The Para Self Study Project is the result of a series of efforts to provide options for preservice training for paraeducators in school settings. This web based study program has been designed to support schools by providing an easily accessible training tool that can be adapted for the particular needs of a school and or paraeducator. It's grants have built a base of information that combines knowledge of paraprofessional training with web based delivery experience.

1983-1998.
Establishing Paraprofessional Preservice Training Programs

Through Cooperative Efforts with Local Education Agencies

This project began in the early eighties with a grant from the Department of Education to provide school-based preservice training for special education paraprofessional personnel. Distance learning strategies, school-based training and school-based practicum activities were used to provide preservice training which was competency based, accessible and relevant. Based on the following objectives:

• Objective 1: Provide school-based preservice training programs for special education paraprofessional personnel.
• Objective 2: Develop cooperative partnerships between teacher training institutions and schools to address problems and issues in providing training for paraprofessional personnel.
• Objective 3: Develop model procedures and materials to support school programs in providing systematic school-based preservice training programs. Procedures include administration of training programs, training content, training strategies and procedures for evaluation, record keeping and accountability.
• Objective 4: Disseminate materials for improving school-based paraprofessional preservice training programs and provide information on program effectiveness.
• Objective 5: Develop strategies for providing preservice training to paraprofessionals which address distance and accessibility issues.

The project developed a University sponsored preservice training program for special education paraprofessionals. This program included three components or phases. During phase one students used self-paced instructional modules to acquire basic information and skills. After completion of these independent study activities, paraprofessionals took part in the second phase of the training; a series of sessions provided at local school sites. This directed instruction was led by local instructors under the supervision of the project. Finally paraprofessionals participated in practicum activities with supervising special education teachers under the direction of a University practicum coordinator. Completion of all three phases of training allowed the project to certify that paraprofessionals attained basic knowledge and skills useful in special education settings.

1999-2003
Supervisor's of Paraeducators
Self Study Training Program

This project was designed to create and provide resources that support teachers' efforts to work with paraprofessionals. Resources include a training course delivered via the World Wide Web. The training addresses legal and ethical issues in working with paraprofessionals, planning and organizing classrooms for using paraprofessionals, and strategies for training, supervising, and evaluating paraprofessionals. The use of Internet-based resources allowed for wide accessibility, instructional resources, interactive learning activities, collaboration among teachers, accountability for learning outcomes, and a systematic approach to managing learning activities. The design of the project supported the Internet resources with supervised and interactive training for both preservice and inservice teachers.

• Objective 1: Increase the number of teachers who are prepared to work effectively with paraprofessionals in the regular and special education programs.
• Objective 2: Develop cooperative partnerships among teacher training institutions and schools to address problems and issues in providing training for teachers related to paraprofessional personnel.
• Objective 3: Develop and disseminate field tested model procedures and resources to support teacher training programs in providing systematic preservice and inservice training programs which address the training and supervision of paraprofessionals.
• Objective 4: Utilize technology to develop and implement strategies and resources for providing teacher training which addresses distance and acccessability issues and makes resources widely available.

2003-2004
Paraeducator Self Study Training Program

The Para Self Study Project still provides training to over 250 schools throughout the country. However in late 2003, it was decided that it was time to update the project by adding to the content material and to take advantage of more advanced web/database technology. The first phase of this project is currently being offered with three new units that provide information about assisting in the content areas of reading, writing and arithmetic. In addition, assessment skills tests have been added in these subject areas.

Whereas the old project utilizes email interaction with the instructor, the new project has database driven interaction that saves the participants work and allows for activities and tests to be reviewed and scored by the instructor with the results displayed online. Instructors can review the participant's work and has tools available to make scoring convenient. Tests that are short answer or objective are scored automatically. Participants have a progress page that allows them to track their own progress. The work that participants have submitted is stored so that if they choose to finish parts of the project at different times, even semesters, they will be able to continue without losing any work.

Currently, the introductory units on Roles and Responsibilities of Paraeducators, Organization and Management of the Classroom, and Developing Instructional Skills are available as well as the three new units on Assisting with Reading, Writing and Mathematics. Content Assessment Skills in these areas are also included.

August 2005 Upgrade
Paraeducator Self Study Training Program

Project PARA announced the addition of Early Childhood Growth and Development. In addition to the new unit, 'Roles and Responsibilities of Paraeducators' has been updated to reflect early childhood issues, and two units from the original Project PARA have been added and edited. They are 'Effective Communication with Students, Teachers, and Other Professionals', and 'Ethical Issues for Paraeducators'.

As part of the upgrade, Project PARA was redesigned to a format that will better accommodate changes and expansion of the content material. Several new features have been added to make it simpler and more efficient to use. These changes are particularly designed to help Instructors who need to oversee and score the work submitted by their participants. The Instructor pages have been reworked and we think that it will be an easier and faster process.

For participants, the changes are mostly visual with the exception of the unit navigation. The previous version grouped the units into modules and the navigation bar moved you through the whole module. We have found that participants use the self study for a variety of purposes, depending upon their situation, and that the modules did not always reflect how it was being used. We decided to reorganize the units so that they are individual and not grouped. The navigation therefore moves you around one unit at a time with a link on the header of each page to return to the Unit Index to allow you to choose another unit.

2006-2007
Added New Units

During fall of 2006, Project PARA opened the new Autism Spectrum Disorders unit and upgraded the Introduction to Special Education, Behavior Management, and Observing and Measuring Student Performance units from the original Project PARA. This completed the overall upgrade of the first version of Project PARA. A certificate of completion was added to participants who have passed the eight Special Education units. During the spring of 2007 Project PARA opened a new unit on Transition/Job Coaching.