Helping with Instruction
(Self-Paced MODULE)
Introduction to the Module
This module supports paraprofessional educators’ growth. It covers Universal Design for Learning principles and provides guidance on collaborating with instructional teams. It is organized into clear, focused topics on instruction including scaffolding, explicit instruction, visual supports for learners, and test taking supports. The module emphasizes evidence-based practices in education.
There are 10 units. Each includes a variety of learning activities:
Make real life connections… through scenarios and reflective exercises.
READ… an overview that summarizes the major ideas presented in the unit
WATCH… a slideshow that presents relevant information in a varied format.
ENGAGE… with specific content that supports and strengthens your understanding.
Get introduced to relevant online resources… many of the units also include documents providing links to relevant on-line resources.
The Core Competencies for Special Education Paraeducators from the Council of Exceptional Children (CEC) provide a structured framework for ensuring that paraeducators are adequately prepared to support students with disabilities in various educational settings. By focusing on the four key areas of collaboration, assessment, social/emotional/behavioral development, and instruction, these competencies align with the High Leverage Practices (HLPs) for special educators. These practices are critical for fostering effective, inclusive educational experiences for all students.
By completing the module, Helping with Instruction, paraeducators will work towards the core competency of instruction improving their skills and knowledge as they learn how to work closely with teachers, administrators, students, parents, and related services personnel to implement individualized instructional supports for students. Effective instruction should be guided by the educator and ensures that the paraeducator understands the specific evidence based supports required to meet the needs of students with disabilities. The following core competencies are used as the base of this module.
K3.1 Purposes of supports, services and specially designed instruction which provide access to
general education curriculum
K3.2 General knowledge of categories from federal law for students with disabilities
K3.3 General knowledge of principles of inclusive practices for students with disabilities
K3.4 Individual learner characteristics as the primary basis for instructional programming and
decision making, rather than disability categories or educational placement
K3.5 District/agency policies and procedures for protecting the safety, health, and well-being of
learners and school personnel
K3.6 Rights and responsibilities of students with disabilities and the personnel who serve them
K3.7 Effects of paraeducator’s proximity and fading of paraeducator support on student
engagement, learning and independence
S3.1 Access credible and reliable websites and resources to expand understanding of special
education services and students with disabilities under the guidance of the instructional team
S3.2 Support a safe and equitable learning environment that honors diversity and inclusion under
the guidance of the instructional team
S3.3 Establish and maintain rapport with learners under the guidance of the instructional team
S3.4 Use knowledge of student’s strengths and interests to encourage engagement in varied school
and community activities under the guidance of the instructional team
S3.5 Prepare and organize materials to support teaching and learning as directed by the
instructional team
K5.1 Concepts of differentiated instruction, accommodations, modifications, High Leverage
Practices, specially designed instruction
K5.2 Instructional strategies and instructional technology to support the individual student’s
learning
S5.1 Demonstrate proficiency in academics including oral and written communication, literacy,
and mathematical skills appropriate to the job assignment
S5.2 Follow written instructional plans provided by the instructional team, seeking clarification
and training as needed
S5.3 Communicate relevant information about the student with disabilities to the instructional
team
S5.4 Support the use of effective and culturally responsive instructional strategies in literacy and
mathematics as directed by the instructional team
S5.5 Review and reinforce learning activities, essential concepts, and modified content as
directed by the instructional team
S5.6 Use instructional time effectively
S5.7 Modify pace of instruction and provide organizational cues under the guidance of the
instructional team
S5.8 Make responsive adjustments to instruction under the guidance of the instructional team
S5.9 Provide least intrusive levels of support, fade support, and fade physical proximity from
students with disabilities under the guidance of the instructional team
Time to Complete in Full: Approximately 6 hours
This Module has 11 units and 61 lessons on a variety of topics organized by subheadings that all connect to what paraeducators need to know.
We suggest that it would be best for paraeducators and educators (who support them) to complete this module in tandem.
Some OPEPP partnering districts create professional learning communities (PLCs) where paraeducators meet up regularly to share what they have learned from the OPEPP modules. This is a productive practice that has increased para engagement in their professional development.
Your team of educators can use the reflections after each unit to summarize your learning and ideas and come together to grow in your understanding of best practices.