Auburn School District / Homepage
Crosswalk of the Fundamental Course of Study and “Paraeducators: what we do matters”Updated on March 27, 2020The Fundamental Course of Study (FCS), approved by the Paraeducator Board on January 10, 2018, is the foundational training school districts must provide to their paraeducators before or soon after employment. The FCS is made up of 28 hours of professional development on the paraeducator standards of practice.Below is a crosswalk between the Fundamental Course of Study and the online course “ HYPERLINK "" \h Paraeducators: what we do matters”. This online course will count to at most 12 hours of training towards the FCS. The remaining 16 is the responsibility of the school district to ensure the paraeducator receives. The crosswalk will assist school districts as they determine the amount of training to provide and additional training to provide to the paraeducator. Districts must ensure that 7 of the 28 hours of the FCS training is in person training.NOTE: School districts are not required to use the online course “Paraeducators: what we do matters”. If a district does, this crosswalk will assist with implementation. CROSSWALK OVERVIEWFCS Hour = Minimum number of clock hours a paraeducator must receive training on the unitOnline Course = number of clock hours provided in “Paraeducators: what we do matters”District support = number of clock hours remaining the district must provideFundamental Course of Study UnitFCS HourOnline CourseDistrictSupportFCS01: Introduction to Cultural Identity and Diversity413FCS02: Methods of Educational and Instructional Support413FCS03: Technology Basics211FCS04: Using and Collecting Data110FCS05: District Orientation and Roles and Responsibilities312FCS06: Equity312FCS07: Behavior management strategies including de-escalation techniques211FCS08: Child and Adolescent Development220FCS09: Emergency and Health Safety110*FCS10: Positive and Safe Learning Environment312FCS11: Communication Basics221FCS12: Communication Challenges100* Can substitute what is provided online with “Safe Schools”CROSSWALK DETAILEDBelow is a detailed look at each unit and where districts can provide additional training. Learning objectives = each unit has specific learning objectives a paraeducator must be trained on, they are listed belowModule = “Paraeducators: what we do matters” is made up of 12 modules. The number under the appropriate column represents the module that covers the learning objective.School district recommended training to provide = recommended training school districts must provide in order to meet the learning objective(s) of the unit.Additional hours by district = The minimum number of clock hours a school district must provide to their paraeducator(s) in addition to what is provided on the “Paraeducators: what we do matters” online courseFCS01: Introduction to Cultural Identity and Diversity(4 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtDescribe ways to identify and respond to racism, discrimination and stereotypes in the classroom.5ThreeList strategies for supporting cultural responsiveness and anti-biased instruction.5Describe ways to foster and support a safe, positive, and culturally inclusive environment.5District to add specific content or curriculum used in the district.Explain ways students’ family, language, cultural assets, and economic background impact behavior and learning.5Describe strategies to support cultural inclusion and responsiveness when assisting in instruction.5Focus area to consider could include district’s approach to specific strategies that support cultural inclusion and responsiveness, diversity and equity practices, and strategies for asset based instruction.Demonstrate respectful behavior when working with diverse students.5FCS02: Methods of Educational and Instructional Support(4 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtIdentify basic instructional support methods to assist classroom teachers (small group work, one–to-one, computer aided learning programs).3District to cover specific programs or content used in the classroom.ThreeIntroduce diverse learning styles and strategies best suited to enhance and complement student learning requirements various learning styles.3District to include any specific differentiated learning strategies designed to improve paraeducators to support in the classroom.Review Washington Learner Standards and have a basic awareness of academic achievement goals.3District to cover in-depth instructional support strategies designed for paraeducators to assist classroom teachers.Demonstrate various instructional support strategies to assist classroom teachers.3Identify strategies to support classroom environments and apply materials to meet the goals of multicultural requirements.3District to add specific strategies used for curriculum materials for multicultural education.Recognize appropriate instructional support materials which represent and support various cultures and abilities.5Review adult social and emotional competencies and what they look like and why they are important13Recognize appropriate ways to direct a student's emotions, thoughts, impulses or stress in constructive ways13FCS03: Technology Basics(2 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtDescribe basic technology available in schools and classrooms for instructional support.5 and 7District to add basic computer training on specific login and password usage, internet access policies, search features, and restrictions.OneDescribe basic use of productivity software (i.e., MobyMax , Skyward, IEP online), curriculum specific software, and internet resources.7Describe basic functions in Windows/Mac platforms (e.g., creating, saving, printing documents).7Demonstrate basic use of software programs to send/check email, organize schedules on a calendar, complete internet searches to assist students during projects/assignments.7Demonstrate basic use of specialized technology tools in classrooms – Example: iPads for supplemental reading and math, Chromebooks & Surfaces for student access to the internet.Not coveredDistrict to add specific content for classroom specific technology and what software is available to paraeducators.FCS04: Using and Collecting Data(1 clock hour)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtReview the purpose of data collection and examine various methods to assist in both collecting instructional and behavioral data.8ZeroIdentify ways to use assessment data when assisting in instructional applications.8Optional: District to add specific classroom assessment tools used throughout the district.Identify methods to assist in recording and maintaining data.8Review various assessment tools according to job assignment (e.g., DIBELS, Smarter Balance).8FCS05: District Orientation of Roles and Responsibilities(3 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtReview expectations from the Code of Professional Conduct as required in WAC 181.87 9District to cover their specific policies and procedures. This training is often done by HR during orientation upon hire.TwoReview district policies and procedures for professional conduct expectationsNot coveredDistricts to cover their policies and legal requirements.Be able to locate and access school policies and procedures.1Identify who has access to student’s confidential information. 1Be able to define confidentiality and state the legal basis for confidentiality.1 and 9Describe ways for practicing and maintaining appropriate confidentiality. 1Define the roles and responsibilities required in job description. 1 and 9District to add specific job descriptions.Define the duties of a paraeducator in different environments including Special Education and ELL classrooms.1 and 9District to add specific duties per Special Education and ELL classroom requirements.Define the distinctions between the roles and responsibilities of paraeducators, teachers and administrative staff members.1Discuss the relationship and legal requirements to be in direct supervision of a certificated employee.1District to add HR policy and supervision requirements.FCS06: Equity(3 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtIdentify the basic regulations and policies that apply to civil rights of students.5 and 6District to add their equity policies and current practices for dealing with racism and civil rights.TwoDescribe ways to respond to racism, discrimination and stereotypes in the classroom. 6Define discrimination and recognize unlawful practices.6FCS07: Behavior management strategies including de-escalation techniques(2 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtDefine proactive approaches to student behavior management and de-escalation strategies.4District to cover any specific programs (PBIS) or classroom management approaches that are used in the classrooms.OneIdentify positive and proactive supports that can be used within the classroom or school environment.2District to cover any specific programs (PBIS) or approaches that are used in the classroom.Identify available resources in school or community to help assist students and families 13FCS08: Child and Adolescent Development(2 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtDemonstrate knowledge of how developmental stages impact students physically, emotionally, academically, and socially.2ZeroIdentify risk factors that may impact student learning and development physically, emotionally, academically, and socially.2Identify strategies to assist in the development of student’s sense of social and community and responsibility13FCS09: Emergency and Health Safety(1 clock hour)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtIdentify and understand district safety, emergency and lock down procedure.10Optional: Districts may substitute “Safe Schools” for this training.Zero**Can substitute what is provided online with “Safe Schools”Describe paraeducator's role in basic health and safety procedures for both emergency and general application.10Demonstrate application of health and safety procedures if required for immediate student support.10FCS10: Positive and Safe Learning Environments(3 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtIdentify specific roles in support of classroom management and student discipline.4District to add specific student discipline policies and programs.TwoDefine the philosophy of an inclusive and equitable learning environment.4Identify equitable and inclusive strategies that can be used to support a positive and safe learning environment including de-escalation strategies.2 and 4Districts to cover specific de-escalation policies and strategies used throughout their schools.Describe the safety procedures required in various classroom settings (including Career and Technical Education classrooms where applicable).10District to add specific safety procedures.FCS11: Communication Basics(2 clock hours)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtIdentify communication skills required for working with team members.11District to add additional PLC or school-based decision making policies.For “communication basics” and “communication challenges” the district must provide one additional combined hour.Explain the importance of decision making as it applies to school-based teams.11Explain the four stages of developing effective teams.11Describe questioning strategies which improve performance, productivity and clarify misunderstandings.11Identify strategies used to initiate and receive feedback regarding student learning and/or personal performance.11Describe ways to apply conflict resolution strategies.11 and 12FCS12: Communication Challenges(1 clock hour)Learning objectiveModuleSchool district recommended training to provideAdditional hours by districtIdentify and give examples of the types of strategies used to seek, provide and clarify information and feedback to staff, students, and families.2 and 11Districts should cover communication policies and appropriate practices for dealing with students and families.For “communication basics” and “communication challenges” the district must provide one additional combined hour.Discuss the nature and possible sources of conflict among team members, students and families.12Identify strategies for repairing relationships after conflict.12Identify and apply problem solving processes to various case studies and scenarios.12 ................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- examples of work massachusetts municipal association mma
- comprehensive guidance counseling plan
- employment application central maine community college
- academic common market
- examples auburn university
- auburn hills michigan
- duties and responsibilities of the department director
- edu
- auburn school district homepage
- auburn university
Related searches
- auburn school district calendar
- auburn school district calendar 2021
- auburn school district washington state
- auburn school district wa
- auburn school district jobs
- auburn school district careers
- the auburn school district jobs
- auburn school district calendar 2020
- auburn school district 2020 calendar
- auburn school district schedule
- auburn school district spring break
- auburn school district washington calendar