• Building positive rapport and trust

• Paraprofessional roles

• Confidentiality/Ethical considerations

• Teacher of Record roles

• What do Teachers want from Paras?

• Building Rapport with Teachers

• Inclusion basics

• Least Restrictive Environment (LRE)

• Accommodations v. Modifications

• Equal v. Equitable

• Cultural Responsiveness

• Why your role matters

• The brain and the reading process

• How does our brain read?

• Exploring different learning styles (VAKT)

• Using Research-based strategies to address learning challenges

• What is the Science of Reading?

• Best methods of Instruction

• Syllable rules

• Gradual Release framework

• Scaffolding

• Comprehension: Meaning making

• Summarizing

• Behavior Support and Classroom Management

• Behavior is Communication

• Comon Triggers for Challenging Behavior

• The ABC Framework (PBIS)

• Reinforcing Positive Behavior

• Prevention Strategies

• De-escalation Basics

• What NOT to Do

• Safety and Boundaries

• Supporting students after escalation

• Understanding Intensive Behavior

• The Function of Behavior

• Antecedents, Triggers, and Setting Events

• Proactive Prevention Strategies

• Reinforcement That Works

• Teaching and Supporting Replacement Behaviors

• Data Collection Made Practical

• Implementing Individual Behavior Intervention Plans (BIPs)

• De-escalation and Crisis Response

• Case Studies, Role-Playing, and Guided Practice

• A Day in the life of a Paraprofessional

• Foundations of Special Education

• IDEA Classifications

• Least Restrictive Environment (LRE)

• Case Studies

• Specific Learning Disabilities (SLD)

• Dyslexia

• Executive Functioning

• ADHD

• Autism

• Modifications and Accommodations

• IEP v. 504                                                                

• Understand Core Competencies of SEL

• Learn to support SEL skills in the classroom

• Self-Assessment of your SEL skills

• Mini lesson on understanding the brain related to SEL

• Videos and discussion

• Modeling SEL skills in the classroom

• How Would You Handle It?  Scenarios activity

• Gallery Walk and discussion

• What Do We Already Know?

• Define roles of Teachers, Special Services and Paras

• Learn strategies for effective communication and collaboration

• Effective problem-solving techniques for common student challenges

• Activity: “Who Does What?” Scenario activated assessing and discussion

• Video: Paraprofessionals Make a Difference; discussion

• Activity: Collaboration and Communication

• Navigating Challenges: A Four-step Process

• Strategies for Staying Calm

• Developing a Collaborative Mindset; Video and discussion

   

• Building Understanding Through Concrete, Visual, and Abstract Representations

• Supporting Without Doing the Thinking

• Asking Questions that Move Thinking Forward

• Using Mistakes to Guide Support

• Building Confidence and Mathematical Independence

Upon completion of the series, paraprofessionals will be able to:

• Clearly understand their professional roles and responsibilities.

• Effectively support classroom instruction and student learning.

• Implement positive behavioral support strategies.

• Apply foundational special education knowledge in daily practice.

• Communicate and collaborate effectively with teachers and educational teams.

• Support students' social-emotional growth and well-being.

• Contribute to inclusive, student-centered learning environments.

• Effectively follow through on teacher directions.

• Adhere to school and district policies.

• Workshops may be contracted in any arrangement