Well, the solution is easy, right? Just reduce the amount of time you spend with the student, right? Hold on – it’s not always so easy. Paraprofessionals are usually monitoring a student closely because of specific issues. Perhaps a student can’t be safely left alone for more than a few minutes. In some cases, the student’s IEP dictates that someone must be present at all times.

However, research over the past decade and a half has shown that the disadvantages of hovering can be pretty profound:

• The student may be less likely to form a friendship with other students because of the presence of the hovering adult.
• The student is overly dependent on the paraprofessional and needs constant guidance to complete tasks.
• In some cases, the paraprofessional is providing the bulk of instruction to the student (Vieira, p. 10) rather than the general education teacher.
• The student’s relationship with the teacher may diminish. (Harrison, Schulz & Evans, Chapter 9) This can cause a whole new round of behavioral issues to address.

Ways to solve the issue:

•  Advocate for a change to IEPs that emphasizes general support over one-on-one education if this less restrictive service would meet the student’s needs, or, at the least, state on the IEP that it’s important for the paraprofessional to allow the student appropriate opportunities for independent work with the classroom teacher, or with other students as long as there is paraprofessional oversight.
•  Teachers and paraprofessionals could work together to highlight instances when the student could safely be allowed to work or interact independently. (Vieira, p. 10)
• The student’s special education team should also work together, and with administrators if necessary, to make sure that the curriculum is being taught appropriately and that the bulk of teaching doesn’t fall on the para. (Vieira, p. 10)
•  Train the paraprofessional how to systematically “fade” their presence and proximity so that the student is less reliant on them to help solve every single challenge. This slideshow has some good ideas for doing just that.
•  Encourage more one-on-one interactions between the student and his or her peers. This could take the form of peer tutoring, for example.

Most importantly, communicate and be flexible! Each classroom has a different dynamic, a different setup and a different situation. Step back and take a look at how the paraprofessional is working with students in the classroom, and then collaborate to develop a strategy that works for the teacher and the para while reducing the amount of “hovering” that may be taking place. Doing so will help develop a closer working relationship between teacher and para, and help a student become more independent and confident. It’s a win-win for the entire classroom, and absolutely one of the best ways you can help students on an IEP achieve more in school.

Sources:

Vieira, Michelle C.L., “The Successful Inclusion of Students with Autism in Regular Classrooms: A Literature Review”. Queen’s University Faculty of Education, Graduate Student Symposium Collected Papers, 2006-2007.

Harrison, Judith R., Schultz, Brandon K., Evans, Steven W., editors, School Mental Health Services for Adolescents, Chapter 9: “Working with Adolescents with Autism Spectrum Disorder,” by Lynn Kern Koegel, Sunny Kim, and Robert L. Koegel.

Brisson, Anthony and LeBrun-Griffin, Michelle, “Helping vs. Hovering: When Paraeducators Work With Students” slideshow presentation, April 15, 2015.

More on Hovering from Janet Hull

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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:

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

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The secret to getting the most from a paraprofessional is in building a positive, communication-rich relationship. It’s important to realize that the relationship between a teacher and paraprofessional is just that: a relationship—with two people, two sets of opinions and, often times, two teaching philosophies. Sometimes the personalities gel, and sometimes they take time to build trust, a comfort level, and a smooth working relationship.

Paras can be much more effectively utilized in inclusive classes than they often are. Many of the strategies used in co-teaching to bring the best out in each other can also be used effectively in developing a relationship with a paraprofessional. This is not to say that the outcomes will be the same as co-teaching, particularly in special education, but teachers can better realize and use a talented para’s skills in the classroom setting.

Ways for teachers and paraprofessionals to build a positive relationship:

Teachers:

• Consider the paraprofessional an essential member of your teaching team. Whenever possible, include the paraprofessional in planning, team meetings, troubleshooting, and any other decision where you feel input from the paraprofessional would be valuable.
• Discuss issues with your paraprofessional, especially when the issue is related to the student he or she is working with. Oftentimes, a paraprofessional has an outside view that teachers tend to miss.
• Empower the paraprofessional to monitor behavior and support the discipline process in the classroom. This empowerment will be well worth it when you must leave the classroom with a substitute, knowing that you have challenging students in the room.
• Provide the paraprofessional with lesson plans, activities, or “to do” items as early as possible. Last minute rushes tend to stress both the teacher and the paraprofessional and don’t allow for proper preparation time.

Paraprofessionals:

• Ensure that you are a team player. Share insights and solutions that you gain from being another set of eyes in the classroom. Be careful not to undermine the team effort by going in a different direction than planned.
• Honor the teacher’s classroom management style. Mirror it unless it violates your values. If it’s a style you are not comfortable with, try to discuss positive solutions.
• Take notes and document them on easy-to-remember forms so that they can be referred to throughout the year. This is critical for paraprofessionals who are working with more than one teacher because each teacher may have different expectations.

Communication is critical, not only to the success of the students in the classroom, but also to the collaborative relationship. Both teacher and paraprofessional can improve on their communications with each other, set and follow expectations, and discuss issues frequently. This way, they can keep lessons on track and quickly resolve miscommunications or misunderstandings.

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

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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!

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

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Does life in the classroom sometimes feel like we’ve entered into an arranged marriage?

When we find ourselves sharing classroom space with other adults, our experience can feel like a marriage with many of the inherent pros and cons. The paraprofessional-teacher relationship has clear benefits as well as potential challenges. The difficulty is that the role of the paraprofessional in the classroom is often ill-defined and leaves too much room for interpretation which can contribute to frustration in the relationship. What can be done to foster positive relationships between paraprofessionals and teachers? Here are 12 ways to improve and enhance your paraprofessional-teacher experience.

1. Communicate with each other. One of the most important aspects of an effective working relationship between the paraprofessional, special educator, teacher, or specialist is clear and consistent communication and organization. It is critical to communicate frequently and use organizing tools that can help define roles, define expectations, and set parameters for class norms as part of the process.

2. While the teacher is up front leading, it is important that the paraeducator moves around the room. This allows him or her to be near their assigned students but also allows them some space in order to develop independence.

3. Have a welcome interview with your team. For example, a team might be a special educator, a general educator, and a paraprofessional. Learn more about one another and develop an initial understanding of your roles and responsibilities.

4. It is important to have a harmonious working relationship in the classroom, so the paraprofessional/teacher team should discuss in advance how they will approach lesson planning, student instruction, student behavior, and communication. Questions like ‘Who?’ and ‘How?’ and ‘When?’ are good.

5. Treat each other as equals – teachers and paraprofessionals are both essential members of the teaching team. As a teacher, I always treated my paraprofessionals with respect and as an equal and that always enhanced my relationships and the effectiveness of the paraprofessionals in my classroom.

6. Teachers – Empower the paraprofessional to monitor behavior and support the discipline process in the classroom. This empowerment will be worth millions when you must leave the classroom with a substitute knowing that you have challenging students in the room. You will be able to rest more comfortably knowing that the paraprofessional can handle the class and that students will respect that person’s authority.

7. Discuss goals, priorities, and plans with each other on a daily basis. Sometimes this may mean stealing a few minutes of time before class, while students are doing a quiet seat activity or after class. Communication is critical, not only to the success of students in the classroom but also to the teaching relationship.

8. Discuss classroom issues with each other, especially when the issue is related to the student the paraprofessional is working with. Teachers and paraprofessionals oftentimes have different views, therefore sharing diverse ideas and possible solutions could be invaluable to a difficult situation.

9. When an educator (paraprofessional or teacher) is working with a student or several students, avoid interrupting. Interruption undermines the educator’s authority with the students and often causes distress and possible conflict.

10. Take notes and document those notes on easy to remember or easy to use forms or compile them in a binder with rules, expectations, and a syllabus, so that they can be referred to throughout the year. This is critical for paraprofessionals who are working with more than one teacher because each teacher may have different expectations (These forms are available in Susan’s Book, Paraprofessionals and Teachers Working Together).

11. Model how you want things done. For example, model for the paraprofessional how to administer tests, or model the difference between “cueing” a student to remember an answer vs. giving the student the answer.

12. Provide scripts when necessary to assist in responding to student behavior (Sample scripts are available in the classroom management chapter of Susan’s Book, Paraprofessionals and Teachers Working Together).

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

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The relationship between a teacher and paraprofessional is just that: a relationship. With two people, two sets of opinions and, often times, two teaching philosophies. Sometimes the personalities gel, and sometimes they take time to build trust, a comfort level, and a smooth working relationship.

Whether all is well in your classroom and you want to take it up a level, or whether you are struggling, these paraprofessional tips will help you to be a powerful collaborative team.

The following paraprofessional tips build strong relationships:

• Teachers: Consider the paraprofessional an essential member of your teaching team.  Whenever possible, include the paraprofessional in planning, team meetings, troubleshooting, and any other decision where you feel input from the paraprofessional would be valuable.
• Paraprofessionals: Ensure that you are a team player. Share insights and solutions that you gain from being another set of eyes in the classroom. Be careful not to undermine the team effort by going in a different direction than planned.
• Teachers: Empower the paraprofessional to monitor behavior and support the discipline process in the classroom. This empowerment will be worth millions when you must leave the classroom with a substitute, knowing that you have challenging students in the room.
• Paraprofessionals: Honor the teacher’s classroom management style. Mirror it unless it violates your values. If it’s a style you are not comfortable with, try to discuss positive solutions. Worst case: avoid the good teacher/bad teacher dynamic. That’s always a lose-lose situation
• Teachers: Compile a loose-leaf binder for the paraprofessional that contains class rules, expectations, a syllabus, etc., so your paraprofessional is not working ‘blind’. Setting expectations and empowering your paraprofessional with the information they need to truly support students can make an incredible difference in your relationships.
• Paraprofessionals: Honor the effort your collaborative teacher makes to include you in the lesson activities. One of the ways to ensure the relationship fails is to ignore the information provided to you.

Teachers and Paraprofessionals: 

• Communication is critical, not only to the success of the students in the classroom but also to the collaborative relationship. Sometimes when things fall apart, it’s simply a misunderstanding.
• Discuss issues with each other privately, especially when the issue is related to a student.
• Avoid interruption when either of you is working with a student or several students.  Constant interruptions caused by “the other adult in the classroom” while one is working with an individual or small groups of students, breaks the flow of the lesson and might set off students who struggle to regain focus.

Lastly, I’d like to close with a quote from one of my previous articles,

“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.”

What are your paraprofessional tips? What have you found to be the key to a strong, positive relationship with your collaborative teacher or paraprofessional? Please share in the comments section.

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!

The post Paraprofessionals and Teachers Working Together! 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.

The post The Paraprofessional as a Collector of Information appeared first on Susan Fitzell.

The relationship between a teacher and paraprofessional is just that: a relationship, with two people, two sets of opinions, and often times, two teaching philosophies.

And just like paraprofessionals sometimes need help dealing with their classroom teacher, often times teachers need help learning to work with their paraprofessional.

The following paraprofessional tips help teachers work well with the paraprofessionals in their classroom:

• Consider the paraprofessional an essential member of your teaching team.  Whenever possible, include the paraprofessional in planning, team meetings, troubleshooting, and any other decision where you feel input from the paraprofessional would be valuable.
• Empower the paraprofessional to monitor behavior and support the discipline process in the classroom.
• Discuss your goals, priorities, and plans with the paraprofessional on a daily basis.  Communication is critical, not only to the success of the students in the classroom, but also to the teaching relationship.
• Provide the paraprofessional with lesson plans, activities, or “to-do” items as soon as possible.
• Discuss issues with your paraprofessional, especially when the issue is related to the student he or she is working with.
• Avoid interruption when the paraeducator is working with with a student or several students.  Interruption undermines the paraprofessional’s authority with the students, and often causes distress and possible conflict.
• Compile a loose-leaf binder for the paraprofessional that contains class rules, expectations, a syllabus, etc.
• Model/teach how to respond to specific behavior.

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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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