There is a way to make sure that as a paraprofessional, you’re meeting each student’s needs. During my time in the classroom, I worked with paras to develop a “cheat sheet” that would allow both of us to quickly look over a class and know exactly what students needed daily.

You can download a much more polished version of my original cheat sheet at the end of this post.

In our secondary-level classes, the paraprofessional would have up to 13 students on an IEP in each class. That meant in a single day, the para often had to remember the needs of 45 to 65 students total among the combined classes. So the cheat sheet was invaluable.

We developed a class list adaptations chart that listed each student (not by name, but with a special code) in the paraprofessional’s purview. The para could check off items along the chart next to each student to note specific needs, adaptations or accommodations that were made for that student.

By reviewing the chart each class, the teacher and para can quickly identify students who need extra time, or who need an oral test or other modified test. This saves time up front and allows the paraprofessional to tailor the time they spend with students so it’s meaningful and positive for everyone.

Here are some important points to remember regarding this chart:

1.  At the top of the chart, in the row across each column, put a code for each student in the class who is on an IEP, 504 plan, RTI plan, etc. You might also put the student’s initials if you feel that the initials would not identify specific students to anyone but you. The key is to use a naming system that does not identify the student. If this chart was found by someone who did not have the right to know that students’ information, it would be a confidentiality violation.
2.  After reading the IEP, check the items that apply to each specific student. At the end of this blog post are downloadable forms available to you through the download link provided. These forms are customizable, so you can create checklists that are specific to your students.
3.  A data collection option is to put a date in the checkbox so that there is a record of any adaptations or accommodations that have been made for specific students and which day they were provided.

Just click on the button below to download the form, along with some other great resources for paraprofessionals:

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As I listened to this woman and saw the pain deep in her eyes, I was horrified at the insensitivity and lack of humanity in the words this paraprofessional has heard. How could one human being in our educational community be so incredibly disrespectful to another? Okay, you might be thinking, “Susan, what world do you live in? This often happens in schools.” I do know this at some level; I suppose I just don’t want to believe it. What could possibly be gained from diminishing the worth of the adults charged with educating and supporting our children?

Is there anything to be gained by creating a culture in our schools where paraprofessionals (teaching assistants, aides, paras, para-pros, classroom assistants) are viewed as ‘less than’?

Paraprofessionals have a vital role in our schools. Often, as one parent expressed, paraprofessionals are the least paid, least trained people in the school community, yet they are often charged with caring for and academically supporting the most challenging and most needy students. Paraprofessionals often work for a salary that is barely above minimum wage. Many are provided with little or no training. They are often excluded from staff development opportunities or are only invited to participate without compensation.

Imagine the chaos in our cafeterias, the pandemonium on the playground, the commotion in the classroom if not for the supervision of paraprofessionals. Paraprofessionals are critical to providing the best supportive educational environment for students.

Paraprofessionals, like teachers, come into the educational system with diverse backgrounds and abilities. Teachers and administrators need to tap into a paraprofessional’s strengths. When we work together to maximize a paraprofessional’s talents and empower them to use those talents in our schools, we all benefit, especially the children. Read on for some powerful testimonials that give credence to the value of our paraprofessionals.

Carol Ekster, a recently retired teacher in New Hampshire expressed her appreciation for her paraprofessional, Karen. She wrote, “Susan, I taught in Derry, New Hampshire for 35 years. Last year was my last year teaching and I had a one-on-one aide in my room for a William’s Syndrome child. She was dedicated to that child’s welfare, rarely absent, thoughtful and loving to other children who benefited from her attention, and always willing to help me if needed. She thought about that child and the class at home, bringing in relevant or needed things at her own expense. She was one of those humble and incredibly giving people who made a difference in our classroom last year.”

Is there a human being dedicated to the welfare of our children that could sleep at night if they considered Karen, “just” a paraprofessional? I hope not.

Julia Hornberger, a special education teacher at Muhlenberg High School in Pennsylvania adds, “For the last five years, I have had the great pleasure of working with Kathy Etchberger. During a transition period between paraprofessionals for my caseload, Kathy was hired as a substitute. I admired her immediately, as she was confident, competent, and caring. It was the first time in my career that someone besides my wonderful mentor was actually helping me, and the students absolutely loved her. Unfortunately, Kathy was not hired as my full-time paraprofessional. I was devastated. She was everything that I needed in a paraprofessional and, even more, as a friend.”

Julia continues, “Luckily for both of us, she was later hired as the paraprofessional for my mentor teacher. Even though she isn’t “assigned” to my caseload anymore, she is literally right next door. Kathy knows what I need, often times before I even know that I need it, and she is always there to help and guide me. I like to consider her the “rock star” of my close group of teaching friends. Any time I am in the hallway with her, students are always calling her out and coming to share the good news with her – something which never ceases to amaze me. She has such a positive impact on everyone who surrounds her. Kathy has truly touched my life, and I am so grateful for all that she has given me”

Michael Tinker, from W. G. Vinal Elementary School in Massachusetts shares this story about a crowded cafeteria, a baloney sandwich, and very astute, quick thinking paraprofessional. “A boy was choking on a baloney sandwich in the cafeteria. The chaos and decibel level was tipping into the red on the meter, yet one of our paraprofessionals, Sue Scott, picked him out – even though this child was in the middle of everyone and everything. Because of her quick thinking, the child was okay. Then, last year, we lost one of our colleagues, a kindergarten teacher. Sue was close to the teacher who passed away yet, rather than grieve, she went in “for the kids” until the school was able to find another teacher. She helped give the kindergarteners the stability they needed by being the long-term substitute. In both situations, Sue made a huge difference. She was there first and foremost for the kids. She quite literally saved the day.”

Teachers are not the only ones who appreciate their paraprofessionals. Often, parents are deeply impacted by the quality of care their children receive from paraprofessionals.

Heidi Crum of Denver, Colorado shares a parent’s perspective. Her son, Cal, has cerebral palsy and needs a one-on-one assistant. Her son has that and more in Erin. Erin has been working with Cal for the past two years. Heidi explains that she’s an outstanding para. She works to create a lot of independence for him. He makes progress and may flatten out for a while, then grows again. This concerned mom understands the struggles paraprofessionals face. She notes that paras have to know when to push and when not to, in order to promote self-sufficiency in their students. This is not always black and white and is a continual dilemma for the paraprofessional. Heidi appreciates that Erin is willing to discuss Cal’s progress calmly and professionally. She works as a team with the teachers and makes sure that other paras work with Cal so he’s not dependent on her. She truly takes ownership of her work.

Heidi believes strongly that it is very important for teachers and paraprofessionals to be a team. From a parent’s point of view, the paraprofessional becomes the frontline person. She explains, “She’s the one primarily interacting with, and developing, my child as a learner. There is so much interaction between the child and para. It impacts how the child views himself and his abilities.” It’s very important for the teachers and paras to work together for the benefit of the child.

I remember Jay Gratton from teaching high school. Jay would walk into my class and his smile would light up the room. Jay learned differently. I recently heard Jay speak at the retirement party of an amazing human being, a paraprofessional, Kathy Wicker, who meant so incredibly much to many, but also to Jay and I. Jay shared these words from the podium, “I am a special education teacher at Merrimack High School. Not only am I an alumnus of Londonderry High School and their Special Ed. Department, but I was also lucky enough to work at LHS for 3 years as a para. I have never been around someone who gives more of them self than Mrs. Wicker. Her tremendous dedication to her family, colleagues, friends, and students is inspiring. For me, Mrs. Wicker took a student who doubted his every ability and who wanted nothing to do with school and turned him into a 4-year honor student in one quarter. Mrs. Wicker was an angel that never left my side in high school and never let me fall. When I would stumble she would always be there to help me up. It is very simple; I loved this woman and still do very, very much.” Jay spoke these words directly to Kathy, “The main reason I went into education is because of you, Mrs. Wicker. I can’t even imagine where I would be right now without you being involved in my life. If I can make just half the impact on one student that you made on me, then I will have been a success. If I can make just one student feel as special and as important as you made me feel, then I will have been a success. At school I am constantly asking myself what you would do in a given situation and that is the reason your compassion, heart, enthusiasm, and love for helping others will always have a place in New Hampshire schools.”

What Jay doesn’t know is that Kathy was also a formative role model for me. Kathy taught me the importance of appreciating my colleagues. She always knew when someone needed a pat on the back, a hug, or a Snickers bar. I learned to be a better colleague from her.

Jodi Roberts, a paraprofessional in Surprise, Arizona tells us, “Several years ago, there was an instructional coach, April, in the district who would observe classes and coach teachers. She would then leave the teachers little sticky notes with suggestions. One day while I was talking to April I must have said five times, “Well, I’m just a T.A. (Teacher’s Assistant). I used to say that all the time. I felt unworthy. I have a college degree and have spent years working in schools, but I still lacked confidence. One day, after a conversation with April, I found a sticky note from her that said, “You are not “just” a T.A.” I saved that forever and always remembered that.” Jodi explains, “Words are powerful.”

I sincerely believe that most paraprofessionals are valued by the teachers with whom they work. I believe that most administrators understand and appreciate the contribution that paraprofessionals make in their schools. I believe that if we simply stop and think about the powerful impact a paraprofessional can make in the life of a child, we can rally together to “Throw the phrase, “just a paraprofessional” out the window.”

Are you with me? Pass this one to your education colleagues and join the campaign to appreciate the contribution of paraprofessionals in your school.

Want more great ways to maximize the effectiveness of paras in your classroom? CLICK HERE Now!

Bring Susan to your campus!

Featured seminar – Paraprofessionals And Teachers Working Together in the General Classroom

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I love teaching this session! I’ll cover:

*Practical strategies, tools, forms, and tips for defining paraprofessional roles, collecting data as well as cueing strategies for tests, quizzes and more.

*Identify meaningful and effective resources to recognize personality types and determine how to collaborate with opposite and varied personality types.

*Proactive ways for paraprofessionals to prevent discipline problems and positive ways to deal with challenging behavior when it occurs.

*Proven, practical strategies to effectively and efficiently adapt coursework, homework and study assignments to meet IEP, RTI and 504 requirements and increase student academic achievement

Paraprofessionals are such a valuable part of the educational process. I know that the paras that I worked with were often my right arm, never mind my right hand.

If you are in the area of these presentations you can find more information about the sessions at www.ber.org. I would love to see you there. Let me know that you read it in my blog!

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• How and when will professionals and paraprofessionals communicate about concerns, student updates, intervention progress, etc.?
• Who will be responsible for communicating with parents?
• Will communication with parents be verbal or written? What parameters should the paraprofessional work within? Are there times when communication should be deferred to the classroom teacher, special educator, or administrator?
• When should conversations with parents be documented? When should they not be documented? If documented, what form should that documentation take?
• Exactly who should the paraprofessional report to if any conversation with a parent occurs that might cause concerns, or where student issues need to be related?

If you are just joining the discussion, please take a look at the previous installments, which address lesson planning, instruction, and behavior management.

The post On the Same Page: Part Four appeared first on Susan Fitzell.

• What are the behavioral expectations and rules for students in the classroom?
• What methods are used to gain student understanding of classroom expectations and rules?
• How will students perceive those expectations and rules in regards to the paraprofessional’s authority? Who clarifies the paraprofessional’s level of authority?
• How should the paraprofessional deal with misbehavior, disruptions, or problems that occur in the classroom?
• Who will provide the paraprofessional with positive behavior management training when necessary?

The post On the Same Page: Part Three appeared first on Susan Fitzell.

• Will the paraprofessional provide input into the planning process for either specific students or the class in general? If so, how will the classroom teacher gain that input?
• Will the paraprofessional have input into lesson planning, or planning for reteaching?
• When and how should the paraprofessional’s experience in the classroom contribute to interventions used with non-responders or students with special needs?

The post On the Same Page: Part Two appeared first on Susan Fitzell.

The paraprofessional may observe behaviors, may be privy to attitudes, and may understand motivations or obstacles the student faces better than any other professional in the building.

Sometimes, the paraprofessional can even help parents (when appropriate) gain some needed insight on how the student is doing and what the student is showing in terms of behavior.

The paraprofessional who documents this data provides a valuable service for the IEP process. Sometimes a paraprofessional, as part of his or her job, is actually required to keep track of student progress, log behavior, and report that behavior to other appropriate staff members.

The following are simple ways to start collecting data in your classroom:

• Have students self assess.
• Keep a notebook or journal to track objective thoughts and observations. Stick to the facts. Opinions are best left unwritten.
• Customize a form that suits each individual situation or student in order to track information easily.
• Keep a portfolio of student work or samples to display how the student is progressing.

Consider the following core questions in regards to what data to collect:

• What is the goal of collecting this information? For example, is the goal to document behavior? To monitor progress toward IEP goals and objectives? To determine which adaptations or modifications work best?  Or to determine what may or may not be working?
• What types of information do I need to collect to reach the goal? What is the function of the student’s behavior? What do you think the student is getting out of his or her behavior? What is the “antecedent” to the student’s behavior?
• Am I responsible for summarizing the data and writing the report?
• When should I be gathering this information? How often? Under what conditions?
• How will this information be used? Where will this information be used, and under what circumstances will it be used?
• Make sure that the information collected adheres to confidentiality laws, respects the student’s and parents’ sensitivities, and does not hurt or hinder the education or progress of the student.
• Be VERY careful what you write in email or say on a voice mail. Be careful when sharing information from the internet. If written on a school computer, it is archived and can be undeleted. Voicemail can be forwarded. This information can be subpoenaed.

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Stop Conflict in Its Tracks!

Anytime two or more people work together, there is the possibility of conflict.  So it is not surprising that conflicts can easily arise in the paraprofessional-teacher relationship.  Still, while conflicts may be commonplace, many people are unsure of how to deal with them.  How can one handle that conflict in a constructive way?  How can one manage the relationship so that both can work together without offending or hurting each other?

Ways to Constructively Deal With Conflicts

1. Try to remember that that when in conflict, it is most often about personality.  The other person is not out to get you.

2. Change negative self-talk into positive self-talk.  Often times when we are in conflict, we are thinking things such as, “That person should know better,” or “I told her that she should do such and such, and she didn’t listen to me!”  These statements are negative self-talk and beget more negativity, anger and frustration in a conflict.

3. Once you can stop negative self-talk and begin using positive self-talk, you can start considering solutions to the problem.  Consider, for example, “Next time X happens…I’ll do Y or Z.”

4. Seek suggestions from a supportive colleague, or someone you know who really understands how to approach different personalities.  You will find that person by looking for someone who seems to be able to work with just about anyone and who has an amazing understanding of people.  Seek that person out and ask him or her how you might approach the problem.

5. Consider using “I” statements to share how you feel about a situation.  Avoid using the word “you” when communicating how you feel.  Be careful to avoid blaming language, and even if you believe the other person is wrong, find a way to approach the conversation from a positive perspective.

Excerpted from Paraprofessionals and Teachers Working Together by Susan Gingras Fitzell.

Practical Ideas and Strategies for Paraprofessionals and Those They Work With Get this Book Now! Bring Susan to your campus! Featured seminar – Paraprofessionals And Teachers Working Together in the General Classroom

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Therefore, it is important for paraprofessionals to work to keep their expectations for their students high by:

• Allowing and encouraging students to do anything and everything they can and should do for themselves.
• Remembering that no matter what the cognitive age of the child is, it is important to treat him or her socially in accordance with his or her chronological age.
• Expecting and encouraging age-appropriate social behavior.
• Asking yourself, “How would I feel if I had an adult right next to me all day long?”, and having the courage to give students personal space to interact with the classroom teacher, other students, and to work independently.

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Behaviors to Avoid When Disciplining:

• Shouting loudly or continually
• Nagging
• Pushing or pulling students about
• Confronting in an accusatory tone
• Engaging in banter/arguing
• Sarcasm
• Threatening (as opposed to presenting logical consequences or choices)
• Jumping to conclusions
• Assuming that students who are regularly in trouble are always to blame for incidents
• Losing your temper

Techniques that Build Rapport and Foster Better Behavior:

• Treating students with respect
• Treating students in a firm, friendly, and quiet way
• Giving plenty of praise/rewards for appropriate behavior
• Making a note of all serious incidents that need follow-up
• Knowing where there is help in case of an emergency
• Dealing with matters consistently as set out in staff procedure or as agreed upon by responsible staff
• Keep a notebook to record good and poor behavior; this allows you to follow up on all incidents
• Attempt to redirect and correct students quietly and privately

If you have to discipline someone, make a determined effort to repair the relationship once the discipline is over.

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