Allen L. Steckelberg

How Paraeducators Learn on the Web.

Many schools and districts employ paraeducators to provide direct services to students with disabilities (Harrington & Mitchelson, 1986). When these paraprofessionals receive adequate training and supervision, they can help meet a range of needs in special education programs. Despite admonition in the literature, many schools are not providing training for paraeducators (Blalock, 1991). To address this issue, a teacher preparation program at the University of Nebraska-Lincoln developed a paraeducator training program that provided support from a central site while being delivered in cooperation with local and intermediate educational agencies at local school sites (Steckelberg & Vasa, 1997). Using the World Wide Web (WWW) for both content and communication was a key element in making this cooperative approach work. It allowed us to create a framework that provided a systematic approach, support for the school and the paraeducator, and accountability for learning outcomes.

A Web-based Training Model for Preparing Teachers to Supervise Paraeducators

Paraeducators have been widely used to expand services provided in special education programs (Giangreco, Broer, & Edelman, 2002; Giangreco, Edelman, Luiselli, & MacFarland, 1997). The effectiveness of paraprofessionals depends heavily on their preparation and supervision (Gerber, Finn, Achilles, & BoydZaharias, 2001). Training and supervision are carried out primarily by teachers, yet traditionally teacher education programs have not adequately prepared teachers for this responsibility (Drecktrah, 2000; May & Marozas, 1986; Wallace, Shin, Bartholomay, & Stahl, 2001). In 1999, the University of Nebraska-Lincoln was funded by a Project of National Significance from the Office of Special Education Programs at the U.S. Department of Education to develop and field test a model for training teachers to effectively supervise paraeducators. The project created competency-based, accessible, and systematic training materials that could be delivered via the Web (http://para.unl.edu). The training materials were designed to be used either as a stand-alone self-study package or as an adjunct to additional face-to-face instruction in a traditional course.

Current Trends in the Training and Utilization of Paraprofessionals in Speech and Language Programs: A Report on an Eleven-State Survey.

Administrators of programs for children with communicative disorders in 11 midwestern states were surveyed to assess trends in the training and utilization of paraprofessionals. Topics included: (a...

A Rubric for Self-Assessment of Essential Technology Conditions in Schools

ABSTRACT This article describes the development of a Web-based instrument that is part of a strategic planning initiative in technology in K–12 schools in Nebraska. The instrument provides rubrics for self-assessment of essential conditions necessary for integrating and adopting of technology. Essential conditions were defined by an extended panel of educators from across the state. The rubric examines the areas of (a) technology administration and support, (b) technology capacity, (c) educator competencies and professional development, (d) learners and learning, and (e) accountability. Each area is assessed by four to seven items that are rated using explicitly described criteria. The Web-based system allows schools to complete this rubric as part of the needs assessment process and make comparisons on their profile from year to year and relative to a statewide composite profile. Based on data from 2005 and 2006, reliability scores (Cronbachs alpha) for subscales ranged from .68 to .82. Reliability for the entire scale was .92. Examination of data over the first two years of implementation showed significant year-to-year positive mean differences in subscale scores, indicating that the instrument was sensitive to changing conditions. Effect sizes were small but acceptable.

Light's Retention Scale: Does It Have Content Validity?.

The content validity of the Lights Retention Scale (LRS) was examined by assessing the use of selected retention criteria from the scale. Results indicated that several criteria were not typically considered in retention decisions and the remaining criteria varied widely in their use. Suggestions for limitations on use of the LRS were included.