statement, which was again 5.3% of the total number of participants. Figure 3. Question 3: I understand the disabilities of the students I work with every day. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 64 Paraprofessionals in the district indicated overall lower confidence in the next question, which related to their knowledge of how to meet the needs of the particular students that they work with every day (Figure 4). This is evident in the responses of 21.0% paraprofessionals that were either undecided on the question or disagreed. Two paraprofessionals, 10.5%, reported being undecided and another two, 10.5%, reported disagreeing that they know how to meet their students’ needs. The majority of paraprofessionals reported a greater amount of knowledge, with 36.8% agreeing and 42.1% strongly agreeing that they know how to meet the needs of their students. Overall, four of the 19 paraprofessionals that completed the survey did not indicate confidence in this area. Figure 4. Question 4: I know how to meet the needs of the students I work with every day. Three-quarters of all paraprofessionals indicated that they have been provided with clear expectations from teachers in each classroom (Figure 5). This included the 42.1% that strongly agreed and 36.8% agreed. Three paraprofessionals responded that they were undecided about the statement, which is 15.8% of the total respondents. Only IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 65 one paraprofessional, 5.3%, indicated disagreement with being provided clear expectations. Figure 5. Question 5: I have been provided with clear expectations for each classroom that I support as a paraprofessional. Most paraprofessionals reported feeling respected and valued in their position (Figure 6). This is evident in the 42.1% that strongly agreed and the 42.1% that agreed to the question. Two paraprofessionals, 10.5%, were undecided and one (5.3%) disagreed. Figure 6. Question 6: I feel respected and valued in my role as a paraprofessional. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 66 All paraprofessionals answered positively when asked if they have knowledge of the person to go to when they have questions or if they need assistance (Figure 7). Of the 19 total paraprofessional respondents, 52.6% strongly agreed to the statement and 47.4% agreed. Figure 7. Question 7: I know whom to go to in the district with my questions or if I need assistance. Paraprofessionals were asked to respond with their opinions regarding the adequacy of the past trainings they attended at Uniontown Area School District. In comparison to other questions, less agreement was found with this question that related to professional development that is offered by the district (Figure 8). Overall, 63.2% of paraprofessionals felt that the current professional development program was adequate, with 15.8% strongly agreeing and 47.4% agreeing. However, more than a quarter, 26.3%, were undecided about the question. Two paraprofessionals, 10.5%, disagreed that the district’s program provided them with adequate training. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Figure 8. Question 8: Uniontown Area School District provides adequate professional development for all paraprofessionals. All paraprofessionals indicated agreement with the statement that they would benefit from improved opportunities for professional development (Figure 9). Almost three-quarters of paraprofessionals, 73.7%, responded that they agreed and more than a quarter of them, 26.3%, strongly agreed with the statement. No paraprofessional indicated that they were undecided or in disagreement. Figure 9. Question 9: I would benefit from improved professional development opportunities. 67 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 68 Most paraprofessionals indicated that they wanted to be given the opportunity to provide input and feedback about the professional development topics they were offered by the district (Figure 10). No paraprofessional disagreed with the statement, but 15.8% of participants responded that they were undecided. The greatest number of paraprofessionals agreed, at 57.9%. More than a quarter of respondents, 26.3%, strongly agreed. Figure 10. Question 10: I wish I was asked to give input and feedback on the professional development topics offered by the district. Paraprofessionals were asked if they needed additional training on the characteristics and types of student disabilities (Figure 11). Of the 19 respondents, three paraprofessionals, 15.8%, responded that they disagreed with the need for more training in the area of disabilities. However, no paraprofessional indicated that he or she strongly disagreed with the statement and only two paraprofessionals, 10.5%, said that they were undecided on the matter. The other 14 paraprofessionals responded positively to the statement, with 63.2% agreeing and 10.5% strongly agreeing with the need for additional IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 69 training on the characteristics and types of disabilities of the students they work with every day. Figure 11. Question 11: I need additional training in the characteristics and types of student disabilities. The next question related to paraprofessionals’ perception of their preparedness in managing the behaviors exhibited by students. When asked if additional training was needed in the area of student behavior management, paraprofessionals’ responses were more mixed than the responses to their other questions (Figure 12). No respondent indicated a strong disagreement to this training need. Also, only one paraprofessional, which represented 5.3% of the group, disagreed with needing more training on the topic of student behaviors. The remaining 18 of 19 paraprofessionals were split on the matter. Four paraprofessionals, 21.1%, expressed that they were undecided about the question. Eight paraprofessionals, 42.1%, reported that they agreed, and six paraprofessionals, 31.6%, strongly agreed to wanting additional training on managing student behaviors. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Figure 12. Question 12: I need additional training in the area of student behaviors and management. In the area of academic supports and interventions, more than a third of paraprofessionals, 36.8%, reported that they were undecided if they needed additional training (Figure 13). While 42.1% of paraprofessionals agreed that they do, 21.1% strongly agreed with the need for training in academic supports for students. Figure 13. Question 13: I need additional training in providing academic support and interventions to students. 70 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 71 The last two questions of the paraprofessional survey were open-ended questions that provided qualitative data about paraprofessionals’ perceptions. Participants were not limited in their answers to open-ended questions. The first open-ended question asked paraprofessionals to respond to the following: Briefly list any other professional development topics or activities you believe would benefit you as a paraprofessional. One participant responded with, I feel that many paras are unprepared for the disabilities seen in our children, especially behaviorally. Most paras have limited training in both academic and daily coping skills. I would love to see ongoing training/development of mental health strategies for paras and teaching staff… Another participant stated, Personally, I would benefit from more professional development topics for learning support students. Most trainings we have deal more with life skill students. Information is good, but it doesn't apply to my day-to-day job. One paraprofessional responded, I feel that every day is a learning experience and that each day is not the same. At times I feel I should be more patient and be able to redirect some of the other students in the class. Five paraprofessionals listed behavior management as a necessary training. One of these paraprofessionals further specified that the behavior training should be in the area of autism spectrum. Specifically, this would include how to handle behaviors and techniques that could be used to calm children and help redirect behaviors. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 72 Two paraprofessionals expressed interest in learning about student IEPs, including how to read IEPs, as well as applying goals. Another paraprofessional asked for training on managing students from multiple grade levels in one classroom for testing. Other responses included a request for more paraprofessional meetings, training on ACCESS logs, learning support, multiple disabilities, and life skills support. One paraprofessional responded to the open-ended question as undecided, two said not applicable, and another stated the following: I feel that most topics are covered in depth, and very efficient. When asked what professional development topics would benefit them, two paraprofessionals responded that they want better pay and need more help. The second open-ended question asked for the following: Briefly describe the skills you would like to develop as a paraprofessional. One participant responded with, I would like to continue my understanding of disabilities, behaviors and assisting with academics. I feel that an understanding of these components, could most certainly benefit the special education system and most importantly, each student. The most heard words from a paraprofessional are "I don't know how to..." I think giving paras a stronger sense of their role and necessary skills could greatly improve utilization and success of this role. Five paraprofessionals asked for training to build skills in the area of student behaviors as well as behavior management. One paraprofessional wanted to build skills to keep students in a safe environment. One stated the following: I feel confident with my Skills as a Paraprofessional... However, learning more ways to handle students with aggressive or mental behaviors would be helpful. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 73 Five paraprofessionals indicated that they wanted to build skills in providing specific supports to students to meet their needs and assist students in meeting their goals. This included better understanding of helping students in transitioning to more independent learning and transitioning between grades more quickly. One paraprofessional wanted to gain better knowledge of the subject material for the groups of students in the class, including advanced knowledge of upcoming lessons for the purpose of preparation. Another participant wished to learn more about test modifications and techniques for testing learning support students. Several paraprofessionals answered the question by saying that they would like to learn more in general or to have a class that relates to the job they are doing. One of these paraprofessionals stated, I have a lot of skills as a paraprofessional, but I could always benefit from additional training working with special needs children with various disabilities. Two paraprofessionals responded to the second open-ended question without providing input by stating that it was not applicable. Teacher survey results The teacher survey was sent to 112 participants. Although 66 teachers completed the survey, only 43 teachers provided a signature on the Voluntary Consent for Participation form. Teacher participants were provided with one email reminder to complete the Voluntary Consent for Participation form before their survey was excluded. Therefore, data will only be included in the study for those 43 participants that provided consent. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 74 Like the paraprofessional survey, the first 13 questions of the teacher survey contained Likert scale questions that collected quantitative data. Participants were provided with 13 statements and were asked to respond with their level of agreement to that statement. The choices they were provided to indicate their level of agreement were as follows: Strongly Disagree, Disagree, Undecided, Agree, and Strongly Agree. The majority of teachers submitted that they believed paraprofessionals know what is expected of them; 58.1% agreed and 4.7% strongly agreed (Figure 14). Undecided teachers were at 16.3%. Conversely, 18.3% of teachers disagreed and 2.3% strongly disagreed that paraprofessionals understand their expectations. Figure 14. Question 1: Paraprofessionals know what is expected of them in their positions. Teachers were split almost evenly on their opinions about paraprofessionals’ level of preparedness for their jobs (Figure 15). While a total of 39.6% disagreed to some degree, 41.9% percent agreed in varying degrees. This is represented by the following categories: 7.0% strongly agree, 32.6% disagree, 37.2% agree and 4.7% strongly agree. The percentage of undecided teachers was 18.6%. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Figure 15. Question 2: Paraprofessionals are prepared for all aspects of their jobs. Teachers were again split on their responses to the question of the amount of understanding that paraprofessionals have regarding the specific disabilities of their students (Figure 16). More than half of teachers agreed that paraprofessionals are proficient in this area, with 44.2% of respondents agreeing and 7.0% strongly agreeing. However, 32.6% of teachers disagreed to the statement and the remaining 16.3% indicated that they were undecided. Figure 16. Question 3: Paraprofessionals understand the disabilities of the students they work with every day. 75 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 76 On this question, teachers were asked if paraprofessionals displayed knowledge of and compliance with school building expectations. The majority of the 43 teachers that completed the survey submitted that they believed that paraprofessionals had knowledge of and complied with school procedures (Figure 17). This group of teachers, 33 of the 43 total, agreed to the statement in varying degrees. Of these, 60.5% agreed and 16.3% strongly agreed that paraprofessionals complied with school expectations. Of the remaining 10 respondents, the identical number of teachers, 5, submitted that they either disagreed or were undecided. This was represented by the 11.6% of teachers in each of those two categories. Figure 17. Question 4: Paraprofessionals display knowledge of and compliance with school building procedures and expectations. The next question related to teachers’ perceptions of paraprofessionals’ understanding of district policies and procedures. The difference between this question and the prior question was that it asked about district procedures instead of building-level procedures. Teachers submitted similar responses to both questions. The majority of teachers reported that paraprofessionals displayed knowledge of and compliance with IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 77 district policies (Figure 18). This included the 60.5% of teachers that agreed and 9.3% that strongly agreed to the question. However, 18.6% of teachers were of the opposite opinion and responded in disagreement. The remaining 11.6% of teachers were undecided on the question. Figure 18. Question 5: Paraprofessionals display knowledge of and compliance with district policies and procedures. The next question required teachers to respond with their opinions relating to paraprofessionals’ ability to meet the needs of their students. Almost half of the responding teachers, with 46.5% agreeing and 2.3% strongly agreeing, submitted that they believed that paraprofessionals know how to meet their students’ needs (Figure 19). This represented 21 of the 43 respondents. However, the other 22 of the 43 teachers were not in agreement with the statement, which is more than half of the total amount of teachers that completed the survey. Almost a third of teachers, 30.2%, disagreed that paraprofessionals are able to meet the needs of their students. The remaining 20.9% of respondents, 9 of 43, reported that they were undecided on the question. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 78 Figure 19. Question 6: Paraprofessionals know how to meet the needs of the students they work with every day. More than three-quarters of teachers, 76.7%, believed that paraprofessionals were provided with clear classroom expectations (Figure 20). This is illustrated by the 65.1% of respondents that agreed and the 11.6% that strongly agreed with that statement. While 14.0% reported that they were undecided, only 7.0% of teachers disagreed and 2.3% strongly disagreed. Figure 20. Question 7: Paraprofessionals are provided with clear classroom expectations. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 79 The majority of teachers reported that paraprofessionals asked them for guidance and help when working with students (Figure 21). This can be seen by the 67.4% of respondents that agreed with the statement and the 9.3% that strongly agreed, for a total of 76.7% of respondents. The teachers that reported oppositely were the 14.0% that disagreed and the 4.7% that strongly disagreed, for a total of 18.7%. Only two teachers, 4.7%, were undecided. Figure 21. Question 8: Paraprofessionals ask me for guidance or help when working with students. Teacher responses were more evenly distributed to the statement regarding the adequacy of the professional development offered to paraprofessionals by the district (Figure 22). This question had by far the highest number of participants responding as undecided, 30.2%, than any other question on the surveys conducted. A total of 39.6% of teachers responded positively, with 32.6% agreeing and 7.0% strongly agreeing. A total of 30.2% of teachers responded negatively, with 20.9% disagreeing and 9.3% strongly disagreeing. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 80 Figure 22. Question 9: Uniontown Area School District provides adequate professional development for all paraprofessionals. Most teachers agreed that paraprofessionals would benefit from improved professional development opportunities (Figure 23). For a total of 80.6% of all teachers, 55.8% submitted that they agreed and 30.2% said they strongly agreed. Only 2.3% of teachers disagreed and 2.3% strongly disagreed, totaling 4.6% of all participants. The remaining 9.3% of teachers were undecided. Figure 23. Question 10: Paraprofessionals would benefit from improved professional development opportunities. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 81 Teachers’ responses to the question regarding paraprofessionals’ need for training specific to the types and characteristics of student disabilities were mostly in agreement (Figure 24). This is represented by the 58.1% that agreed and 23.3% that strongly agreed, for a total of 81.4%. Of the opposite opinion, 2.3% disagreed and 4.7% strongly disagreed. The teachers that responded as undecided represented 11.6% of total respondents. Figure 24. Question 11: Paraprofessionals need additional training in the characteristics and types of student disabilities. The majority of teachers indicted that they believe paraprofessionals should receive additional training in the area of student behaviors and management (Figure 25). The total number of teachers in agreement was 83.8%, with an even 41.9% agreeing and strongly agreeing. The teachers that disagreed totaled 4.6%, with an even 2.3% disagreeing and strongly disagreeing. The other 11.6% of teachers were undecided on the question. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 82 Figure 25. Question 12: Paraprofessionals need additional training in the area of student behaviors and management. Teachers predominantly responded that paraprofessionals need more training in the area of how to provide academic support and interventions to students (Figure 26). Teachers in agreement totaled 86.0%, with 58.1% that agree and 27.9% that strongly agree. Only 2.3% of teachers strongly disagreed and 7.0% disagreed, totaling 9.3%. Two teachers were undecided, representing 4.7% of the total number of respondents. Figure 26. Question 13: Paraprofessionals need additional training in providing academic support and interventions to students. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 83 The last two questions of the teacher survey were open-ended questions that provided qualitative data about teachers’ perceptions about paraprofessional preparedness and needs. Participants were not limited in their answers to open-ended questions. The first open-ended question asked teachers to respond to the following: Briefly list any other professional development topics or activities you believe would benefit paraprofessionals. Of the 43 teacher respondents, 19 responded that paraprofessionals need additional training on student behaviors, behavior modification, and behavior management. Nine teachers described trainings that relate to teaching and learning strategies that would be beneficial to paraprofessionals in working with individual and groups of students. Two of those teachers also commented that paraprofessionals should be trained specifically on the curriculum. Four teachers made statements that they believe paraprofessionals should be included in teacher trainings, staff meetings, and Act 80 days. The following were specific comments that were made by teachers about paraprofessionals attending trainings: • They should attend all staff required meetings and professional development. • Paraprofessionals should attend staff meetings and Act 80 training with assigned teachers. Seven teachers made varying comments about paraprofessionals needing additional training in various areas of disability categories, characteristics, and interventions. While some teachers thought this should be achieved through general trainings on disability categories, others thought the trainings should be on very specific disabilities, including autism. One teacher further commented that paraprofessionals IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 84 would learn to be more patient with students if they had a better understanding of students’ disabilities. Teachers also thought that paraprofessionals would benefit from learning more about the following areas: • IEP accommodations • Gathering data • Effective use of the sensory room • Child development • Different forms of communication, including Augmentative and Alternate Communication (AAC) Eight teachers requested paraprofessional training in areas that related to their job responsibilities and appropriate behaviors. Some of the areas of training that were suggested include: • Roles and responsibilities of paraprofessional • Character development and management • Professionalism • Roles of the paraprofessional • Time management • Chain of command • Professional boundaries • How to get along with teenagers • Relationships with teachers • Cell phone use • Classroom and other procedures IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • 85 Confidentiality Two teachers commented specifically that teachers also need training in working with paraprofessionals. One teacher discussed the importance of paraprofessionals and teachers being provided with time to communicate with one another. Several teachers commented that paraprofessional trainings should not only take place prior to the start of school but should be ongoing throughout the course of the year. Another teacher stated that paraprofessionals should also have the opportunity to shadow other paraprofessionals when they are hired. Three teachers did not provide input to the question and responded that it was not applicable. Another teacher stated, The paraprofessionals that I work with this year are very good with the students and help them within the outlines of the IEP. The second open-ended question on the teacher survey asked for the following: Briefly list the characteristics and skills of an effective paraprofessional. Many teachers responded to this question with characteristics that related to how paraprofessionals interact with and treat students. While 12 teachers discussed the importance of paraprofessionals being patient and calm, 13 teachers described effective paraprofessionals as either kind, compassionate, caring, considerate, or understanding. One teacher submitted the following description of an effective paraprofessional: Kind, compassionate, and are able to understand and work with students with different disabilities. They must be able to connect with the students and help the students meet the teacher's expectations. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 86 While nine teachers stated that effective paraprofessionals are respectful and establish good relationships with students, some further elaborated that paraprofessionals should also have high expectations for students and act firmly when necessary. Many teachers commented on the importance of behaviors that relate to professionalism. Of the 17 teachers that believe effective paraprofessionals exhibit professionalism, many listed some of the following traits as essential: • Good attitude • Good judgment • Strong work ethic • Dependable • Trustworthy • Consistent • Organized A group of 15 teachers said that successful paraprofessionals are self-motivated and take initiative to tackle tasks. Of those 15, some further stated that these paraprofessionals do what is asked of them and are resourceful. A top trait listed by seven teachers was flexibility and six teachers discussed the importance of good communication skills for paraprofessionals. Seven teachers stated that paraprofessionals must be flexible. Six teachers asserted the criticalness of a paraprofessional being respectful and discreet, adhering to the highest degree of confidentiality. Four teachers discussed the importance of a paraprofessional having good attendance and arriving to work on time daily. Also, in the area of time, seven teachers IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 87 said that good time management is essential, as well as following the daily routine and schedule effectively. Another 11 teachers thought that paraprofessionals should be educated, knowledgeable, and effective. Expanding further, 14 teachers stated that paraprofessionals must have knowledge of specific student disabilities and needs. Also, 15 teachers submitted that paraprofessionals must have knowledge of student behaviors, including redirection, intervention, and de-escalation techniques. A group of 16 teachers felt that paraprofessionals should have good understanding of student IEP accommodations and be able to provide them with academic support, using appropriate interventions and learning strategies. Along with this area, knowledge of curriculum and testing was described as critical to paraprofessional effectiveness. Positive relationships were commonly referenced during the responses of 19 teachers that described effective paraprofessionals as team players, helpful, collaborative, getting along well with other staff, willing to learn, and accepting of constructive criticism. Discussion The mixed-methods approach of data collection was utilized for this study. The surveys administered through SurveyMonkey to paraprofessionals and teachers both contained a mixture of quantitative and qualitative questions that were written in parallel with one another. This included 13 Likert-type questions that provided quantitative data and two open-ended questions that provided qualitative data. Participant responses to Likert-type questions yielded data that was numerically examined through quantitative data analysis. Paraprofessional and teacher participants responded to the 13 quantitative IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 88 items using a five-variable Likert scale system with the response options as strongly disagree, disagree, undecided, agree or strongly agree. Data analysis yielded percentages of responses to each of the five variables per question. Qualitative analysis was utilized to examine participant responses to open-ended questions to identify common trends in opinions of both paraprofessionals and teachers. Participant responses to open-ended questions were organized into themes that were based on recurring words and phrases. The emergent themes that resulted were further analyzed and grouped according to similarities. Paraprofessional and teacher surveys produced complementary results. The quantitative data collected from Likert-type survey questions indicted that professionals understand the expectations of their role and who to go to when they need help and teachers overwhelmingly agreed. All paraprofessionals, 100%, indicated that they would benefit from improved professional development opportunities and the majority of teachers, 86.0%, agreed. Teacher and paraprofessional surveys also produced similar results in the areas of needed training. The majority of all respondents, 73.7% of paraprofessionals and 81.4% of teachers, agreed that paraprofessionals needed additional training on the characteristics and types of student disabilities. Similarly, 73.7% of paraprofessionals and 84.8% of teachers believed that paraprofessionals required additional training in the area of student behaviors and management. It is notable that for each question, teachers responded even more strongly than paraprofessionals. Open-ended questions allowed for the gathering of qualitative data that provided further detail about needed areas of training for paraprofessionals. Results of qualitative data were also aligned to quantitative data for both paraprofessional and teacher surveys. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 89 Paraprofessionals consistently reported the need for training in student disabilities, including autism and multiple disabilities. Teachers submitted similar responses but focused more on paraprofessionals’ need for training in appropriate interventions for students with particular disabilities. Many paraprofessionals discussed their desire for training in the area of student behaviors, supports, and interventions. This was confirmed by the high number of teacher responses about the need for paraprofessional training in all areas of student behavior support. One possible indication of conflicting results between quantitative and qualitative data may exist when comparing paraprofessional responses to two particular Likert-type questions to the open-ended questions. All paraprofessionals, 100%, responded that they either agreed or strongly agreed to the statement that they knew what was expected of them as a paraprofessional. Also, with the exception of only one person, all paraprofessionals agreed or strongly agreed that they were confident and prepared in all aspects of their job. However, when responding to the open-ended questions, some paraprofessionals made comments about being unprepared, having limited training, and receiving prior training that was not applicable to them. This further conflicts with the paraprofessional that made the statement describing paraprofessionals’ need for a strong sense of their role. This same respondent stated that paraprofessionals frequently say "I don't know how to..." The results of the paraprofessional and teacher surveys provide the necessary data to answer the three research questions that were the basis of the study. Paraprofessional and teacher survey questions and responses relate to each of the three research questions as follows: IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 90 1. What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? Every item on the paraprofessional survey answers the first research question: • I know what is expected of me in my position as a paraprofessional. • I feel confident and prepared for all aspects of my job as a paraprofessional. • I understand the disabilities of the students I work with every day. • I know how to meet the needs of the students I work with every day. • I have been provided with clear expectations for each classroom that I support as a paraprofessional. • I feel respected and valued in my role as a paraprofessional. • I know whom to go to in the district with my questions or if I need assistance. • Uniontown Area School District provides adequate professional development for all paraprofessionals. • I would benefit from improved professional development opportunities. • I wish I was asked to give input and feedback on the professional development topics offered by the district. • I need additional training in the characteristics and types of student disabilities. • I need additional training in the area of student behaviors and management. • I need additional training in providing academic support and interventions to students. • Briefly list any other professional development topics or activities you believe would benefit you as a paraprofessional. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • 91 Briefly describe the skills you would like to develop as a paraprofessional. 2. What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? Every item on the teacher survey answers the second research question: • Paraprofessionals know what is expected of them in their positions. • Paraprofessionals are prepared for all aspects of their jobs. • Paraprofessionals understand the disabilities of the students they work with every day. • Paraprofessionals display knowledge of and compliance with school building procedures and expectations. • Paraprofessionals display knowledge of and compliance with district policies and procedures. • Paraprofessionals know how to meet the needs of the students they work with every day. • Paraprofessionals are provided with clear classroom expectations. • Paraprofessionals ask me for guidance or help when working with students. • Uniontown Area School District provides adequate professional development for all paraprofessionals. • Paraprofessionals would benefit from improved professional development opportunities. • Paraprofessionals need additional training in the characteristics and types of student disabilities. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • 92 Paraprofessionals need additional training in the area of student behaviors and management. • Paraprofessionals need additional training in providing academic support and interventions to students. • Briefly list any other professional development topics or activities you believe would benefit paraprofessionals. • Briefly list the characteristics and skills of an effective paraprofessional. 3. What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? The following items from the paraprofessional survey answer the third research question: • I need additional training in the characteristics and types of student disabilities. • I need additional training in the area of student behaviors and management. • I need additional training in providing academic support and interventions to students. • Briefly list any other professional development topics or activities you believe would benefit you as a paraprofessional. • Briefly describe the skills you would like to develop as a paraprofessional. The following items from the teacher survey also answer the third research question: • Paraprofessionals need additional training in the characteristics and types of student disabilities. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS • 93 Paraprofessionals need additional training in the area of student behaviors and management. • Paraprofessionals need additional training in providing academic support and interventions to students. • Briefly list any other professional development topics or activities you believe would benefit paraprofessionals. • Briefly list the characteristics and skills of an effective paraprofessional. The detailed results previously discussed in this chapter answered these three research questions with consistent and profound results. In general, paraprofessionals provided responses to the survey indicated higher preparedness for their role than teachers provided in response to their survey. Therefore, while the first research question provided much data, the second research question produced data indicating an even higher level of need for improved training of paraprofessionals in the district. The third research question, in part due to the fact that it was answered in great detail through open-ended questions, produced the most significant data from both teachers and paraprofessionals regarding the specific trainings necessary to address current needs in the district. Summary The data collected in this study will be utilized to develop an ongoing and comprehensive professional development program for paraprofessionals in Uniontown Area School District. Surveys conducted with paraprofessionals and teachers allowed for the collection of data regarding perceptions of the current preparedness and training needs of paraprofessionals. The goal of this study was to identify the necessary trainings IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 94 to address the deficiencies of paraprofessionals, as well as develop strengths in order to build capacity. Analysis of the collected data indicates that paraprofessionals and teachers in Uniontown Area School District responded similarly in regard to the research questions. It was apparent that both paraprofessional and teacher participants believed that improved professional development opportunities would benefit paraprofessionals in their performance of job responsibilities. Through the use of electronic surveys, I was able to collect quantitative and qualitative data to gain perspectives from paraprofessionals and teachers separately about the most important areas to include in a comprehensive professional development program. Based on the data that was collected and analyzed, the relative findings will be the foundation of the design and implementation of an improved training program. The results of this study will be further discussed in Chapter 5, along with conclusions and recommendations. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 95 CHAPTER V Conclusions and Recommendations Introduction The demands of special education on school districts are at an all-time high, in part due to the increased needs of many students with disabilities. As earlier discussed, the implementation of two federal mandates, IDEA and NCLB, have further intensified the responsibility of schools to ensure that students with disabilities are educated to high standards. According to IDEA, students with disabilities must be educated to the highest possible degree in the least restrictive environment. This requires that children with disabilities are educated with their nondisabled peers unless their disability is so severe that supplementary aids and services cannot satisfactorily support them in the regular education environment (IDEA §300.114). As increasing numbers of students with disabilities are being taught in regular education classrooms, many school districts have utilized paraprofessionals to support students’ individual needs. In accordance with NCLB, school districts must ensure that paraprofessionals meet minimum criteria in education and knowledge (NCLB §1119). Both IDEA and NCLB have also increased the training requirements of paraprofessionals. Uniontown Area School District currently employs 40 paraprofessionals that function in various roles to support students with disabilities. These paraprofessionals have very diverse educational backgrounds and prior work experience. However, many have limited or no experience in working with students with disabilities prior to being hired by the district. Regardless of their background, most have never functioned in a paraprofessional role with equivalent responsibilities. Further, the roles of individual IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 96 paraprofessionals vary greatly across the district. Approximately 30 paraprofessionals work with either individual or small groups of students in the regular education classroom, special education classroom, and other areas of the school. The remaining 10 paraprofessionals function in a one-on-one capacity with a specific student that needs a high level of support. These factors create a great challenge in providing meaningful training to all paraprofessionals. Therefore, the purpose of this study was to collect the necessary data to assess the present needs of district paraprofessionals and determine the appropriate topics to develop a comprehensive professional development program that would be implemented and sustained over time. The three research questions formed the foundation of the study and drove the development of survey questions. Perceptions of paraprofessionals and teachers regarding the level of preparedness and training needs of paraprofessionals across the district were obtained. The data collected in this study from both the paraprofessional and teacher surveys provided clear and substantial results. Ultimately, the necessary training topics for a comprehensive professional development program for paraprofessionals in Uniontown Area School District will be presented, as well as further recommendations resulting from the study. Conclusions The review of literature made evident the increasingly vital role that paraprofessionals serve in supporting students with disabilities. Once considered more of an aide that predominantly performed clerical duties, the job responsibilities of paraprofessionals have shifted to a role that is much closer to that of a teacher (Ashbaker & Morgan, 2012). This changing level of responsibility includes providing services to IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 97 students in a one-on-one capacity, based on a particular student disability that results in a very high level of need. Another critical function of paraprofessionals is providing the necessary supports for students with disabilities to receive instruction in the regular education classroom from the regular education teacher and alongside their regular education peers. As previously discussed, paraprofessional support often enables students with disabilities to be educated in the least restrictive environment, as required by federal law (IDEA §300.114). Also indicated in the review of literature was the importance of well-trained paraprofessionals in order for schools to provide the highest quality of services required to meet students’ individual needs. McKenzie (2011) discussed the significant benefits of implementing a professional development program for paraprofessionals. The conclusions of McKenzie’s study included a higher level of collaboration among IEP team members and an increased retention rate of paraprofessionals. Both factors resulted in the improved delivery of special education services to students due to providing paraprofessionals with a professional development program. Zanton (2015) also showed that high-quality instructional practices are a benefit to all learners, particularly those with disabilities that required specialized, systematic interventions. Therefore, the review of literature validated the need for this study and improvement of the existing training offered to paraprofessionals in the district. This includes a comprehensive plan that is tailored to the training needs of the current paraprofessional staff, considering their specific job responsibilities as well as the disabilities of the particular students they work with on a daily basis. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 98 The data analysis from this study aligned with the literature review and indicated the need for paraprofessional training in multiple areas that were previously identified and discussed. The quantitative and qualitative data collected from the paraprofessional survey strongly indicated that paraprofessionals wanted additional training in the areas of student disabilities and supports, as well as student behaviors and interventions. This was in agreement with the results of the study conducted by Riggs and Muller (2001), identifying the lack of paraprofessional training in the areas of managing challenging student behaviors and modifications of curriculum to address student disabilities. Results of quantitative and qualitative data collected from the teacher survey further substantiated the need for training in these specific areas. Many other training topics identified through the data analysis can be correlated to the review of literature and will be further discussed through the recommendations that follow. Recommendations The three research questions provided the framework for data collection that identified specific areas of needed training for paraprofessionals. The first research question addressed the perceptions of paraprofessionals regarding their current knowledge and ability in their roles within the district. The second research question concentrated on the perceptions of teachers concerning the performance of paraprofessionals as they work with students. Lastly, the third research question encouraged both paraprofessionals and teachers to offer their opinions about the skills that paraprofessionals need to be proficient in their job responsibilities. This includes the specific training topics that should be delivered to ensure paraprofessionals’ success. Based on the results of the data collected from paraprofessional and teacher surveys, as IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 99 well as the review of literature, a comprehensive professional development program has been developed for paraprofessionals in Uniontown Area School District. The first goal of the program is to train paraprofessionals to develop stronger skills when working with students. The second goal is for paraprofessionals to increase confidence and satisfaction with their work, resulting in long-term retention. Consequently, students with disabilities will be provided with high-quality special education services as a result of the improved professional development. This program will be implemented immediately for the upcoming school year. When responding to open-ended survey questions, several teachers stated that paraprofessionals should be included in teacher trainings and staff meetings. Other teachers commented that paraprofessional trainings should not all be conducted prior to the start of the school but should instead take place throughout the course of the year. Following these recommendations, paraprofessionals will complete their professional development activities on the five previously scheduled teacher in-service and Act 80 Days. For the 2020-2021 school year, the selected dates will be in the months of August, October and December. The professional development program will start with a full day of trainings that are conducted by the Special Education Coordinator and district ACCESS Coordinator. At this time, all district policies and expectations will be reviewed, as well as the district paraprofessional handbook. Many teachers responded to open-ended questions with feedback regarding paraprofessionals’ need for training on issues related to professionalism, such as the importance of good attendance and arriving to work on time. Multiple comments were also made that indicated that paraprofessionals need to improve IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 100 their time management skills. These topics will all be reviewed by the Special Education Coordinator, including techniques to assist in following daily schedules and managing time effectively. Another recurring theme throughout teachers’ responses related to paraprofessionals’ use of cell phones throughout the school day and while working with students. These topics will be addressed during the training, by referencing district policy and discussing the importance of professional behaviors. Paraprofessionals will be asked to model for students how to follow school rules, including those related to the use of cell phones and technology. As part of their daily responsibilities, many paraprofessionals are required to complete ACCESS logs for Medical Access Program billing purposes. Although this topic has traditionally been covered at the paraprofessional meeting prior to the start of each school year, one paraprofessional responded to the open-ended questions indicating the need for additional training on how to complete the ACCESS logs. Further, the ACCESS Coordinator has reported that many errors were found throughout the school year. Therefore, a more in-depth training will be offered that includes a review of sample ACCESS logs for demonstration purposes, as well as a question and answer session at the conclusion of the ACCESS log training. Paraprofessionals will be provided with written directions to serve as reference after the training. Other critical topics discussed on the initial day of training will include the process for annual evaluations and required clearances. Wallace (2002) discussed the importance of informing paraprofessionals in advance of the expectations of their formal performance review. The applicable district documents will be presented and reviewed to ensure paraprofessionals’ understanding of work expectations, including the person that IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 101 will evaluate them, and how the evaluation process works. All new paraprofessionals will set up district emails, as well as accounts on PaTTAN and PDE Safe Schools to access training components. District identification badges will be created and building key cards will be issued. The most frequently selected professional development topic on both the paraprofessional and teacher surveys related to student behaviors. Quantitative and qualitative data from both surveys identified the importance of training paraprofessionals on student behaviors, including behavior modification and management. On the teacher survey, 86.0% agreed or strongly agreed that paraprofessionals need additional training in dealing with student behaviors on the Likert-type question. Nearly half of teachers, 19 of 43, also specified that paraprofessional would benefit from training on student behaviors. The paraprofessional survey produced similar results with 63.2% agreeing or strongly agreeing to the need for training on student behaviors on the Likert-type question and 5 of 19 respondents also listing it on the open-ended question. Uniontown Area School District has a certified Safety-Care trainer that will deliver a full day of training to paraprofessionals that focuses on preventing and minimizing student behaviors. The Safety-Care trainer teaches techniques based on theories of Applied Behavior Analysis and Positive Behavior Interventions and Supports. Much of the training will focus on interventions utilized for the prevention and deescalation of negative student behaviors. Restraints will be discussed as a last option to address behaviors that have no other safe intervention option or must end quickly due to safety reasons. The training will be interactive, using demonstrations and providing IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 102 paraprofessionals with the opportunity to practice techniques, ask questions and receive feedback. Qualitative data collected from teacher responses to open-ended questions indicated that paraprofessionals should attend staff meetings, in-service trainings and Act 80 Days with teachers. Therefore, paraprofessionals will attend the in-service day at the beginning of the year at their assigned building. This is a full day of training delivered by the principal that concentrates on building expectations and procedures. Important topics such as confidentiality and professionalism are discussed in-depth. Staff and student schedules will be presented, including arrival and dismissal procedures, and daily duties. A review of the staff handbook includes critical safety and crisis response protocols. Each school in the district has a school-wide PBIS program that is implemented to provide a framework that improves practices to promote success for all students. The principal will review the PBIS data collected from the prior school year and discuss any changes that resulted in the program for the new year. Paraprofessionals’ participation in staff meetings is further aligned with the results of qualitative data collected from the open-ended questions on the paraprofessional survey. Multiple responses were collected that indicated their desire for additional training related to their day-to-day job and being able to redirect students in class or managing students from multiple grade levels. Paraprofessionals also indicated interest in trainings related to improving student behaviors and ensuring a safe environment. This will all be achieved through participation in the building level meeting with staff, as well as the team meetings that take place on the first day of teacher inservice each year. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 103 Paraprofessionals responded to Likert-type questions providing significant quantitative data suggesting they have adequate knowledge of student disabilities. Nearly 90% of respondents agreed or strongly agreed that they understand the disabilities of the students they work with and almost 79% agreed that they know how to meet the needs of those students. Regardless, almost 74% of paraprofessionals indicated that they need additional training in the characteristics and types of student disabilities. Qualitative data also supported this need, where many paraprofessionals responded to the open-ended questions by commenting that they were unprepared for handling the disabilities encountered with students. Some asked for training specifically on autism, life skills support, and learning support. Results of the teachers’ survey also supported the need for paraprofessional training on the topic of student disabilities with over 81% of respondents in agreement to the corresponding Likert-type question. Teacher responses to open-ended questions further elaborated on the importance of paraprofessionals having training on various disabilities, in order for them to have more understanding and patience as they work with students. The professional development offered to paraprofessionals on student disabilities will be delivered by a trainer provided by IU1. The reason for this selection is that the IU offers very individualized training to meet the needs of a particular group of employees and our district has successfully utilized this in the past with special education teachers. I will work with the assigned trainer to develop a one-day training that is suitable for building skills based on the responsibilities, background, and experience of paraprofessionals. This will encompass a general training on the types of disabilities, IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 104 highlighting the characteristics, common behaviors, and appropriate interventions. Part of the day will be devoted to learning in greater detail about autism, life skills support, and multiple disabilities. Sensory activities and use of equipment in the sensory room will be demonstrated. Augmentative and alternative communication systems will also be presented and discussed. Quantitative and qualitative data from both the paraprofessional and teacher surveys indicated that paraprofessionals should receive training in various areas of student academic supports and interventions. In response to the Likert-type question, 63% agreed that they need more training in this area. The other 37% were undecided and no paraprofessional disagreed. On the open-ended question, several paraprofessionals expressed interest in learning how to read IEPs and understand goals. On the quantitative question, 86% of teachers agreed that paraprofessionals needed additional training in providing academic supports and interventions to students. Qualitative questions also produced teacher responses suggesting that paraprofessionals should have a better understanding of teaching and learning strategies as well as IEP accommodations. A full day of training will be provided to paraprofessionals that outlines the entire IEP process, starting with the laws that regulate special education services and including the requirements and components of an IEP. An IU1 trainer will use sample IEPs to explain how to read the goals, specially designed instruction (SDIs), and accommodations. Academic interventions will be discussed, particularly paraprofessional support with individual or groups of students. Modifications of assignments and tests will be explained with examples. Approaches to behavior modifications will also be examined IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 105 as written in the IEP. Most importantly, the paraprofessional’s role in supporting teachers in the implementation of a student’s IEP will be the focus of the training. The following table represents a detailed schedule for the comprehensive professional development program for paraprofessionals. The schedule outlines the details for all five days of training, including a list of training topics that will be covered, the presenter that will deliver the training, the dates and times of the training, and the location. Paraprofessionals will receive a letter via United States Postal Service that issues their placement for the upcoming school year, along with a copy of the detailed training schedule. Table 2. Comprehensive Professional Development Training Schedule for Paraprofessionals Day Training Topics Presenter(s) Location Date/Times 1 H.S. Band Room August Welcome Special Education -Introductions Coordinator 7:30-11:30 -District paraprofessional handbook -District policies and expectations -Professionalism, cell phone use, attendance -Time management -Annual evaluations Lunch 11:30-12:30 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Special Education Procedures District ACCESS -Protocols for ACCESS logging and Coordinator 106 12:30-3:30 billing -Submission of training hours and required clearances -PaTTAN and PDE Safe Schools account set-up -District emails, key cards, identification badges -Question and answer session 2 H.S. Gym August Safety-Care Training -Applied Behavior Analysis (ABA) District Safety- 7:30-11:30 Care Officer -Positive Behavior Interventions and Supports (PBIS) -Behavior management Lunch 11:30-12:30 Safety-Care Training 12:30-3:30 -De-escalation training -Restraint training -Restraint reporting 3 Assigned School August Welcome Back/Beginning of Year Building Principal 7:30-11:30 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 107 -Staff expectations -Professionalism -Review of staff handbook -Call-off/late procedures -Assignments/schedules/duties -Confidentiality Lunch 11:30-12:30 Building Procedures 12:30-3:30 -Safety and crisis response protocols -Student procedures -School-wide PBIS -Team meetings 4 H.S. Band Room October Student Disabilities IU1 Training Staff 7:30-11:30 -Types of disabilities -Characteristics of specific disabilities -Interventions and responses -Effects on learning Lunch 11:30-12:30 Autism/Life Skills/Multiple 12:30-3:30 Disabilities -Characteristics IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 108 -Interventions -Sensory activities/room -AAC 5 H.S. Band Room December Student IEP IU1 Training Staff 7:30-11:30 -Laws -Least Restrictive Environment -Meetings -Components of the IEP -Goals, SDIs, and accommodations -Data collection Lunch 11:30-12:30 Specially Designed Instruction 12:30-3:30 -Academic interventions/adaptations -Test modifications -Reinforcing instruction -Supporting teachers in the implementation of the IEP - Functional Behavioral Assessment, Positive Behavior Support Plan and behavioral interventions In addition to the new professional development program, the district will also continue to provide CPR training to paraprofessionals, in order for them to maintain their IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 109 CPR certifications and ability to log for ACCESS billing. This is a one-day training that will take place annually for all paraprofessionals that need initial CPR certification or recertification. Fiscal implications The cost of the proposed paraprofessional development program must be considered prior to its implementation. As earlier discussed, the total cost of the first year of the program is projected at $30,599.04. This figure is based on the salaries of the Uniontown Area School District Special Education Coordinator, ACCESS Coordinator, Safety Care Officer, and a Building Principal. Also included are the Social Security/Medicare costs, and PSERS costs for each employee. Intermediate Unit 1 professional development fees are $400 for each of the two full days of training. The cost of each day of the comprehensive professional development program is represented below: Table 3. Training Costs Per Day Day 1 2 3 Costs Special Education Coordinator $ 481.90 District ACCESS Coordinator $ 274.54 Paraprofessionals $5,677.60 Total $6,434.04 District Safety-Care Officer $ 204.40 Paraprofessionals $5,677.60 Total $5,882.00 Building Principal $ 450.20 Paraprofessionals $5,677.60 Total $6,127.80 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 4 5 110 IU1 Training Staff $ 400.00 Paraprofessionals $5,677.60 Total $6,077.60 IU1 Training Staff $ 400.00 Paraprofessionals $5,677.60 Total $6,077.60 In the past, paraprofessionals have been provided with a minimum of 20 hours of professional development each year. The trainings have been conducted in part by the Special Education Coordinator and District ACCESS Coordinator. The remaining 20 hours were completed by paraprofessionals online through the PDE Safe Schools website and PaTTAN paraprofessional training videos on in-service days. Since paraprofessionals received pay for the past training days, the cost of their salaries, Social Security/Medicare and PSERS costs totaled $5,677.60 per day. Three days of training were necessary to achieve the required 20 hours of professional development, at a total cost of $17,043.80. While this does not factor in the salary costs of the partial days of training conducted by the Special Education Coordinator and ACCESS Coordinator, it provides an estimate for purposes of comparison. Therefore, the implementation of the new comprehensive professional development program will cost the district an additional $13,566.24 per year. However, the potential benefits should be considered, including those that are financial. As earlier discussed, 105 different people have been hired for the 40 paraprofessional positions in the district over the past three years. This frequent turnover placed a burden on the district in resources of both time and money. Many paraprofessionals were paid to obtain professional development hours, but resigned from their positions without completing the school year. This created a need to constantly seek, IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 111 interview, hire and train new paraprofessionals. However, the greatest cost of high turnover rates is the negative effects on the services provided to students. McKenzie (2011) concluded that the implementation of a professional development program for paraprofessionals produced increased retention of paraprofessionals, which would substantiate the additional costs to the district. Further Considerations One current issue that must be considered as a potential factor in the implementation and delivery of the new paraprofessional training program is the impact of the school closures and social distancing restrictions resulting from the recent coronavirus disease 2019 (COVID-19) pandemic. First identified in December 2019 in Wuhan, China, COVID-19 is an infectious disease caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). Due to the highly contagious nature of COVID19, the entire world faced difficult decisions in the education of students and operations of schools. In March of 2020, Governor Tom Wolf implemented COVID-19 restrictions that placed Pennsylvania school districts in the unprecedented situation of school closures for an uncertain duration of time. As it turns out, the closure continued through the remainder of the 2019-2020 school year. During this time, PDE suggested that educational services continue in various manners, including online learning. On April 6, 2019, Uniontown Area School District began remote learning with all students, which included online and digital learning activities, as well as printed packets that were provided to students. Many teachers utilized Zoom, a videoconferencing platform and also the telephone to instruct students. Conferences with parents were also held over Zoom or the telephone, including IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 112 IEP meetings. Other communications with families were provided via email and the Postal Service. Students with disabilities had access to instructional materials, including online, when appropriate. Direct and related special education services, including occupational therapy, physical therapy, teaching of the hearing impaired, teaching of the visually impaired, and speech/language services were provided via virtual means, online platforms, and telephone calls. Special education teachers, administrators, and related service providers worked with parents to determine the best means of meeting students’ needs. At this time, the manner in which students in Uniontown Area School District will receive instruction at the beginning of the 2020-2021 school year is undetermined due the health and safety guidelines issued by PDE to all school districts. The district is considering several possibilities that may integrate the use of technology with face-toface instruction. This situation has further impact on the upcoming school year with the possible effects on the method of trainings offered to teachers and paraprofessionals. Due to the unpredictable and unprecedented nature of the effects of COVID-19 on schools and society as a whole, the possibility of online or remote professional development must be considered. The work of Morgan et al. (2004) provides guidance for the implementation of a distance-based training program for paraprofessionals. The biggest benefit of internetbased video training was found to be the ability of the district to provide a cost-efficient program delivered by experts in various fields. Difficulties of virtual trainings were encountered due to technology issues resulting from the quality of video streaming and IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 113 the availability of necessary equipment. For paraprofessionals in our district, that could also include limited access to broadband internet connection. Applying this information, each day of training of the comprehensive professional development program will be video recorded and accessible at a later time for paraprofessionals that are unable to attend or hired throughout the year. In the event that remote training is required due to unexpected circumstances such as the COVID-19 pandemic, digital versions of the trainings will be developed and implemented with paraprofessionals. Summary This research project focused on developing a comprehensive professional development program for paraprofessionals in the Uniontown Area School District. The mixed-methods research approach was employed to collect data through use of digital surveys. Likert-type and open-ended questions identified paraprofessionals’ and teachers’ perceptions regarding paraprofessionals’ preparedness and need for training. Appropriate professional topics were identified based on the analysis of quantitative and qualitative data and provided a framework for the 5-day comprehensive professional development program. Zanton (2015) highlighted the importance of paraprofessionals receiving training on evidence-based strategies that provide students with effective instructional practices. The professional development activities offered throughout the proposed training program follow evidence-based research, including the Safety-Care program and the topics delivered by IU1 staff. All training topics are also aligned to the standards for professional development of paraprofessionals as recognized by the Council for Exceptional Children. As discussed by Keller et al. (2007), the implementation of these IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 114 standards improves paraprofessionals’ retention, attitudes, and motivation in working with students. The literature review also supports the need for training on the topics that were identified during analysis of the data collected from the paraprofessional surveys in this study. Riggs and Mueller (2001) revealed that paraprofessionals primarily lacked training in two main areas, managing challenging behaviors and making curriculum modifications and adaptations. The training conducted by the Safety-Care Officer will cover the topic of managing and de-escalating student behaviors, focusing on the particular students that paraprofessionals work with every day. The training will help paraprofessionals to address the needs of students that result from their disabilities, enabling a proactive approach to behavior modification that minimizes or prevents misbehaviors through respectful interactions. The training conducted by IU1 staff relating to student IEPs, including modifications and adaptations, also coincide with the recommendations of Riggs and Mueller (2001). This will be an in-depth training that focuses on the role of the paraprofessional in helping teachers to implement all aspects of students’ IEPs. This study is aligned with the work of Berecin-Rascon (2008), which concluded that districts should re-evaluate their investments in paraprofessional training. BerecinRascon (2008) further suggested that a skills assessment instrument was developed to guide the refinement of systematic professional development aimed to increase paraprofessionals' skills. In this study, the two surveys collected quantitative data that identified trends in opinions, as well as qualitative data that provided a greater detail of paraprofessionals’ training needs, in alignment with these recommendations. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 115 The desired outcome of this project is the improved preparation of paraprofessionals to increase retention rates and develop stronger skills. The data collected allowed for the identification of paraprofessionals’ strengths and deficits and was utilized to develop appropriate professional development that will be implemented and monitored over time. This comprehensive professional development program is critical to the preparation and retention of qualified paraprofessionals that provide the highest quality special education services to students in Uniontown Area School District. Further recommendations In order to ensure the fidelity of the new comprehensive professional development program, a training evaluation form should be developed for paraprofessionals to complete at the conclusion of each training session. This would provide feedback from paraprofessionals about various elements of the training, including the relevance of the topic to their everyday role and the effectiveness of the training format and presenter. Further, a training needs assessment should be developed and provided to paraprofessionals at the end of each school year. Additional surveys can also be implemented over time with paraprofessionals and teachers, allowing for the ongoing update and improvement of the comprehensive professional development program. Further evaluation of the effects of appropriate professional development on retention rates of paraprofessionals should be conducted, including a comparison of retention rates before and after the implementation of the training program from this study. An exit survey should also be developed for paraprofessionals to collect data when they resign from their positions. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 116 Future research Future research may continue in the area of teacher preparation and preparedness for working with paraprofessionals. This includes teachers’ proficiency in supporting and guiding paraprofessionals, as well as collaborating and planning with them. The effects of teachers’ past training and level of comfort in supervising and evaluating paraprofessionals may be investigated. Another topic of future research relating to this study could include the benefits of a mentor program for new paraprofessionals. Much as beginning teachers participate in induction programs that include a mentoring component, new paraprofessionals may also benefit from similar programs and supports. Lastly, future research may focus on exploring the relationship between paraprofessionals’ training and their desire to become certified special education teachers. Berecin-Rascon (2008) concluded that a significant relationship exists between paraprofessionals’ perceived level of effectiveness and the probability that they will become special education teachers. This investigation could improve school districts’ ability to recruit and develop a qualified special education workforce. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 117 References Ashbacker, B. Y., & Morgan, J. (2012). Team players and team managers: Special educators working with paraeducators to support inclusive classrooms. Creative Education, 3(3) 322-327. http://dx.doi.org/10.4236/ce.2012.33051 Bauman, D., Silla, V., & Stufft, D. (2010). 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Live, interactive paraprofessional training using internet technology: description and evaluation. Journal of Special Education Technology, 19(3), 25–33. https://doi.org/10.1177/ 016264340401900303 National Coalition on Personnel Shortages in Special Education and Related Services. (n.d.). About the shortage. Retrieved from https://specialedshortages.org/aboutthe-shortage/ IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 120 No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. §1119 (2002). Pennsylvania Department of Human Services. (n.d.). School-Based ACCESS Program. Retrieved from http://www.dhs.pa.gov/provider/School-BasedACCESS/ Pennsylvania Office of Child Development and Early Learning. (2010). Paraprofessional Qualifications. Retrieved from https://www.education.pa.gov/Documents/ Early%20Learning/Early%20Intervention/Laws%20Regulations%20and%20Ann ouncements/Announcements/2010/EI%201007%20Paraprofessional%20Qualifications.pdf Pennsylvania School Code, Chapter 14. § 14.105 (2008). Pickett, A. L., Gerlach, K., Morgan, R., Likins, M., & Wallace, T. (2007). Paraeducators in schools: Strengthening the education team. Austin, TX: Pro Ed. Pickett, A. L., Likins, M., & Wallace, T. (2003). The employment and preparation of paraeducators, The State of the Art-2003. Retrieved from https://files.eric.ed.gov/ fulltext/ED474398.pdf Riggs, C. G. (2004). To teachers: What paraeducators want you to know. Teaching Exceptional Children, 36(5), 8–12. https://doi.org/10.1177/004005990403600501 Riggs, C. G., & Mueller, P. H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education, 35(1), 54-62. https://doi.org/ 10.1177/002246690103500106 Stockall, N. S. (2014). When an aide really becomes an aid: Providing professional development for special education paraprofessionals. Teaching Exceptional Children, 46(6), 197–205. https://doi.org/10.1177/0040059914537202 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 121 Wallace, T. (2002). The role of teachers and administrators in supervising paraeducators. Impact: Feature Issue on Paraeducators Supporting Students with Disabilities and At-Risk, 15(2). Retrieved from http://ici.umn.edu/products/impact/152 Wallace, T., Shin, J., Bartholomay, T., & Stahl, B. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67(4), 520–533. https//doi.org/10.1177/001440290106700406 Zanton, J. J. (2015). Evaluating the effect of a staff training package for paraprofessionals to teach communicative behavior to students with special needs (Doctoral dissertation, University of Illinois at Urbana). Retrieved from https:// pdfs.semanticscholar.org/4aee/d7cf734593f1dbb8a75a18c001157ad5b5b7.pdf?_g a=2.58137262.585090393.1574050969-1263317360.1574050969 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS APPENDICES 122 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Appendix A. Paraprofessional Evaluation Form 123 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 124 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 125 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Appendix B. Paraprofessional Letter of Intent 126 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 127 Appendix C. Paraprofessionals Salary Costs Paraprofessionals Salary Costs 5 Professional Development Days 40 Paraprofessional Salaries ($100/day) Para Social Security/Medicare (0.0765 state rate) Para PSERS (0.3429 state rate) TOTAL BUDGET $20,000.00 $1,530.00 $6,858.00 $28,388.00 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 128 Appendix D. Voluntary Consent Voluntary Consent for Participation Improving Preparedness of Paraprofessionals in Uniontown Area School District I have read the above statements and understand what is being requested of me. I also understand that my participation is voluntary and that I am free to withdraw my consent at any time, for any reason. On these terms, I certify that I am willing to participate in this research project. I understand that should I have any further questions about my participation in this study, I may call Kelly Swartz at (724) 880-3526 and SWA3111@calu.edu and/or Kevin Lordon at (724) 938-4756 and lordon@calu.edu. _________________________________________ ________________________ Participant’s Signature Date _________________________________________ ________________________ Researcher’s Signature, Kelly L. Swartz Date IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 129 Appendix E. Paraprofessional Letter Dear Paraprofessional: I am a doctoral student at California University of Pennsylvania in the Educational Administration & Leadership Department and am conducting research as part of my Capstone Project. The purpose of my study is to improve preparedness of paraprofessionals in Uniontown Area School District, and was approved by the California University of Pennsylvania Institutional Review Board. This approval is effective 8/28/19 and expires 8/27/20. I am requesting that you complete a survey your preparedness and professional development needs. The data from the survey will enable me to assess the appropriate topics to include in a comprehensive professional development program for paraprofessionals in Uniontown Area School District. The survey will be open for thirty days from the date sent and the study is anticipated to be completed by June 2020. The information collected will be vital to providing training that meets the needs of all paraprofessionals. To participate in this study, you will be asked to complete a survey consisting of 15 questions. The survey will be sent electronically through the use of SurveyMonkey and should take 5 minutes to complete. You will only be asked to complete the survey one time and this is the only request that will be made of you. There is minimal risk associated with this research study, nor any benefits to you. Your answers to survey questions will remain confidential and anonymous. All data will be maintained on password-protected computer drives and raw data will be destroyed within two weeks of the completion of the research project to further minimize risk. Your participation is entirely voluntary and you are free to withdraw from this research at any time. If you have questions, I can be reached at 724-880-3526 or SWA3111@calu.edu. My faculty advisor at California University of Pennsylvania is Dr. Kevin Lordon. He can be reached at (724) 938-4756 or lordon@calu.edu. In order to participate in the study, please complete the voluntary consent at the bottom of the page and return to me in interoffice mail. The consent must be printed, signed as a participant, and dated. If you are unable to print, please contact me and I will provide you with a copy. Thank you for taking the time to support my research. Kelly Swartz IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 130 Appendix F. Teacher Letter Dear Teacher: I am a doctoral student at California University of Pennsylvania in the Educational Administration & Leadership Department and am conducting research as part of my Capstone Project. The purpose of my study is to improve preparedness of paraprofessionals in Uniontown Area School District, and was approved by the California University of Pennsylvania Institutional Review Board. This approval is effective 8/28/19 and expires 8/27/20. I am requesting that you complete a survey about the preparedness and professional development needs of paraprofessionals. The data from the survey will enable me to assess the appropriate topics to include in a comprehensive professional development program for paraprofessionals in Uniontown Area School District. The information collected will be vital to providing training that meets the needs of all paraprofessionals. To participate in this study, you will be asked to complete a survey consisting of 15 questions. The survey will be sent electronically through the use of SurveyMonkey and should take 5 minutes to complete. You will only be asked to complete the survey one time and this is the only request that will be made of you. There is minimal risk associated with this research study, nor any benefits to you. Your answers to survey questions will remain confidential and anonymous. All data will be maintained on password-protected computer drives and raw data will be destroyed within two weeks of the completion of the research project to further minimize risk. Your participation is entirely voluntary and you are free to withdraw from this research at any time. If you have questions, I can be reached at 724-880-3526 or SWA3111@calu.edu. My faculty advisor at California University of Pennsylvania is Dr. Kevin Lordon. He can be reached at (724) 938-4756 or lordon@calu.edu. In order to participate in the study, please complete the voluntary consent at the bottom of the page and return to me in interoffice mail. The consent must be printed, signed as a participant, and dated. If you are unable to print, please contact me and I will provide you with a copy. Thank you for taking the time to support my research. Kelly Swartz IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 131 Appendix G. Paraprofessional Second Request for Voluntary Consent Dear Paraprofessional: Thank you for providing information on SurveyMonkey for my Capstone Project regarding paraprofessionals’ preparedness and professional development needs. In order for your responses to be included in the study, please complete the attached voluntary consent form and return to me in interoffice mail. The consent must be printed, signed as a participant, and dated. If you are unable to print, please contact me and I will provide you with a copy. Thank you again for taking the time to support my research. Sincerely, Mrs. Kelly Swartz IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 132 Appendix H. Teacher Second Request for Voluntary Consent Dear Teacher: Thank you for providing information on SurveyMonkey for my Capstone Project regarding paraprofessionals’ preparedness and professional development needs. In order for your responses to be included in the study, please complete the attached voluntary consent form and return to me in interoffice mail. The consent must be printed, signed as a participant, and dated. If you are unable to print, please contact me and I will provide you with a copy. Thank you again for taking the time to support my research. Sincerely, Mrs. Kelly Swartz IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Appendix I. Paraprofessional Survey of Preparedness and Needs 1. I know what is expected of me in my position as a paraprofessional. Strongly Disagree Disagree Undecided Agree Strongly Agree 2. I feel confident and prepared for all aspects of my job as a paraprofessional. Strongly Disagree Disagree Undecided Agree Strongly Agree 3. I understand the disabilities of the students I work with every day. Strongly Disagree Disagree Undecided Agree Strongly Agree 4. I know how to meet the needs of the students I work with every day. 133 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS Strongly Disagree Disagree Undecided Agree Strongly Agree 5. I have been provided with clear expectations for each classroom that I support as a paraprofessional. Strongly Disagree Disagree Undecided Agree Strongly Agree 6. I feel respected and valued in my role as a paraprofessional. Strongly Disagree Disagree Undecided Agree Strongly Agree 7. I know whom to go to in the district with my questions or if I need assistance. Strongly Disagree Disagree Undecided 134 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 135 Agree Strongly Agree 8. Uniontown Area School District provides adequate professional development for all paraprofessionals. Strongly Disagree Disagree Undecided Agree Strongly Agree 9. I would benefit from improved professional development opportunities. Strongly Disagree Disagree Undecided Agree Strongly Agree 10. I wish I was asked to give input and feedback on the professional development topics offered by the district. Strongly Disagree Disagree Undecided Agree Strongly Agree IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 136 11. I need additional training in the characteristics and types of student disabilities. Strongly Disagree Disagree Undecided Agree Strongly Agree 12. I need additional training in the area of student behaviors and management. Strongly Disagree Disagree Undecided Agree Strongly Agree 13. I need additional training in providing academic support and interventions to students. Strongly agree Disagree Undecided Agree Strongly Agree 14. Briefly list any other professional development topics or activities you believe would benefit you as a paraprofessional. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 15. Briefly describe the skills you would like to develop as a paraprofessional. 137 IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 138 Appendix J. Teacher Survey of Paraprofessional Preparedness and Needs 1. Paraprofessionals know what is expected of them in their positions. Strongly Disagree Disagree Undecided Agree Strongly Agree 2. Paraprofessionals are prepared for all aspects of their jobs. Strongly Disagree Disagree Undecided Agree Strongly Agree 3. Paraprofessionals understand the disabilities of the students they work with every day. Strongly Disagree Disagree Undecided Agree Strongly Agree 4. Paraprofessionals display knowledge of and compliance with school building procedures and expectations. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 139 Strongly Disagree Disagree Undecided Agree Strongly Agree 5. Paraprofessionals display knowledge of and compliance with district policies and procedures. Strongly Disagree Disagree Undecided Agree Strongly Agree 6. Paraprofessionals know how to meet the needs of the students they work with every day. Strongly Disagree Disagree Undecided Agree Strongly Agree 7. Paraprofessionals are provided with clear classroom expectations. Strongly Disagree Disagree IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 140 Undecided Agree Strongly Agree 8. Paraprofessionals ask me for guidance or help when working with students. Strongly Disagree Disagree Undecided Agree Strongly Agree 9. Uniontown Area School District provides adequate professional development for all paraprofessionals. Strongly Disagree Disagree Undecided Agree Strongly Agree 10. Paraprofessionals would benefit from improved professional development opportunities. Strongly Disagree Disagree Undecided Agree IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 141 Strongly Agree 11. Paraprofessionals need additional training in the characteristics and types of student disabilities. Strongly Agree Disagree Undecided Agree Strongly Agree 12. Paraprofessionals need additional training in the area of student behaviors and management. Strongly agree Disagree Undecided Agree Strongly Agree 13. Paraprofessionals need additional training in providing academic support and interventions to students. Strongly Disagree Disagree Undecided Agree Strongly Agree IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 142 14. Briefly list any other professional development topics or activities you believe would benefit paraprofessionals. 15. Briefly list the characteristics and skills of an effective paraprofessional. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 143 Appendix K. Capstone Project Proposal Capstone Project Proposal California University of Pennsylvania August 7, 2019 1. Identifying Information Kelly Swartz Improving Preparedness of Paraprofessionals in Uniontown Area School District Doctoral Capstone Project Committee Faculty Capstone Committee Advisor: Dr. Kevin Lordon External Capstone Committee Member: Dr. Charles Machesky, Superintendent Uniontown Area School District Anticipated Doctoral Capstone Project Dates: September 2019 to June 2020 2. Description of what you plan to research (problem statement) Uniontown Area School District employs approximately 40 paraprofessionals. Roughly a quarter of all paraprofessionals vacate their positions throughout the school year and some positions are filled multiple times. Paraprofessionals have a wide range of training and experience, creating a very diverse staff. The district currently offers opportunities for paraprofessionals to complete the twenty hours of mandatory training, much of which is online through Pennsylvania Department of Education Safe Schools and Pennsylvania Training and Technical Assistance Network (PaTTAN). However, no formal professional development program has been implemented to meet the needs of current and newly hired paraprofessionals. A need exists for improvement of professional development of paraprofessionals in Uniontown Area School District. 3. Description of how you plan to go about doing your action research(research method) I plan to use a mixed-methods research approach by conducting surveys that contain Likert IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 144 scale and open-ended questions. These surveys will be administered to paraprofessionals and teachers. 4. Research Questions -What are paraprofessionals’ perceptions of their own preparedness and needs in Uniontown Area School District? -What do teachers perceive as paraprofessionals’ needs in Uniontown Area School District? -What components should be included in a comprehensive professional development program for paraprofessionals in Uniontown Area School District? 5. Explanation of how you plan to collect your data/timeline for data collection (include instruments if used) Early September- Quantitative/qualitative survey conducted with paraprofessionals to collect data regarding their perceptions of preparedness and needs. This will be accomplished utilizing SurveyMonkey with approximately 13 Likert scale questions and 2 open-ended questions. September- Quantitative/qualitative survey conducted with teachers to collect data regarding their perceptions of paraprofessionals’ needs. This will be accomplished utilizing SurveyMonkey with approximately 13 Likert questions scale questions and 2 open-ended questions. 6. Explanation of how you plan to analyze your data Surveys will contain both Likert scale and open-ended questions written to gain insight on perceptions of preparedness and needs of paraprofessionals. Quantitative data will be analyzed utilizing SurveyMonkey for frequencies and percentages. Qualitative data will be analyzed for content and recurring themes. IMPROVING PREPAREDNESS OF PARAPROFESSIONALS 145 Appendix L. Institutional Review Board Institutional Review Board California University of Pennsylvania Morgan Hall, 310 250 University Avenue California, PA 15419 instreviewboard@calu.edu Melissa Sovak, Ph.D. Dear Kelly, Please consider this email as official notification that your proposal titled “Improving Preparedness of Paraprofessionals in Uniontown Area School District” (Proposal #18-091) has been approved by the California University of Pennsylvania Institutional Review Board as amended. The effective date of approval is 8/28/19 and the expiration date is 8/27/20. These dates must appear on the consent form. Please note that Federal Policy requires that you notify the IRB promptly regarding any of the following: (1) Any additions or changes in procedures you might wish for your study (additions or changes must be approved by the IRB before they are implemented) (2) Any events that affect the safety or well-being of subjects (3) Any modifications of your study or other responses that are necessitated by any events reported in (2). (4) To continue your research beyond the approval expiration date of 8/27/20 you must file additional information to be considered for continuing review. Please contact instreviewboard@calu.edu Please notify the Board when data collection is complete. Regards, Melissa Sovak, PhD. Chair, Institutional Review Board