Promoting Student Independence: Reducing Reliance on 1:1 Paraprofessionals

In response to increasingly complex student support needs, many schools have expanded the use of 1:1 paraprofessional support. While this approach is often implemented with the best intentions, reliance on intensive adult support can unintentionally limit student independence and create sustainability challenges for schools and districts.

This webinar features Patrick Mulick, a school district administrator, in a systems-level discussion on rethinking student support models. Participants will examine how districts can move beyond reactive staffing decisions and toward intentional designs that promote student autonomy while strengthening staff capacity.

The session will highlight practical, real-world strategies, including the use of floater paraprofessionals and student Independence Plans, that support more sustainable, equitable service delivery and reduce unnecessary dependence on student-assigned paraprofessional models.

You’ll Learn How To:

• Identify when student-assigned paraprofessional support may unintentionally limit student independence
• Design student Independence Plans that promote autonomy and skill generalization
• Incorporate floater paraprofessionals within a thoughtful continuum of services
• Strengthen staff capacity without increasing burnout or costs
• Shift district practices from dependence toward independence and empowerment

This session is grounded in practical frameworks and real-world examples that districts can apply immediately to support students more effectively while building sustainable systems over time.

Can’t attend live? No problem. All registrants will receive a link to the webinar recording.

About the Presenter

Patrick Mulick, MEd, BCBA
Director of Student Engagement, Auburn School District
Certified Speaker, Trainer, and Coach, John Maxwell Team

Patrick Mulick is a Board Certified Behavior Analyst and certified speaker, trainer, and coach with the John Maxwell Team. He holds undergraduate and master’s degrees in special education and behavior analysis from Gonzaga University.

Patrick brings extensive experience supporting students with disabilities across preschool through high school settings, with particular expertise in autism and complex behavioral needs. His work centers on strengthening adult practices, building staff capacity, and designing sustainable systems that support both students and educators.

Currently, Patrick serves as Director of Student Engagement for the Auburn School District in Washington State and works nationally as an educational consultant. He is a recognized speaker known for translating complex challenges into practical, actionable strategies that support educators, administrators, therapists, paraeducators, and school teams.