Snapshot: Campbell Para Training

Hayley Mullins: So in Campbell County we began really evaluating our paraprofessional's roles in our 
classrooms.
Cheryl Lutz: The paraprofessionals are very eager to learn strategies because they see; first of all, the 
teacher can't do everything.
Hayley Mullins: So we began with the para-coaching model, in which we were using video-modeling for 
teachers to support their paraprofessionals in the use of evidence-based practices. 
Lindsay Vander Wiele and Concetta Smith: I videotaped myself with a student using error-correction. I 
had Concetta view the video. I videotaped her using that skill with a student, and that afternoon, I had 
the opportunity to provide feedback. I think it was beneficial because we didn't have to necessarily take 
time away from the students. It worked really well; I think later I asked you about the error- correction 
when the child did get one incorrect and did I properly re-prompt them the correct way. And it was very 
efficient, I believe. 
Hayley Mullins: I felt as though this model was empowering for our teachers because that is one thing 
that they do not teach you in teacher-prep programs is how to effectively communicate with the 
paraprofessionals that you are working with day-in and day-out. 
Erin Dragan: The carry-over from home to school is super important, because if what we are doing in 
school. We need to make sure that they are doing it at home, so that we have a better increase in skills. 
Hayley Mullins: But then we also felt as though, we needed to have a much more strategic and larger 
scale and direct mode of implementation with our paraprofessionals. So we began utilizing the RBT, 
Registered Behavior Technician Model.
Hillary Dunn: We did a class over the summer, and I really enjoyed it because it gives you a new 
perspective in the classroom. You're actually part of the classroom, you're part of the behavior plans 
and the education and you just have more of a role in the classroom.
Lindsay Vander Wiele: As a teacher, when I had RBTs in the classroom, it was just so helpful to have 
another perspective just another set of eyes and have them be able to give me suggestions in how to 
implement different things.
Misty Taylor and Concetta Smith: It was good to have another RBT in the room. We know what each 
other's thinking. She can just read my mind, but that came from a lot of communication and learning 
each other. I think it's gave me a better knowledge of the vocabulary and just knowing the background.
Hayley Mullins: When we first started the RBT program, but then also expanded it to other 
paraprofessional training I think we all went into it not really knowing where it would go. But there was 
a trust.
Hayley Mullins: We have six RBTs currently, and those folks are the ones that lead professional 
development for our paraprofessionals. So they go into the trenches, model and teach certain evidence-
based practices. That's been very helpful because I'm pulling paraprofessionals out of the classroom 
setting. I'm then providing subs for them to attend trainings is a major barrier. The paraprofessionals 
having the ability to hear from someone in the trenches has been so beneficial to the receptiveness of 
some of these strategies.
Lindsay Vander Wiele and Concetta Smith: I'm a RBT and we've been traveling around the county doing 
small group sessions, showing them how to collect data and what to look for. We have a lot of feedback 
from our paraprofessionals. They ask questions. They're very interactive with us, and it's just good to 
see them motivated. Like we're doing something for them, and they're taking something away from it. 
Cheryl Lutz : Watching the children that have come through in the last couple of years have absolutely 
benefitted.
Lindsay Vander Wiele: In order for students to be the best that they can be, the whole team has to work 
together, for sure.
Hayley Mullins: We believe that human capacity is our greatest resource. And our programming is 
empowering teachers and our paraprofessionals to understand the balance between what an aid is and 
what a true paraprofessional is.