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ED 254 Oil 





, ' - EC 171 720 ' 

Project P. A. V.E. — Parents as Volunteers in Education. 

Training Manual, ^ v 

Northern Kentucky Univ., Highland Hejlghts. 

Department of Education/ Washington. DC. 

Mar 84 


Guides - Classroom Use " Guides (For Teachers) (052) 
MF01/PC03 -Plus. Postgge. 

♦Disabilities ; Elementary Secondary Education; 
*Parent Education; *Volunteers; Workshops 
^Parents as Volunteers in Education « 


The manual describes the content and format of 
Project PAVE (Parents as Volunteers in Education ), an effort to train 
parent volunteers to assist in the education of handicapped students 
in the^ least restrictive environment. The manual presents' ^ training 
outline with each step specified: obj>ective, elapsed time, materials, 
equipment, personnel, and evaluation. An agenda of content, 
activities, and assignments is outlined, along with descriptif^ns of 
post-training activities. The following- components arfe addressed: 
first aid, characteristics of leariving an1|^ behavior disorders, 
sensorimotor characteristics, test administration, teaching 
"'trategies, behavior management', instructional materiaJ,s, use of 
audiovisual equipment, field experience, receiving principals and 
teachers, and wrap up and evaluation. Appended materials include 
sample letters, program evalua^tjifon records, and field experience 
forms. (CL) 

**************** *.;|lc *********************** )lr^* 

* ReproductionE supplied by EDRS are the best that can be made * 

* from the original document. * 

> . 





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Training. Manual 

Project P.A.V.E.'^ . 
Parents as Voturrteers ,in Education 

Northern Kentucky University 
'Highland Heights, KY 41076 

* March, 1984 

' ■ This training manual was developed unc'ler a grant from the, U.S. 
Department of Education. However, the opinions and other content do 
not necessarily reflect the position or policy of the Agency, and no 
official endorsement by the federa>'''gciyernment' should be inferred. 



Preparation for Project P.A.V.E. Training 
'Orientation Meeting 
■ Retreat * . ' 

■ Role of Volunteer 

P,l?. 94-142 
^ School Structure and Legal Issues 

Communication Skills • • • 

Simulations , ^ - 

First Aid Instruction . * * 

Characteristics of Learning ano Behavior Disorders 
Sensorimotor Characteristics ' 
Test Administration . 
Teaching Strategies 
' Behavior Mjinagement. * 
Instructional Materials 
Use of Audiovisual Equipment , 
Field Experience 

Receiving Principals art?d Teachers 
Final Wrap -Up and Evaluation 
Follow Up Activities 
References ' 
A. Cover Letter and Application 
^B. Suggested Schedule 

C. , Letter of Acceptance 

D. Skills Checklist and Volunteer 

EvaJuation of j:he, Program 
E» Field Experiei^ ' , ' 



' i i 


The energy and expertise of many- people have contributed ^ 
to the. success' of this project and the wr,iting of this manual. 
William Glenn' Smith *and Laura Thomson participated in .the writing 
of the ^ant proposals. Laura also contributed as a district 
coordinator, and instructor for several graining sessions, primarily 
tho^e on sensorimotor characteristics and the role of the volunteer. 

Donald L. Martin, "jr. , and Kathy Reutman also served as 
district coordinators' and trainers.' Don provided the school 
strticture and legal issues training and Kathy, P. L. 94-J;fr2 and 
assistance with sensorimotor characterj^stics . Linda Olasov 
provided Red Cross instruction. Marlaine Newman showed participants 
how to develop instructional materials. Becky Sturm, Jerfnifer 
Smith and Gary Hart, trained "volunteers in the, use of audiovisual 
and instructional equipment. Janet Stmon and Stephen Bondurant 
also assisted in providing training over the three years oj this 
grant project. THank you all. 

Credit also .goes to the Coordinators from each of the districts 
involved in the project. Their assistance in recruitment and 
placement have" been crucial to the success of each volunteer. 

Finally, I want to thank Mike Walters for the development of 
the Project P.A.V.E. logo and\he cover for this manual; Betty 
Jo Walters for typing the original draft and Sandy Arn for typing 
the final draft. 

Rachel le Bruno 
Project Director 
March, 1984 

Parents as Volunteers tn Education . 



Project P.A.V.E. (Parents ^s Volunteers in Education) has been 
a federally funded project to train parent volunteers to assist in the 
education of handicapped stydents in the least restrictive environment.. 
Parents recruited through their school districts received training at 


Nortjiern Kentucky University. 'Upon completion of the training, they 
continued as volunteers for at least one academic semester.' They also- 
assisted in a subsequent training cycle. 

This tra.ining manual is a description, of the content and format 
of the training in Project P.A.V.E. AlVsteps for'the presentation of • 
this training are outlined. For, each training component - objective, > 
elapsed time, materials, equipment, personnej and evaluation are given. 


In addition, an agenda of content, activities ,and assignments is outlined. 
Finally, acti vi ties -after completion jof the-training days are given. It 
is hoped that this manual will permi,t replitation of the training in who>e 
or in part. This manual provides a training outline, which should be 
modified to meet the unique needs of districts and individuals served. 

Project P.A.V.E. training consisted of, an orientation meeting, a weekend 
retreat, nine workshop days, four dayt of supervised field experience, a ' 
wrap-up session for vo%nteers and an orientation meetii^ for receiving 
principals and teachers. 

, Preparation for Project P.A.V.E. Training 
The following activities should be performed in the order listed. 

1. Contact school district directors of special education, 
director of volunteer services, aiid/or superintendents 
to announce training in each district. That individual 
will be referred to. as 'the district coordinator. The 
district coordinator's primary responsibilities are 
identification of prospective participants and selection 
of' field pVacement 5ites. 

2. Call a meeting of district coordinators to describe training 
and distribute applications with cover letters (Appendix A). 
For subsequent training cycles send a letter announcing 
each cycle with applications and updated cover letter 

to district coordinators! A project staff member should 

be available to talk with principals, parents ar\d parent 
groups interested in the tra\ningi. 
3. .schedule training days around public-school and university 
calendars > as well as previous committments and schedules 
of project staff and consultants. The orientation meeting 
should be scheduled at least one week prior to 'the retreat, 
During the school year, schedule^ one day per week on a 
Tuesday, Wednesday, or Thursday. During the summer, 
schedule t\yo days per week to decrease the number of 
weeks participants need to be available. Summer training 
sessions should be scheduled so that fitld experience 


^ beg'^'ns with the third week of school. This "is necessary 


In order to identify field experience sites and orient 
receiving principals and teachers- (See Appendix B 
for suggested schedule-) 
Sel ect . and conf i rm retreat site. 

Contact consultants and confirm schedule. (See personnel 
for each training day.) 

Contact Project P.A.V.E. graduates to schedule assistants 

for appropriate sessions. Schedule one. assistant plus 

a substitute for each session needed. Send list of assistants 

with phone numbers and parking permits to each assistant. 

Purchase, duplicate or reserve from libraries and 

resource centers al^l needed materials. (See material 

for each training day.) Items to be purchased include 

The American Red Cross Standard First Aid and Personal 

Safety book, Merrill's Exceptional Children in Focus , and 

items for session on making' material s.^^ 

Reserve needed audiovisual equipment. 

Reserve a room for training. 

After application deadline, selecc up to 16 individuals 
who have been recommended by their districts. Send 
letters of acceptance and information to participants 
concerning orientation meeting (See Appendix C), 
Include a schedule of training days with this mailing, 
so participants can schedule child^are, if needed. 


Orientation Meeting 

Purpose: To inform pa,rti cipants of schedule, procedures for reimbursement, . 

orient them to university setting, and to gather pretest data. 
Time: 9:30 - 11 :30 

Materials: 1) Folder for each vartkipant including noW?.^* pencil, 

detailed training schedule, child care reimbursement form, 
audio-visual release form. 
2) Pretest c 
. 3) Coffee and donuts 
4) Name tags 

Personnel: Project Director . * . . 1* 

Project Secretary 
Agenda: 9:30 - 9:45 Coffee and donuts 
• 9:45 - 10:15 Introduction 

1) Background and purposes of project. 

2) Overview of topics, format. 

3) Explanation of child care reimbursement and 
retreat expense reimbursement. 

10:15 - 10:30' Mini tour of campus including cafeteria, diagnostic 

classroom, room for training sessions, restrooms, and 
resource center. 

10:30 - 10:45 Arrange, car pools and rooming list for retreat; 

fill out audio-visual release form, if necessary. 
10:45 - 11;30 Pretest 



The weekend retreat takes place prior to day long workshop sessions 
'Group cohesiveness develops as well as implementation of many 
project content and skill objectives. ■ » ■ 


Upon successful completion of this program, the parent volunteer 
will be able to: 

1. describe the role of the volunteer aide' in the school. 

2. describe the structure of public schools, issues related 

to student rights, confidentiality, and the dispensing of drugs 

3. describe the content and classroom implications of P.L. 94-142. 

4. use effective commi^ni cation skills. 


5. describe affect of individual with a handicapping condition. 

Overall agenda: * 
Day 1 

11:00 - 1:00 Hotel registration,, 

1:00 - 2:30 , - ^ Role of the parent volunteer 

.2:30 - 2:45 , Break % 

2:45 - 4:30 P.L. 94-142 \ 

4:30 - 7:00 , Break and dinner 

7:00 - 9:00 - School structure and legal issues 

Day 2 

9:00 - 6:00 .ommuni cation s>kills 

6:00 - 8:00 - Dinner 

8:00 - ? . Social activities 

Day 3 

9:00 - 9:30 Review content from Day 1 

9:30 - 10:00 Posttest 

10:00 - 11:30 . Simulations 

11:30 -.12:00 Wrap-up 



Following are specific guidelines for each of the instructional 
periods listed above. • 

Day 1 Role of the Volunteer 


Upon successful completion of the program, the parent volunteerrl^ 
will be able to describe the role of the volunteer aide in 
V the school . 
Time: L5 hours 

Materials: 1. Handout - Roles and Responsibilities for Voluteers 

adapted from Guidelines for the Training, Utilization 
a nd Supervision of Paraprofessionals and Aides : 
Kansas State Department of Education, Top^ka, Kansas. 
2. Overhead transparencies from selected pages of han(Jout. 

Equipment: Overhead projector 

Personnel: Project Director 

District Coordinator » ' 

Evaluation: Written posttest on third day of the retreat, 


1:00 - 1:15 1. Welcome . ^ 

2. Get-Acquainted Game (varies with each 
group). For Example, each participant 
could give a one-word description of her/ 
himself with the same beginning sound as 
their fjrst name, i.e.. Jolly Judy, 
Concerned Cindy. The leader may choose 
to have participants remember in order 
the names of the preceedinq participants. 


3. Introduce Project P.A.V.E. - transparency 
with logo. 

Define: ' Instructional paraprofessional , aide, classroom volunteer. . , 
Definition of the role of the volunteer (transparency) 
Roles/Responsibilities (overhead transparency 
presentation - group discussion) 

1. Why are Volunteers Important? 

2. How A Volunteer Helps. 

a. the student 

b. the teacher 
, c. ttie administration, 

d. the coi]imunity 

3. '. When Do Volunteers Work?, 

4. What Do Volunteers Do? , • ' 
a. acceptable and unacceptable duties 

and responsibilities 

5. Code of Ethics on Being a Volunteer 

a. . 'confidentiality 

b. dependability 

c. respect. student individuality. 

d. work cooperatively , 

„ ^ • ■ P.L. 94-142 

Objective: s 

^Upon successful completion of this program, the parent volunteer 
. wi'^ll bt able to descrioe the content ancj^cl assroom impljications 
of' P.L. 94-142. ,. . 
Time:. 1.75 hours • f 

Materials; i. Slide/Tape Cassette: P.L. 94^142: Parents Rights 
and Responsibi 1 ities , Chapel Hill Training Outreach 
Project, Chapel Hill, North Carolina. 


2. Charts with major 'provisions of P.L. 94-142. 


Equipment: Slide projector, cassette tape player, screen 
Personnel: Project Director 

District Coordinators . 
Evaluation: Written postest given on third day of retreat. 
Agenda: . ^ 

2:45 - 3:00 a. Brief background of P.L. 94-142 

iiicluding examples of litigation and 
constituent groups, 
b. iKey points to notice in slide presentation. 
• 3:00 - 4:00 a. [Present slides P.L. 94-142; Parents Rights and 


b. Using chart, reemphasize and further discuss key 
^ provisions of the law. Use local examples of 

ifiplementation of the law. 
4:p0 - 4:30 a. Answer questions. 



School Structu re aod/LejaJ_I ssues 

* ~~- ' ' , 

Objective: ' ' 

Upon successful 'completion of the .program, the parent volunteer will be 
. able to describe the structure of rjblic schools in Kentucky, issues* 

^ related to student rights, confidentiality and the 'dispensi na of drugs. 

^ Time: 2.25 hours . / ' " . 

Materials: 1. A two oage outline of the presentation Xf^t page entitled 
"Issues Related to- School Structure", and 'the second page 
entitled "Student Rights and Responsibilities") 
2. A twenty one page handout that provides the following 

a. statements of the 1st, 4th, and 14th amendments to the 
^ U.S. Constitution. 

b. a'paragraph from the Ci.vil Rights Act of f964 - Title VI 
(42 use Sec 2000(D)). 

c. part af section 901, Title IX - Education Amendments 
1972''(20 use sec 1681). 

d. part of the Equal Education Opportunities Act of 1974 

(20 use Sec 1703). 

e. part of the Rehabilitation Act of 1973 (Section 504) 

(29 use Sec 794). 

f. a list of three Supreme eourt tests for determining 
constitutionality of state statutes related to religion 
in schools . 

g. an outline of the state's legal basis, in prescribing a 
course of study. ^ 

er|c . ^ . - ' 14 


h. an outline describing /^e conflict between parents 
rights versus the, welfare of the state. 

i. a handout describing the components of The Family 
Educational Rigtits and Privacy Act - P.L. 93-380 - 
"The Buckley Amendment". 

j. a copy of the first five pages' of, the 1^78 Kentucky 
P rogram of Studies ir '-'hich guiding pr*inciples, 
educational goals, mandated instructional programs, • 
■and the"general program of studies K-12 are described, 
k. a handout summarizing the authority of school 

persqn'nel over pupil conduct. 
1. a handout discussi(ig corporal punishment.. 
m. a handout discussing the elements of "reasonable 
suspicion." and a discussion of permitted warrantless 

3. Each of the pages of the two handouts are on transparencies 
several additional transparencies of Kentucky 
statutes related to school governance. 
Equipment: Overhead projector 
Pers.onnel: School district superintendent 
Evaluation: Wriitfen posttest on third day of the retreat 



7:30 - 7:45 Discussion of general governance of schools 

and role of parent volunteers. 
7:45 - 8:30 Discuss three types of funding sources for 

Kentucky schools and the elements, of the Kentucky 

foundation program. 


Discuss 1st, 4th, and 14th amendments as they 

aDDl^' to school operation - examples of Kentucky 

status rela;^d to posting^ of 10 Commandments and 

other religious related statutes. 

Discuss sch^l attendance laws and conditions of 


^Discuss statutory control over instruction and 
'.the Buckley Amendment.' 

Discuss the authority of school^ personnel over 
pupil conduct including the concept of in loco 
parentis , requirements of procedural due process, 
corporal punishment, and search and seizure issues. 
Question and answer period. 


Communication Ski lls ' . 

Objective: * ^ ' V 

Upon successful completion of the program, parent volunteers will 
be able to use effective communication skills. • 
Time: 1 day, 5-7 hours of instruction ' ; 
Materials: 1. Film: Kagan, Norman / Interpersonal Process Recal]: 

Elements of Facilitating Communication - Part I , Mason 
Media, Mason, Michigan, 1976. / . . 

2. Vixieotape: Situational .Tapes for Paraprofession^hl ♦ . 
Training , Kajsas State Department of Education, ;Topeka, Kansas 

3. Blank overhead transparencies. ; 

4. Overhead pens. w I ' 

5. Blank videotape. ^ " ' 

"6. Handout of simulation situations. I 


. 7. Handout of major points from Kagan film. ; 
Equipment: Overhead projector, 16mm film projector* videotape jequipment ^ 

for recording and playback (camera, power pack, deifk, TV 


monitor and appropriate hook-ups) j 
Personnel: Project Director v 

Consulting Psychologist 
Evaluation: Videotape made at'the end of the day. ' 

Skills checklist during field experience. 


9:00 - 9:10 Introduction 

' a- Introduce consultant 
b. Describe day's schedule 



Nonverbal communication . • 

a) *In pairs, participants sit back to back; 

side to side, then faci ng .each other . Discuss 
the effect of each jiosi tion on communication. 



b) ^ Brainstorm elements of nonverbal communication. 

List on overhead transparency. 

c) Discuss congruence between verbal and nonverbal 

d) In triads, parti cipants' discuss nonthreateninq 
topic such, as their preparation for ttie retreat, 
As two discuss, third person observes non- 
verbals. . 


e) Discuss exercise. 

f) Explain Interpersonal Process Recall system 
mentioned in Elem ents of Facilitat ing 
Communication - Part I . 

Exploratory Responses o 

1. Show first half of Elements of Facilitating 
Communication Part I , stopping at appropriate 
points in film. to elicit responses to vignettes. 

I. Review handout gumiiiarizino exploratory 
responses . 

3. In triads, participants discuss a non-threatening 
topic, e.g., their childre'h.'^ One member of 

each triad observes and notes others exploratory 
responses and provides feedback. 

4. Project director and consultant assist 

* t 



14' . 


^" participants during each exercise. • ^ ^ 
10:00 - 10:15 Break 
10:15 - 11:00 Listening responses 

* ^ ■ 1. Complete showing of EleilieRts of Facilitating 

(j jmmuni cation Part I , stopping to practice 
responses at appropriate points. 

2. Review handout summarizing listening responses. 

3. Practice responses in triads. 

11:00 - 12:00 Transfer of skills to school related topics 

a. Explain role playing. 

b. Describe background of Kansas situational tapes, 

c. View .selected segments from videotapes. Each 
segment consists of a vignptte and a panel 
discussion of the communication skills 

' ' demonstrated including alternative methods " 
of responding. Show one segment, discuss 

\^ with parti ciparyts, view taped discussion and 
% ' continue for selected segments. Appropriate 

segments include: 

Tape A.: #3- Mt. St. Helens, #4 - Now Hear , 
.'this!, #5 - A Child's Affection; 

fafie B: #7 - Tell Me All About...; 

Tape C: H ^ Tfi^ Great Debate, n - How Many 
. Times Can You Sharpen A Pencil? ^ 
12:00 - 1:00 ' Lunch 

1:00 - 2:00 ' Complete viewing and discussing selected video- 

taped situations. . , 

er|c 19 


. * 15 , 

2:00 - 6:00 Simulations - Consulting Psychologist 

a) Describe p/'ocedure. Participants are given 
descriptions of four school related 
situations they may find themselves in as 
volunteers. These involve interaction 
with a teacher, child» other parent, and 
principal. Each group of four meets 

for one hour to role play, review the 
videotape of their role playing and ' 
discuss situations and their responses. * 

b) Give participants 'schedule of who. meets 
when and a copy of the incidents. 

c) As each group erf^s, each participant 
randomly selects the number of the 
incident in which they will play the 

d) In pairs, participants role play incidents 
and are videotaped. 

e) Play back the videotape. 

f) Self-evaluation and feedback from other 
participajits in the small group is 
guided by the psychologist. 

Pr|c (20 



\ Simul ations 
Objective: ' i 

Upon successful completion of the program, parent voluntee^sjvill 
be able to describe the possible affect of individuals with 
handicapping conditions. 


Time: 2.5 hc-rs 
Materials: 1. Posttests. 

2. Paper and pencils for participant^. 

3. Copies of simulation activity worksheets. 

4. Hearing Impaired Tape (Band 4 Unfair Hearing Test, 
Getting Through , Zenith Corporation) 

5! Plastic bags (optional: see simulation activities) 

6. Tape: (optional: see simulation activities) 

7. Canvas gloves (optional: see simulation activities) 

8. Copies of Standard First Aid and Personal Safety - 
American Red Cross. ♦ 

9. -Crutches, blindfolds, 'wheelchairs. 
Equipment: Tape Recorder 

Personnel: Project Director 

District Coordinators 
Evaluation: Incorporated into written posttests for characteristics. 


9:00 - 9:30 • Review content from Friday, i.e.,p.L. 94-142, 

the role of the volunteer, and school structure 

and legal issues. 

9:30 - 10:00 Posttest 

1 ^ 



10:00 - 11:10 Simulations 

Select from the following simulations. Keep 
this activity moving at a fairly quick pace. 
\ Additional simulation suggestions are contained 
in the following materials: ^ 

a) . Please Know Me As I Am: A Guide to , 

^ — ^ I 

Helping Children Understand the Child Wit h y 
Special Needs , Jerry ClearyCo., 25 Ronald Rd. , 
Sudbury, Massachusetts 01776. 

b) Kids Come in Special Flavors , Box 562, 
Dayton, Ohio 45405. ^ ; 

\ ■; 

1. Simulation #1 - Receptive Language Handicap . 
Have the participants prepare a worksheet for 
the Unfair Hearing Test which follows. The 
leader shoi/ld deliberately garble and confuse 
the directions. In discussion, call attention 
to the- fact that many students have difficulty 
following directions. Emphasize that the 
volunteer should always make an effort to 
give cledr, concise directions. 

2. Simulation §Z - Hearing Handicap 

Band 4 Unfair Hearing Test - This is a ten 
word spelling test in which the words are 
filtered at three frequencies. 

3 . Simulat ion ^3 - Pe rceptual Handicaps 
Half of the group is given a copy of a 


brief reading selection. The other half 
of the group is given a copy of the same 
selection with reversals, omissions, and 
substitutions. The groups are unaware that 
the reading material is different. The ^ 
leader conducts an oral reading lesson. 
Briefly discus-s the feeling a student with 
perceptual difficulties may have. 
Simulation #4 - Mental Handicap 
Distribute copies of worksheets containing 
hidden objects. The participants find as 
many objects as possible in a- given period 
of time. The key to this activity is timing. 
Watch the group carefully and when they get 
very involved, stop them and tell them that 
their time is up (1-2 minutes should be 
enough). Discuss that the mentally handi- 
capped child is often unable to understand 
the activity before it is time to move on 
to another task. 

Simulation #5 - Visual Impairments 
Fold a plastic bag and place it over the eyes 
of the participants. Ask each participant to 
copy a design on their worksheet. Suitable 
designs can be similar to those found in the 
Frostig visual perception materials. 



6 . Simulation §6 - Poor Motor Coordination 
The participants out a heavy canvas glove 
on their non-domincite writinq hand. They 
thLMi copy an intricate desinn from the chalk 
board. Stress neatness. Discuss that this 
type of handicap can cau"^ frustration tension , 
fatigue, etc. ^ 

7. Simulation ^7 - Physical Handicaps 
Explore the facility, (restrooms, doors, 
water fountains, telephones, etc.). 

a. blindfolded 

b. on crutches 

c. in wheelchairs 

^ It is suggested that the group be divided into • 

pairs for this activity. 

Discuss how each participant felt during the, 

Wrap-up - Reminder of next training date and lime 
Assignment: Read first seven chapters of 
Red Coss/First Aid Books. 


First Aid Instruction 


Upon completion of the program, parent volunteers Will be able 

to pass a Red Cross first aid test. 
Time: Two training days 
Materials: 1. Standard triangular bandages- 

2. 2 inch roller g^iuze. 

3. Blankets 

4. Splints.* 

5. First Aid Books (given to participants prior to session) 

6. Resuci-Anni mannequin for the practice of mouth to 
mouth resuscitation and removing foreign objects from 
the airways (Orr Safety Equipment, 11379 Grooms Road, 
Cincinnati , OH) . 

7 . Exceptional Children in Focjs - Merri 1 1 . 

Equipment: Chalkboard 

Personnel: A certified Red Cross first aid instructor 
Evaluation: Test given at end of each day's instruction. 
Agenda: Day 1 

I . bleeding, wounds; demonstration of techniques. 

11:00 - 12:30 Practice ^ession for bandaging techniques. 

12:30 - 1:00 , Lunch break ' 

9:00 - 11:00 

Discussion of value of First Aid for shock, 

1:00 - 1:30 

Discussion and demonstration mo'ith-to-mouth 

2:00 - 2:30 

1:30 - 2:00 

resuscitation and first aid for choking. 
Practice session for mouth-to-mouth and choking 
Discussion of poisoning. 



2:30 - 2:55 

2:55 - 3:00 

Day II 

9:00 - 11:00 

11:00 - 12:30 

12:30 - 1:00 
'^1:00 - 2:30 

2:30 - 

Posttest on Day 1 Material 

Assignments: 1) Construct first aid kit. 

2) Check poisons in home for safety. 

Discussion of drugs, burns, frostbite and 

pold emergencies, heat emergencies. 

Practice session for sudden illnesses, emergency 

transportation, drug treatment, extreme 

temperature conditions. 


Discussion and practice of treating bone and 

joint injuries. 

Po'sttest on Day II material. 

Assignment: Chapters 1, 3, 4 and 5 in Payne, 

J.S., Kauffman, J.M, Patton, J.R., Brown, G.B., 

and DeMott, R.E., E xceptional Children in focu s, 

Merrill, Columbus, 1979. 




Characteristics of Learning and Behav i or Disorders 

Upon successful completion of the program, parent volunteers will be 
able to describe social and acad*^iiiic characteristics of children with 
learning and behavior problems. 
Time: One trainin*«day 

Materials: 1. Handouts of state regulations eligibility criteria for 
placement in LD, BD, and MR classes. 

2. Copies, of handouts for simulations - "Photosynthesis" and 
"T Just Need More Time", from^ Kids Come in All Flavors , 

.P.O. Box 562, Dayton, Ohio 45405. 

3. Part IV, V, and VI (filmstrips and cassette tapes) of 
. "Hello Everybody. . . " , SFA Stanfield Film Associates, 
Santa Monica, California,' 1981 . ^ 

■ 4. Handout with directions to guide clinic observation 

including looking at student work, observing language, 
physical signs of handicaps, etc. 
Equipment: DuKane Projector, Screen, Chalkboard 
Personnel: Project Di>"ector 

Diagnostic Teacher and Class in NKU-CEC 
Evaluation: Written posttest administered on next training day. 

9:00 - 9:15 Introduction 

* a) Discuss agenda 

b) Describe purpose of diagnostic classroom 

c) Describe purpose of observation 

d) Discuss observation guideline handout 



Observation through one way mirror culminating 
in entering classroom. The teacher introduces 
each student and parent volunteers interact 
with students^\mforma,l ly . 

Discuss observation. 

Simulations of learning problems. 

a) Write numbers from 1^- 10 on paper placed on 
forehead to simulate LD reversals, concentration 
needed to write, affect, etc. 

b) "Photosynthesis" from Kids Come in All Flavors , 
to simulate need for simplifying language. 

c) "I Just Need More Time" from Kids Com e in 
All Flavors . 

"Mental Retardation 

a) View filmstrip Part IV: Devel opment|il 
\^ Disabilities from. "Hello Everybody..." 

b) Using handout, discuss state regulations for 
placement'in MR units. 

c) Discuss characteristics of MR, such as 
memory deficits, below average language, poor 
ability to generalize, etc. List on the 
board using examples from filmstrip, 
observation and reading assignment. 

Lunch Break » 
Learni ng Di sabi 1 i ties 

a) View filmstrip Part V: Learningf.Disabi li ties 
from " Hello Eve rybody. . .". 



b) Using handout, discuss state regulations 
for placement in LD units. 

c) Discuss characteristics of LD, such as 
attentional deficits, perceptual problems, 
etc.* listing on board. 

d) Summarize differences between LD and MR. 
Behavior Disorders 

a) View filmstrip Part VI: Behavior Disorders 
from " Hello Everybody... " 

b) Discuss state criteria for placement in BD 
units, using handout. ^ . 

c) Discuss characteristics of BD, such as ' ' 
behavior occurring over an extended 
period of time. 

d) Summarize LD, BD, MR, emp^hasizing major 
similarities and difference's in' categories. 

Assignment: Chapters 7, 8, 9, and 10 in Payne, 
J.S., Kaufman, J.M., Patton, J.R., Brown, G*B., 
and DeMott, R.M., Exceptional Children in Focus , 

Merrill , Columbus, 1979. 





Sensorimotor Characteristics 

Objectives : 

Upon completion of the progran\, the parent* volunteer will be able to 
describe social and academic characteristics of children with Fensory 
and/or motor impairments-, and to demonstrate skills in working with 
the physically handicapped, i f appropriate , in field placement. 
Time: One training day 

Materials: 1. Slide/tape presentation - Sensorimotor Impairments Para 
Training Materials , P.O. Box 1107, 119 South Commercial, 
Emporia, Kansas 66801, (316) 343-3772. 
2. Handout - information packet: (Definitions and Kentucky 
1 eligibility, regulations for placement; Characteristics of 

' . ' .visually impaired, hearing impaired, physically handi'capped 

* . ■• and other health impaired; the role of the therapist 
' ' (OT/PT, Speech and language); list of adaptive equipment. 

. 3. Handout 'describing criterion referenced and norm referenced' tests. 
Personnel: Project Director or Coordinator, Special Education Director, 
" Occu|i)ational Therapist, Physical . Therapist , Soeech/Language 
Therapist, Special Education Teachers. 
Equipment: Caramate Projector 

Evaluation;. Posttest admijii^tered on following training day. 

• / / 

-Program Forma-t: Lecture, discussion, slide presentation. 


Agenda: " 

I • 

.9:00 9:20 • f.\. Introduction - discuss the day's aqenda, 

' ■ • . ' u 

2. Discuss normal sensorimotor developmental 
milestones using wall chart. 

_ 26 

9:20 - 10:35 1. Slide presentation - Sensorimotor Impairments. 

2. Discuss characteristics of the students with 
sensorimotor impairments. ;• 

a) Visual Impairments . • 

b) Hearing Impairments " / 

c) Physically Handicapped 
cerebral palsy 
muscular dystrophy 
spina bifida . / 


osteogenesis imperfe^.ta 
absence of limbs / 
3; Discuss the role of physical therapists, 
occupational therapists, and speech/language 
therapists. / 
10:35 10:45 Break 

10:45 - 11:30 \Observations of therapi^^s working with children.. 

1) Physical Therapist 

2) Occupational Therapist 

3) Speech Therapists 

The participants will be divided into grcuDS gf four 
and will rotate at lb minute intervals among the 

11:30 - 12:16 Lunch Break 

12:15 - 1:15 Classroom observations: The pari,icipants will 

remain in four groups and will again rotate at 
15 minute intervals in the following classrooms: 




1:15 - 1:45 



1. Hearing Impaired Pre-school Class ' 

2. Visually Impaired Class 

3. Multi-handicapped Class 

4. Physically Handicapped Class 
Classroom demonstration of equipment, i.e., 

wheelchairs, braces, crutches, standing 

f ... 
table, transfer techniques , toileting and eating. 

The participants interact informally with the 

classroom teacher and the students. 

Wrap-up, Feedback. 

Assignment: Handoi 

referenced and norm referenced tests. 

. r 

)ut descnbrng cntenon I 




; 1 ,28 

* Test Administration' ^ * 


Upon successful completion of the program, parent volunteers will be 
able to administer and. score at least one standardi?ed assessment 
Time: One training day. 

Materials: 1. Posttests on LBD and Sensorimotor characteristics. 

2. Handout of observation directions, e.g., note the physical 
setting, teacher responses, etc. 

3. Handout nest Your Savvy of Things Hillbilly" from Blackhurst, 
A. f:., and Berdine, W. H. Instructor's Manual to Accompany 

an Introduction to Special Education . Little, Brown,, and Co., 
Boston, 1981. 

4. Standardized tests widely used in local districts, e.g., 

• Briqance Inventory of Basic Skills (Curriculum Associates, 
Woburn, Mass); Key M ath Diagnostic Arithmet ic Test (American 
Guidance Services, Circle Pines, Minn.). Obtain a sufficient 
number of copies of tests and manuals so participants can 
work in pairs. 

5. Handout: Do's and Don't's of Testing summarizing critical 
points, e.g., don't plan to give a test during- a student's 
favorite activity. 

6. Copies of test response books to use as practice sheets during 
simulations of test administration. 

• 7. Handout: Teaching hints for assisting with oral reading, 
content reading, and math. 

ERIC ■ ^ 

ft • 


Equipment: Chalkboard 
Personnel: Project Director 

Diagnostic Teacher and Child from NKU-CEC 

Parent Volunteer who completed .training during previous session 
Evaluatioh: 1. Written posttest given the following training day. 

2. Test protocol fropi test administered to child on following 
training day. 


9:00 - 9:30 1. Posttests on Characteristics. 

2. Discuss observation of test administration 
using handout of points to observe. 
9:30 - 10:00 Through observation room window, observe administration 

and teaching recording of resoonses to Key Math 

Di agnostic A rithmetic Tes t. 

10:00 - 10;15 Break 

10:1b - 11:30 Discuss test administration including the following: 

1. Observation of test administration emphasizing 
motivation of students, teacher^s verbal and 
nonverbal responses, and the recording of 
responses . 

2. Purposes of assessment. 

3. Formal versus informal tests. 

4. Characteristics of standardized tests, i.e., 
manuals from selected points to illustrate 
standardized administration and scoring 

5» Norm referenced versus criterion referenced tests* 




Lunch ' . 

Supervised simulation of standardized test 
administration in pairs. Project director and 
former P.A.V.E. participant supervise. Partici- 
pants begin by practicing with the instrument to be 
used with a child in the diaqnostic classrooni 
during the next training day. If time perhii ts , 
participants practice ^ith a second instrument. 
Discuss .handout: Do's and Don't's of Testing. 
Assignment: Handout on teaching hints. 



Teaching Strategies 


Upon successful completion of the program, parent ^vgj un tee rs 
will be able to 1) follow written teaching procedures; and 2) 
describe the relationship of goals and objectives in an I.E. P. / 
to a child's characteristics. 
Time: One training da/f'^ 

Materials: 1. Tests and response booklets (copies of selected pages) 
for one-to-one test administration in diagnostic 

2. Blank 3" x 5" index cards (3 per participant) and felt 
tip pens. 

3. Handouts: A) I.E. P. form with instructions for type of 

information required for each component. 

B) Description of components of behavioral 
objectives, i.e., student centered, 
measurable performance,, conditions , criteria. 

C) Description of steps of a multi sensory 
procedure for teaching sight words (or other 
method of instructors choice). 

D) Recording sheet for collecting student perform- 
ance data during teaching procedure. 

.. Equipment: Chalkboard * 
Personnel: Project Director 
Children NKU-CEC 
Diagnostic teacher NKU-CEC 

Project participant who completed training in prior sessions. 



EvLaluation: Written posttest on goals and objectives. |^ 

Recording sheet of data gathered while teaching sight words to 
students in NKU-CEC • ^ 
Both evaluations given on next training day. 


9:0U - 9:30 Written posttest on test administration. 

Review test toH^e administered to child in NKU-CEC. 
9:30 - lO'^OO Test administration in NKU-CEC (Brigance word 

10:00 - 10:30 Score tests administered. 

Project director immediately rev.iews protocol with 
parent volunteer to be sure 'all errors and identify- 
ing information are recorded. ' ^ 
10:30 - 12:00 Relationship of lEP's to assessment information. 

1. Using handout A, discuss components of an lEP 
emphasizing the use of assessment information 
to generate goals and objectives. , Very briefly 
discuss other lEP components. 

2. Orally present brief summaries of student , 
performance. /GuTde the participants as a group 
to generate^ppropri ate goal statements for 
each student. 

3. Using handout B, describe the components of 
behavioral objectives. 

4. Guide the group to generate appropriate 
objectives for one of the goal statements given 
above. In pairs, participants generate an 




objective for another g^aUstatement , f 

The group evaluates each objective based on 


the components outlined in the handout. 
12:00 - 1:00 Lunch ,J . 

1:00 - 1:30 Discuss inulti sensory procedure to teach sight words 

using handouts C and D. Project director and 
project participant from prior training qroup 
demonstrate procedure and data recordincj. 

1:30 - 2:00 Each parent volunteer uses the assessment data 

gathered earlier in the day to select three sight 
words tio*teach during the next training day. Each 
jvord is recorded on an index card. 

In pairs, parent volunteers simulate teaching sight 
words following the written teaching procedure. 
, • The project director and project graduate assist 

and direct as needed. 



Behavior Management 


Upon successful completion of the project, parent volunteers will 
be ablel)-to observe and record student behavior and 2) to describe 
principles of behavior managements. 
Materials: 1. Handouts 

A. Recording sheets for sight word procedure. 

B. Items to observe during use of code by teacher and 
project director, i.e., independence of observations; 
interval between recordings, etc. 

C. Observation code and recording sheets. 

2. Stop watches U ^or each participant). 

3. Video. tape of students working independr-ntly and in small 
groups, such as "Behavior Sequences" from the Vi deotape 
Training Packages in Child Variance , The Council for 
Exceptional Children, Reston, 1981. 

4. Filmstrip and cassette Module 4 "Behavior Management 
Principles" from.Volkmor , C.B.', Langstaff, A.L., and Higgins, 
M., cructurinq the Classroom for Success , Merrill, 
.Columbus, 1974. 

Equipment: Videotape playback; Filmstrip projector; Cassette tape 

r recorder; Chalkboard 
Personnel: Project Director 

Children in NKU-CEC 

Teacher in NKU-CEC 

Project Graduate 


39 ^ 


Evaluation: Written posttest administered on subsequent training 
day (AV's and Instructional Eciui pnient) . 
Recording sheet from observation performed on subsequent 
training day (AV's and Instructional Equipment). 


9:00 - 9:20 Posttest on teaching strategies. 

9:20 - 9:45 Teach sightwords to NKU-CEC students. 

9:45 - 10:00 Break 

10:00 - 10:15 Discuss teaching procedures. 

10:15 - 10:30 Discuss observation handout,. and purposes 

for gathering data. 
10:30 - 10:45 Observe Project Director and classroom teacher 

take data' on student in the classroom. 
10:45 - 11:30 Discussion of behavior management principles. 

1. Show filmstrip 

2. Discuss 

a) target behaviors •• ^ v 

b) interventions to increase behavior 

c) interventions to decrease behavior 
' d) shaping 

11:30 - 12:00 Lunch 

12:30 - 2:00 Observation codes ' 

1. Discuss coding categories, e.g. student on 
task, teacher giving praise, etc. 

2. ■■■■i^'. -^he use of recording sheet showing 
sheets used in the morning observation. 
Discuss reliability. 

3. Demonstrate and practice use of stopwatches 



4. Describe use of stopwatches with recording 
sheets . Use a clock face to indicate 
segments of time to observe and when to 

5. Using videotapes, practice observing and 
recording student behavior. Project 
Director should verbally cue time to 
observe and record and gradually fade 
cues. Project Graduate and Director 
assist participants as necessary. 


r ■ 





Instructional Materials 


Upon successful completion of the program, parent volunteers will 
be able to make at least one instructional material. 
Tjme: One .training day . 

Materials: tag board 

construction paper 
word lists 
i library pockets 

. envelopes of various sizes 
blank game boards 

Handouts: 1. Transferring Patterns 

2. Copies of game boards' j 

assorted dots' 
assorted labels 
tissue paper 
rubber cement 

collection of* various pictures 


manila file folders 
index cards, 
plastic bags 

Personnel: Classroom teacher 


9:00 - 9:30 

Completed game brought to use in instn^jctional materials session. 
Game description 

1. Introductiojt/to multi-level games 

a. Multi-level academic games can be very 
helpful in providing individualized 
instruction. The need for such games grows 
due to the increased ran^ of student 
performance . 



b. A mul'ti -level game allows two or more 
students of different ability levels to 
play the same game at the same time with 
the. same rules . ' 

c. You can't buy multi -level games yet. If 
you want them you have to make them. 

u 2. Exampfes of games which permit children of 
varying ability levels to wo.rK together are 
shown and explained. . ' . [ 

* 9j30 - 11:15 ■ Game Construction 

> 1.' Participants are permitted to 'look more 

' ' carefully at the games and questions are 

answered. " ' 

- 2. Participants have approximately 90 minutes to 

' -i * ' ' ' 

make a gaiiTie. oThey may use the ideaS presented 
'at the session, vary" them, or create new ones 
of their own. 
3. Circulate among the group to answer questions, 
provide suggestions, ideas, etc. 
11:15 -yi:30 Game Sharing 

1. Participants, share their game creations. 
11;30 - 12:30 Lunch ' " 

i;^:30 ~ 2:00 Construction time to copy activities on^disolay. 





Use of Instructional and Audiovisu al Eq uipment 


Upon successful completion of the prog "am, parent volunteers will be 
able to utilize at least three different types of audiovisual or ' , 
instructional equipment. 
Time: .One training day. 


Materials: 1. Handouts of observation code and recording sheet. • 

2. Stopwatches. 

3. Games constructed by participants. 

^4. Reproduction ready copies of various training handouts, 

5. One each - film, filmstrip, and videotape. 

6. Staples and stapler. 

7. Ditto masters. 

8. Laminating film. 

9. Thermofax transparency masters. 

10. Handout describing 'type of film projectors; ways to avoid 
film damage, tips for threading and trouble shooting. 

11. Handout describing the Learning Resource Center. 

12. Handout of instructions for laminating machine, ditto 
mai^hine, thermofax and primary typewriters. 

13. Computer Software. 

14. Handout - General information for the parent volunteer, 
i.e., questions to ask a teacher or principal regarding 
orientation to the school. 

15. Handout - Names and pfione numbers of participants and 
field placements. 




Equipment; 15mn) Pagent Projector (manual); 16iiim Singer Insta-load 

(slot-loaded); 3/4" Videotape Deck and Monitor; 36mm Filmstrip; 

Seal laniinator; Roll -laminatbr; IBM Selectric tyo*^riter; 

Olympia primary typewriter; 3M Thermofax; Xerox photocopier; 

duplicating machine (manual); Paper cutter; T-Square: Compass; 

Ruler; Stencils for letters/shapes; Apple He computer. 
Personnel: Project Director 

Directpr of the Learning Resource Center (curriculum library 

on campus^ 

Media specialist 

Students in NKU-CEC 
Evaluation: Field Experience 

9:00 - 9:30 Review observation code; handout stopwatches gind 

recording sheets. Participants are assigned 

\ to pairs to determine reliability of recording 

\ procedure,. Each pair selects a child in NKU-CE(J 

to observe and uses observation code to gather 

data for 10 minutes. Upon completion, pairs 

calculate reliability and discuss observation. 

9:30 - 10:00 Posttest on behavior management techniques. 

10:00 - 10:15 Break - Walk to the Learning Resource Center. 

10:15 - 11:30 Use of instructional equipment - Presentation 


> by Director of the Learning Resource Center, 
using handout. 

a. 5 minutes ~ Introduction to LRC and its 
Production Room. 




b. JO minutes - General equipment 


c. 5 minutes - Typewriters 

d. 5 minutes - Laminators 


e. 5 minutes - Thermofax 

f. 5 minutes - Duplicator 

g. 15 minutes Computer; input of disk 

h. 40 minutes - Actual production of some 
materials and practice at computer. Participants 
rotate in order to have time at each piece 

of equipment. 
11:30 - 12:30 Lunch 

12:30 - 1:45 Use of audiovisual equipment - Presentation 

by Media Specialist. ^ 
12:30-12:40 16mm Projector - Explain different 
types; 16mn; film - What it is and 


how it works; Threading; Room 

condition; Problems - Image, lamp, 

audio, etc. 
12:40-12:55 35mm Projector; 35mm film, 

Threading, Room Condition; Problems. 
12:55- 1:05 Videotape Formats - 3/4" U-matic 

1/2"VHS; 1/2" Open reel; 1/2" 

BetaMax; Explain differences. 
1:05-1:15 3/4" Playback demo; Deck controls; 

Cable connections; Prpblems. 

• * 

1:15- i:45 Hands-on experience. 

erIc ' ^ 46 


1:45- 2:15 Wrap-up - Field e^<perience 

instructions. Using handouts, 
review critical information to 
obtain from teacher and principal 
related" to school policy and 
procedures. Confirm days and 
dates for field experience. 





Field Experience 

Field experience takes place at the school of the participants' 
choice for four weeks. Each participant works for one full day or two 
half-days. This is set-up for the convenience of teachers and volunteers. 

The Project Director solicits field experience preferences from the 

participants during the first month of training. District coordinators 


are asked to set-up field experiences with the receiving principals and 
teachers. Sites are confirmed by' the end of the 6th workshop week. 

Receiving principals and teachers are invited to an orientation 
workshop held during the eigiith training weeki' A description of that 
training session follows. 

The Project Director visits each field experience site at least 
once 'iUring this period. Participants and teachers are urged to contact 
P.A.V.E. staff if any problems arise. 

During the third. week of field experience, project evaluation 
sheets and a skills checklist (See Appendix D) are sent to participants 
along with a reminder of the final evaluation meetinq. Field experience 
evaluation forms (See Appendix E) are sent to the receivina teachers 
to be completed by them and initialed by the princioal who may add 
additional comments. 




Receiving Principals and Teachers 


Receiving principals and-teachers will be able to appropriately 
utilize the parent volunteer. 
Time: Two hours 

Materials: 1. Copies of project training schedule. 

2. Blank overhead transparencies. 

3. Overhead pen. 

4. Handouts with 

A. sheet for listing orientation items, 

B. ' sheet for listing possible reinforcers, 

C. sample daily schedule for a volunteer. 

5. Evaluation form for parent volunteer field experience. 

6. List of volunteers and phone numbers and placements. 
Equipment: Overhead projector 

Personnel: Project Director 

District Coordinators 

Teacher who has worked with parent volunteers 
Evaluation: volunteer evaluation of field experience. 

4:00 - 4:05 Introduction of those present. 

Handout list of participants and placements. 
4:05 - 4:20 Using the training scehdule, review project instruction 

and experiences. 

4:20 - 4:50 Describe the need for the parent volunteer to be 
oriented to school policies and procedures. 





4:50 - 5:20 

5:20 - 5t60 

5:40 - 6:00 


The teacher who has worked with a volunteer describes 
his/her orientatipn procedure. Teachers and principals 

in orientation. ^ If the whole group is small, this 

may be completed together rather than by district. 

Suggested items include lunch room procedures, office 

and support personnel, discipline procedures, etc. 

Methods for reinforcing the volunteer are discussed. 

The teacher and district coordinator describe reinforcers 
they have used. Again, small groups generate appropriate 

reinforcers for their'school . These ideas are shared 

with the entire group and listed on an overhead 

transparency. Suggestions include praise, public 

recognition, soft drinks, Valentines, etc. 

Discuss the need to plan for volunteer participation 

and specifically schedule the volunteer's duties. 

Teacher who has worked with the volunteer describes 

her procedure. Director presents samples of scheduling 

systems. Small groups discuss scheduling options in 

their schools. 

Present evaluation form. Discuss rating scale, 
purpose and procedures for evaluation of participant. 
Describe Project Director's role in supervising 
field experience to respond to problem situations. 

from each district generate items to be included^ 


To receive evaluation information and reinforce participants. 

Materials: Certificates of Achievement 

Personnel: Project Staff 


Agenda : 

4:30 - 5:30 1. Evaluation forms are collected. 

2. Each participant describes the highlights of her/ 
his field experience. 

3. General questions and discussion follow. 
4:30 - 6:30' Dinner (or other reinforjcing activity) 

6:30 - 7:00 District coordinators present each participant 

from their respective districts with a Certificate 

of Achievement. 


Follow Up Activities 

1. Stipends for participants shoilld be processed at the end of each 
month as well as reimbursement for babysitting. 

2. Grade and record postests. 

3. Analyze pre and posttests, field experience evaluations and participant 
evaluations for instructional revisions. 

4. Prepare for next training cycle. 

5. Six months after training, send questionnaires to the participants 

requesting placement informatio 

Send followup questionnaire to 

principals and teachers. 




American Red Cross. Standard first aid and personal safety . (2nd ed.). 
Blackhurst, A.E. & Berdine, W.H. An Introduction to Special Education . 

Little, Brown & Co. Boston, 1981. 
Chapel Hill Training Outreach Project. P.L. 94-142: Parents rights 

and responsibilities . Chapel Hill, 1976-77. 
Council for Exceptional Children. Videotape trainin g packages 

in chi Id variance . Reston, 1981. 
Hello Everybody . Stanfield Film Associates. Santa Monica, 1981. 
Kagan, N. Interpersonal process recall . Elements of Facilitating 

Coninuni cation-Part I. Mason Media, Mason, Michigan, 1976. 
Kansas State Department of Education. Guidelines for the Training, 

Utilization and Supervision of Paraprofessionals and Aides , 

Topeka, 1981. 

Kansas State Department of Education. Situational tapes for para- 
professional training. Topeka. 

Kansas State Department of Education. Sensorimotor impairnlents para- 
training materials, Emporia. 

Kentucky Department of Education. Kentucky program of studies . • 
Educational Bulletin Vol. XLVII No. 1. 1979. 

Kids Come in Al 1 Flavors . Dayton. " ■ 

Payne, J.S., Patton, J.R., Kauffman, J.M., Brown, G. B. & Payne, R.A. 
Exceptional children in focus . (3rd ed.). Charles E. Merrill 
Publishing Co., Columbus, 1979. 

Volkman, C.B., Langs taff, C.B., & Higgins, M. Structuring the class- 
room for succe ss. Charles E. Merrill Publishing Co. Columbus, 1974. 




Appendix A 
Cover Letter and Application 


•» 54 

Northern Kentucky University 
Highland Heights, Kentucky 41076 


Dear Prospective P.A.V.E. Participant: 

Project P.A.V.E., Parents As Volunteers in Education, is 
afederally funded project at Northern Kentucky University. It's 
purpose is to train parent volunteers to assist in the edu-cation 
of handicapped students in the least restrictive educational 
env i ronment . 

P.A.V.E. training consists of a weekend retreat, 9 day-lonn 
. workshops, and four days of supervised field experience inyour 
public school/ Project P.A.V.E. will reimburse you for child 
care and travel expenses on those training days. In return, vou 
will be expected to work as a volunteer in your school for, at 
least, one semester. 

The summer training session -will take place from mid July 
to early Sep^tember, with the supervised field experience taking 
place in your school in September. Specific dates have not been 
finalized, but the weekend retreat will be July 22, 23, and 24. 
We ask that you plan to be available throughout the training 
time. Workshops will be 1 or 2 days per week. 

If you are interested in Project P.A.V.E. training, please 
complete the attached form and return i t by June 1. If you are 
interested, but unable to participate during the summer session, 
please indicate whether you would he interested in the fall 
or spring session on the top of your application. 

If you have any questions concerning Project P.A.V.E. 
training, pi easecall: 

Rachel le M. Bruno - BEP 100 
Project P.A.V.E. Director 

Northern Kentucky University 
Hi qh 1 and Hei ghts , KY ^]07S 
Phone: (606) 572-5167 

Si ncerely , 

Rachelle M. Bruno 
Project P.A.V.E. Director 






What session are you interested in? (circle one 

PROJECT P . A.V.E . APPLICATION Surmer (July - Sept . ) 

- Fall (Oct. - Jan.) 

Parents as Volunteers in Jducation Spring (Feb. - May) 

Social Security ^ 


Phone^ _^ School District 

Last Educational Level (circle) 

Elementary High School College Graduate 

List the ages of your chi Idren . 

Have you had any experience with special education students? 
If so, describe briefly. 

What activities have you been involved with at your child's school? 

Why are you interested in Project P.A.V.E.? 

How much time would you be able to spend as a volunteer in a public school 
next year? (estimate hours per week or month)_ 

Would you be willing to assist in training future volunteers for Project 
P.A.V.E. ? 

Please ask your school principal or special education director of 
district to send a letter recommending you for Project P.A.V.E. 

Send this application and letters of recommendation to: 

Rachel le Bruno, Director 
Project P.A.V.E. 
Educat ion Department. 
N(,)rt.lH>rn Kt^ntufky University 
Highland Heights'. KY 41076 



Appendix B 
Suggested Schedule 






Fan, 1982 

October 5 
()cl;obt>r M, 9, K 10 
October 13 
October 20 
October 26 
November 2 
November 9 • 
November 16 
November 23 
November 30 
December 7 

week of January 3 
January 10 
January 17 
January 24 
January 31 

Orient .it.ion 

lUilrutil. (Kanuulii Iiui • louisvillc) 
Uc'd Cross 
Red Cross 

Characteristics LBD 

Characteristics Sensorimotor 


Teaching Strategies 

Behavior Management 

Recording Data/AV s/Materials 

Instructional Equipment/Materials 

Orientation for Principals and Teachers 

Field Experience 

Field Experience 

Field Experience 

Field Experience 

Make-up Day - Field Experience 




Appendix C 
Letter of Acceptance 

59 / 




We're very pleased that you have been accepted as a Project P.A.V.E. 
(Parents as Volunteers in Education) participant'for Winter, 1983. 

We will be having an orientation meeting on January 26, at 9:00 a.m. 
at Northern Kentucky University. Enclosed is a parking permit for you to 
display in your windshield on that day. We will be meeting in Room 201 of 
the University Center. Park in lot A (see enclosed map) or as close to that 
as possible. 

At the orientation, you will have the opportunity to meet other Project 
P.A.V.E. participants and instructors. You will receive information about 
reimbursement for travel and child care expenses and you„will also receive 
a schedule of Project P.A.V.E. training sessions. 

Please call me at 572-5167 if you have any ouestions or concerns 
before the orientation session. I'm looking forward to meeting you on 
the 26th! 


. Rachelle M. Bruno, Ed.D. 
Assistant Professor of 
► Special Education 



Appendix D 
Skills Checklist and 
Volunteer Evaluation of Program 




For each of the following skills, check how competent you feel now. 

Not At All 




!• Adninister first aid 

2* Use effective cormiunication skills 

3. Manage an epileptic seizure - 

— ^ 

4. Manage braces 

5. Adninister a tandardized 
assessfnent instrument ^ 

6. Score a standardized assessment 
* instrument 

7. Follow a written teaching 


8. Ifee an observation code to gather 

behavioral data 

9* Use audiovisual equipment 


10. .Prepare instructional matofiala 








Teacher (s ) 

1. How many hours did you work weekly? 


2, To what extent were you oriented to the school building and policies? 

3. Who did the orientation? 

44. Did your teacher write daily plans for you to follow? Yes No^ 


5, Briefly describe what you did as a volunteer? 


Did you have good rapport with the students? Yes No^ 


7. Did you have good rapport with the teachor(H)? Yos No 

Describe. ♦ - 


8. In what, areas were you of most help to the teachers? 

i : 

9. What knowledge and/or skills that you learned in Project P.A.V.E, 
more useful to. you durini; your field placement? 


10. What knowledge and/or skills from Project P.A.V.K. instruction 
least useful during field placement? 

11. What additional skills do you need? 


12. Briefly describe your plans to continue as a volunteer during the 
next school semester. 





Anpendix E 
Field Experience Evaluation Form 







_ CUSS: 
_ DATt: 

Project p.a.v.e. 


Adffllnlslr.ilon of a st.odnrdlzed 
■Ksrsbmeni Instrument 


iib«tf3Smeol Inatrumifijl 

omment V : 

Use of KudiovlBUB) equlp.nent 


Pollowlng written t«»ching 


3ba»rvatlon recording 


lDt»rp«r8onfel Contnunlotlon SklUs 

bnvntnte ^ 

\>epirTn format ion con ffdtf n t i 

lonvnents : 

4iiniixtment of phyAlcally bkndl- 
Apped (describe) 

Slsnnturo of perenn cofnpletlng form