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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
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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
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IMPROVING PREPAREDNESS OF PARAPROFESSIONALS
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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!
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IMPROVING PREPAREDNESS OF PARAPROFESSIONALS
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Quality/quantity of work
•
Work habits
•
Work relationships
•
Work commitments
•
Student interaction
•
Communication skills
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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.
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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?
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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.
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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
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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
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(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
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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
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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
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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
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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
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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.
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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.
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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.
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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:
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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.
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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
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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.
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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
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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
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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.
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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
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-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
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-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
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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
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.
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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.
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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.
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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
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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.
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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:
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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.
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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.
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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
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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
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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