DOCUMENT RESUME.
ED 254 Oil
TITLE
INSTITUTION
SPONS« AGENCY
PUB DATE
NOTE
PUB TYPE
EDRS PRICE
DESCRIPTORS
IDENTIFIERS
, ' - 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
66p.
Guides - Classroom Use " Guides (For Teachers) (052)
MF01/PC03 -Plus. Postgge.
♦Disabilities ; Elementary Secondary Education;
*Parent Education; *Volunteers; Workshops
^Parents as Volunteers in Education «
ABSTRACT
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. *
***********************************************************************
> .
i;
';0
AS
VOLUNTEERS
IN . • ■ ^ • •
EDUCATION
U.S. DCPARTMENT OF EDUCATION
NATIONAL INSTITUTE OF EDUCATION
EDUCATIONAI RlSOUHCES INFORMATION
^ Ihi!i «l(u:«jriinnt has h('»>n r(}i)»f,(jiK h<1 ,ls
riMPivi'i) Jfoin thf pofsoo (i< (jfg,)ni?ation
Mi;u»r .:h.iiig»r. h,wr« hf?<«f) ni.nJf t<i impiovK
♦ Points i)f vtr'W n( ojiifiiun . ^J.Uf'rl ci this (1o( u
<nr-nt 'Jn j-ni ru't fs^v^nly fopfOSO'it oH»cwl NIE
. position or pciltt.y
1984
EDUCATION DEPARTMENT
NORTHERN KENTUCM
mGHLAND HEIGHTS, KY 41076
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.
^ TABLE -OF CONTENTS
Acknowledgements
Intcoduction
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 '
Appendices
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^ ' , '
4
/
' i i
■ . • ACKNOWLEDGEMENTS
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 .
■ TRAINING MANUAL
•J
Introduction
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
7
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.
s
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
d
Retreat
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. ■ » ■
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.
'I
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
I-
10
Following are specific guidelines for each of the instructional
periods listed above. •
Day 1 Role of the Volunteer
Objective:
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,
AgendA:
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.
11
3. Introduce Project P.A.V.E. - transparency
with logo.
Define: ' Instructional paraprofessional ,
class.room 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.
I
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
;
Responsibilities,
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.
0
u
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
information:
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
.10
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
searches.
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
0
Agenda:
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.
11
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
attendance.
^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.
12
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
i
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.
Agenda:
9:00 - 9:10 Introduction
' a- Introduce consultant
b. Describe day's schedule
1
13
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.
t
t
b) ^ Brainstorm elements of nonverbal communication.
List on overhead transparency.
c) Discuss congruence between verbal and nonverbal
communication,
d) In triads, parti cipants' discuss nonthreateninq
topic such, as their preparation for ttie retreat,
As two discuss, third person observes non-
verbals. .
f
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
18
«
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
I
. * 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
volunteer.
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
16
}
\ 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.
r
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.
Agenda:
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 ^
21
<
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
ERIC
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.
23
19
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.
Feedback
Discuss how each participant felt during the,
simulations.
Wrap-up - Reminder of next training date and lime
Assignment: Read first seven chapters of
Red Coss/First Aid Books.
20
First Aid Instruction
Objective:
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.
25
21
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.
Lunch
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.
erJc
26
22
Characteristics of Learning and Behav i or Disorders
Objective:
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.
Agenda:
9:00 - 9:15 Introduction
* a) Discuss agenda
b) Describe purpose of diagnostic classroom
c) Describe purpose of observation
d) Discuss observation guideline handout
27
23
Observation through one way mirror culminating
in entering classroom. The teacher introduces
each student and parent volunteers interact
with students^\mforma,l ly .
Break
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. . .".
28
24
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.
/
('
\
29
25
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.
t
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
therapists.
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:
ERIC
31
27
1:15 - 1:45
1:45
2:00
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
ERIC
32
I
; 1 ,28
* Test Administration' ^ *
Objective:
Upon successful completion of the program, parent volunteers will be
able to administer and. score at least one standardi?ed assessment
instrument.
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 •
29
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.
Agenda:
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.
if
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
procedures.
5» Norm referenced versus criterion referenced tests*
ERIC
34
30
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.
35
31
Teaching Strategies
Objectives:
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
classroom.
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.
36
32
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.
Agenda:
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
recognition).
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
I
37
33
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.
ERIC
34
Behavior Management
Objectives:
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
ERIC
39 ^
35
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).
Agenda:
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
40
36
4. Describe use of stopwatches with recording
sheets . Use a clock face to indicate
segments of time to observe and when to
record,
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.
1=
r ■
'■J
ERIC
41
37
Instructional Materials
Objective:'
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
markers
pencils
word lists
i library pockets
. envelopes of various sizes
rulers
spinners
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
J
manila file folders
scissors
index cards,
plastic bags
Personnel: Classroom teacher
Evaluation
Agenda;
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 .
42
\
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.
ERIC
43
{
39
Use of Instructional and Audiovisu al Eq uipment
Objective:
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.
. ERIC
44
40
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
Agenda:
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.
ERIC
45
41
b. JO minutes - General equipment
If
c. 5 minutes - Typewriters
d. 5 minutes - Laminators
i
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
0
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
42
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.
ERIC
47
I
43
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
t
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.
ERIC
48
44
Receiving Principals and Teachers
Objective:
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: Pp.rent volunteer evaluation of field experience.
Agenda:
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.
V
ERIC
49.
\
4:50 - 5:20
5:20 - 5t60
5:40 - 6:00
45
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^
46
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.
51
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.
ERIC
48
REFERENCES
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.
ERIC
53
49
Appendix A
Cover Letter and Application
ERIC
•» 54
Northern Kentucky University
Highland Heights, Kentucky 41076
50
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
RMB/bjw
Attachment
55
Name
51
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 ^
Address
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
56
52
Appendix B
Suggested Schedule
4
ERIC
57
53
P.A.V.E.
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
Ass?essment
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
ERIC
58
54
Appendix C
Letter of Acceptance
59 /
\
55
Dear
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!
Sincerely,'
. Rachelle M. Bruno, Ed.D.
Assistant Professor of
► Special Education
RMB/bJw
Enclosures
60
Appendix D
Skills Checklist and
Volunteer Evaluation of Program
57
NAME
' DATE
For each of the following skills, check how competent you feel now.
Not At All
Competent
i.AJIIICAVl IcLK,
Competent
OcjfTipetent
!• 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
pi^ocedure
•
8. Ifee an observation code to gather
behavioral data
•
9* Use audiovisual equipment
r
10. .Prepare instructional matofiala
ERIC
62
VOLUNTEER EVALUATION OF PROGRAM
58
School
Principal
District
Teacher (s )
1. How many hours did you work weekly?
XT
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^
Describe.
5, Briefly describe what you did as a volunteer?
6.
Did you have good rapport with the students? Yes No^
Describe.
7. Did you have good rapport with the teachor(H)? Yos No
Describe. ♦ -
59
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?
4
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?
y-
12. Briefly describe your plans to continue as a volunteer during the
next school semester.
/
-N;
64
60
Anpendix E
Field Experience Evaluation Form
\
ERIC
65
61
PAHtNT V01UNUE«:
SCHOOt:
TfACHFR:
_ CUSS:
_ DATt:
Project p.a.v.e.
Poor
Adffllnlslr.ilon of a st.odnrdlzed
■Ksrsbmeni Instrument
Comraeota;
iib«tf3Smeol Inatrumifijl
omment V :
Use of KudiovlBUB) equlp.nent
omments:
Pollowlng written t«»ching
?onvn«ntB:
3ba»rvatlon recording
onvpenta:
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
ERIC
66
BEST copy AVAILABLE
70
