Recently, Georgia Elementary School paraprofessionals participated in an after-school professional development opportunity to better understand and serve students in their daily responsibilities.

Beth Peloquin of the VT Agency of Education trains paraprofessionals in the MTSS model.

Training, provided by Beth Peloquin and the VT Agency of Education, focused on Early MTSS approaches (multi-tiered system of supports) which align with PBIS (positive behavior interventions and supports) practices that are implemented in all classrooms within our school.

As part of the training, paraprofessionals reviewed their role in supporting school-wide expectations with PBIS.

MTSS is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student’s difficulty, and provides services/intervention as soon as the student demonstrates a need.

The work of paraprofessionals is key to providing personalized interventions for students.
The work of paraprofessionals is key to providing personalized interventions for students.

Positive Behavioral Interventions and Supports (PBIS) is based on a problem-solving model and aims to prevent inappropriate behavior through teaching and reinforcing appropriate behaviors. Positive Behavioral Interventions and Supports (PBIS) is a process that is consistent with the core principles of MTSS. PBIS offers a range of interventions that are systematically applied to students based on their demonstrated level of need and addresses the role of the environment as it applies to development and improvement of behavior problems.

Paraprofessionals discussed their learning with colleagues.

Both MTSS and PBIS are grounded in differentiated instruction. The goal is to describe the shared characteristics of these approaches as a basis for highlighting how best to meet the needs of children experiencing academic and social difficulties in school.

Paraprofessionals will be completing module 1 this month and will follow up with module 2 and 3 to complete the extensive training this year. Understanding student behaviors and their academic needs are pivotal to the success of each and every child. For more information visit the Vermont agency of education at the following link here.

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