PARAEDUCATORS IN MTSS Tier 2-3 programs

The plan gets written somewhere else.
You are the one who runs it.

Content on demand

Virtual Voice

Human-created content, delivered through advanced text-to-speech technology.

Intermediate

Expands on basic knowledge with practical applications and more complex concepts.

10 hours

Your certificate of completion will be for 12 BACB Professional Development Units (PDU).
Rarely are you trained on how to actually run the supports you are asked to provide. What you deliver, and how closely to follow it. What is worth writing down, and when. How to tell the team what you saw without guessing at why. Where your part stops and someone else's starts.

Project Nest for Paraeducators is self-paced program development, written for paras in these rooms already making these calls. This decides whether you make them on training or instinct.
In-district programming, not a placement. Not a reset room and not a one-way door to a separate program. You are doing this job already. This is the training for doing it nobody taught you - yet.

What This Means for You

You are with the student more hours than anyone else on the team. Most days you are also the first person to notice something changing, and the last person asked about it.


This training is built around that position rather than around the plan. It covers what the job actually asks of you: delivering support the way it was written, recording what happened, reporting it in words that are useful to the people who decide, and knowing which calls are not yours to make.


Knowing where your part ends is not a limit on your judgment.
It is what lets you be freely part of the team.


If you are looking for strategies to use at your own discretion, this is not that. This is about running the plan well and integrating well with your team.

Objectives

Participation

 Audience

CEC Standards

RBT Task List

  • Distinguish the decisions that belong to you from the ones that belong to the team and act inside that line when a plan is unclear.
  • Write a behavior record another staff member would read the same way, separating what was observed from what it might have meant.
  • Deliver a planned support the way it is written and identify when what a student does differs from what the plan anticipated.
  • Identify when a practice has crossed into a restricted measure and complete the record and report that follow.
  • Teach a replacement skill using the prompting and reinforcement the plan specifies and fade that support as the student takes it over.
This learning opportunity is relevant for:
       Paraprofessionals
       Behavior Technicians
       Behavior Specialists
   self-guided learning on-demand
   603 minutes of video learning
    50 learning check questions
     certificate of completion
  • A. Measurement (1, 2, 5, 6)
  • D. Behavior Reduction (1, 3, 5, 6)
  • B. Assessment (1, 3)
  • E. Documentation and Reporting (1, 2, 3, 4, 5)
  • C. Skill Acquisition (3, 5, 9)
  • F. Professional Conduct and Scope of Practice (1, 2, 4, 5)
  • 1. Professional learning and practice within ethical guidelines
  • 5. Supporting learning using effective instruction
  • 2. Understanding and addressing developmental and learning needs
  • 6. Supporting social, emotional and behavioral growth
  • 4. Using assessment for data-based decision making
  • 7. Collaborating with team members
EXPERT AUTHORS

Who will I be learning from?

Manny Huecias, RBT, IBT


Manny Huecias is a school-based behavior technician specializing in social, emotional, and behavioral challenges experienced by elementary-aged student populations as well as augmented instructional design. He has been a pop-up virtual learning facilitator and avid volunteer in his local network who brings a practical, systems-aware perspective to supporting complex students and the adults doing their best to help them. Outside of his professional work, he has been a special needs intervention summer camp counselor and an active youth leader in his church. Manny is a Registered Behavior Technician with college coursework in education and psychology.

LEAD AUTHOR + COACH
Eryn Van Acker, PhD


Eryn Van Acker is a school-based academic and behavioral consultant specializing in MTSS, academic skill acquisition, reinforcement strategies, social skills programming, FBAs/BIPs, and local systematic crisis response development including monitoring and observation. She has been a general education teacher, special education teacher, academic and behavioral education specialist, and researcher in resource, collaboration, co-taught, and higher education settings. Outside of her professional work, she enjoys dog behavior training and sports with her two Border Collies. Eryn is an educational consultant with her Bachelors in Elementary Education, Masters in Special Education, Doctorate in Special Education. 

COAUTHOR
Heather Volchko, BCBA, IBA


Heather Volchko is a school-based consultant and program evaluator specializing in emotional and behavioral disorders, contextual behavior analysis, organizational behavior management, and leadership psychology. She has been a coordinator, teacher, and paraprofessional in therapeutic, alternative, self-contained, resource, and correctional settings. Outside of her professional work, she has worked abroad with various international education organizations as well as stateside with organizations facilitating upward mobility. Heather is a Board Certified Behavior Analyst with her Bachelors in Special Education, Masters in Educational Psychology, and is currently pursuing her doctorate.

COAUTHOR + COACH

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