Paraeducator Training: Making the Decisions and Finding the Materials That Meet Your District's Needs
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Presentation from the 2006 National Resource Center for Paraprofessionals Conference http://www.nrcpara.org/
![Making Decisions and Finding Materials to Meet District Needs Nancy K. French, Ph.D. Executive Director, The PAR 2 A Center 1380 Lawrence St. Suite 650 Denver, CO 80204 303-556-6464 [email_address] www.paracenter.org Ritu V. Chopra, Ph.D. Director, The PAR2A Center 1380 Lawrence St. Suite 650 Denver, CO 80204 303-556-6464 [email_address] www.paracenter.org](https://image.slidesharecdn.com/paraeducator-training-making-the-decisions-and-finding-the-materials-that-meet-your-districts-needs-11466/85/Paraeducator-Training-Making-the-Decisions-and-Finding-the-Materials-That-Meet-Your-District-s-Needs-1-320.jpg)
![Training Issues to Consider ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Paraeducator Training: Making the Decisions and Finding the Materials That Meet Your District's Needs
- 1. Making Decisions and Finding Materials to Meet District Needs Nancy K. French, Ph.D. Executive Director, The PAR 2 A Center 1380 Lawrence St. Suite 650 Denver, CO 80204 303-556-6464 [email_address] www.paracenter.org Ritu V. Chopra, Ph.D. Director, The PAR2A Center 1380 Lawrence St. Suite 650 Denver, CO 80204 303-556-6464 [email_address] www.paracenter.org
- 15. Vocabulary & Comprehension Pre-Post Assessments * t -test significant at p < .01 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Assisting with Vocabulary and Comprehension training academy significantly increased their perceived skill. -20.39* 1.50 M = 4.28 SD = .60 M = 2.78 SD = .80 134 Spring 04 - Fall 04 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation # Participants Dates
- 16. Phonemic Awareness & Phonics Pre-Post Assessments * t -test significant at p < .001 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Assisting with Vocabulary and Comprehension training academy significantly increased their perceived skill. -24.98* 1.97 M = 4.19 SD = .60 M = 2.23 SD =1.05 151 Spring 05 - Spring 06 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation # Participants Dates
- 17. Fluency Academy Pre-Post Assessments * t -test significant at p < .01 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Fluency Academy significantly increased their perceived skill. -11.78* 1.57 M = 4.33 SD = .60 M = 2.76 SD =.84 38 Spring 05 - Fall 05 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation # Participants Dates
- 18. K-4 Math Pre-Post Assessments * t -test significant at p < .001 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Assisting with Vocabulary and Comprehension training academy significantly increased their perceived skill. -14.53* 1.19 M = 4.06 SD = .76 M = 2.88 SD = .87 93 Fall 04 – Spring 06 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation # Participants Dates
- 19. Number Theory Pre-Post Assessments * t -test significant at p < .01 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Assisting with Vocabulary and Comprehension training academy significantly increased their perceived skill through training. -7.35* 1.29 M = 3.95 SD = .70 M = 2.66 SD = .98 23 Spring 05- Fall 05 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation # Participants Dates
- 20. Algebraic Concepts Pre-Post Assessments * t -test significant at p < .001 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Assisting with Vocabulary and Comprehension training academy significantly increased their perceived skill through training. -10.22* 1.71 M = 4.20 SD = .63 M = 2.49 SD = .81 14 Fall 05 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation # Participants Dates
- 21. Behavior Management Pre-Post Assessments *t-test significant at p < .001 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Behavior Management training academy significantly increased their perceived skill. -60.56* 1.35 M = 4.43 SD = .49 M = 3.08 SD = .73 1007 Spring 02 – Spring 06 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation # Participants Dates
- 25. Orientation to Special Education Pre-Post Assessments *t-test significant at p < .01 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Orientation to Special Education training academy significantly increased their perceived skill. -63.69* 1.62 M = 4.34 SD = .52 M = 2.72 SD = .80 842 Fall 02 - Fall 04 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation Number of Participants Dates
- 26. Significant Supports for Challenging Behavior Pre-Post Assessments *t-test significant at p < .001 on a two-tailed test Results of a paired-samples t-test indicated that participants’ in the Orientation to Special Education training academy significantly increased their perceived skill. -50.27* 1.58 M = 4.39 SD = .50 M = 2.82 SD = .79 530 Fall 02 - Spring 06 t -test Mean Difference Post-Training Mean and Standard Deviation Pre-Training Mean and Standard Deviation Number of Participants Dates