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Use the information from these three documents and research that you conduct on your own to develop a communication plan for a para-educator to assist a student with a disability during a short lesson (your choice of lesson). Be sure to identify the type of disability and the lesson topic. Use the sample plan provided here as a guide.
Create and save your plan as a word document in table format
Alyson Barillari, Associate Superintendent
Thomas Dugan, Director of Special Education
Marion Bolden, Superintendent
A RESOURCE GUIDE
FOR INTEGRATING TEACHER AIDES INTO LESSON PLANS
Professional Development Staff
For Code & Procedure’s Questions, Call: Mitchel Gerry, Mary Hart,
Sakinah Springs, or Sandy Bruno at (973) 350-58
1
1
For Technology Questions, Call Joe Fonseca at (973) 481-5398
OUR GOAL IS
BEST PRACTICES IN NEWARK’S
SPECIAL EDUCATION PROGRAMS
Newark Public Schools
Office of Special Education’s
Professional Development Center
TABLE OF CONTENTS
Acknowledgements
Page 3
Code and Statutory Mandates – Why do teachers have to integrate teacher aides into lesson plans?
Page 4
Teacher and aide team building
Page 5
How do teachers integrate teacher aides into lesson plans?
Pages 6 – 8
Two templates for lesson plans that integrate teacher aides into lesson plans
Pages 9 – 10
Five sample lesson plans that integrate teacher aides into lesson plans
Pages 11 – 18
Teacher aides and classroom management
Pages 19 -20
Utilizing IEPs to guide the integration of teacher aides into lesson plans
Pages 21 – 23
Student observation and monitoring forms that teacher aides can utilize
Pages 24 – 27
ACKNOWLEDGEMENTS
Office of Special Education’s Resource Guide Committee
Peter Altbuch, Supervisor
Vivian Brown, Resource Teacher Coordinator
Mitchel Gerry, School Psychologist
Kathy Greenwald, Resource Teacher Coordinator
Mary Hart, Learning Disabilities Teacher Coordinator
Sakinah Springs, School Social Worker
Holly Williams, Resource Teacher Coordinator
Glenda Wimberly, Resource Teacher Coordinator
Special thanks to Vivian Brown, Kathy Greenwald, Holly Williams, and Glenda Wimberly for their sample lesson plans and templates of lesson plans that can be utilized by staff as guides in this endeavor.
The following Resource Teacher Coordinators from the Office of Special Education will be available to provide additional guidance on the process of integrating teacher aides into lesson plans:
Bennett, Celeste
973-705-3777
Brown, Vivian
973-733-6940
Columbo, Nick
973-424-4339
Greenwald, Kathy
973-424-4335
Vasquez, Aida
973-424-4334
Watts, Linda
973-733-6994
Williams, Holly
973-424-4499
Wimberly, Glenda
973-424-4336
Code and Statutory Mandates
Why are teachers being required to integrate assigned teacher aides into lesson plans?
The No Child Left Behind Act states that teacher aides must work “under the direct supervision of a teacher”.
What does it mean that teacher aides must work under the “direct supervision of a teacher”?
1. The teacher prepares the lessons and plans the instructional support activities the paraprofessional carries out, and evaluates the achievement of the students with whom the paraprofessional is working; and
2. The paraprofessional works in close and frequent proximity with the teacher.
*NOTE – teachers do not evaluate teacher aides, nor do they formally observe teacher aides as part of the evaluation process!
How can teachers meet NCLB’s statutory mandate and improve special education programs?
1. Teachers must fully integrate assigned aides (capacity, program, IEP) into all lessons and activities, during which the aide is assigned. The aide’s assigned responsibilities must be aligned with students’ IEPs, Title I’s allowable activities, best practices that improve student performance, and the district’s grade level curriculum.
2. By delineating teacher aide responsibilities on lesson plans for all daily subjects and activities, possible conflicts between teacher & teacher aide will be minimized. In addition, the lesson plans serve as a road map or guide, specifying who will perform each daily responsibility, thereby ensuring NCLB’s mandate that the teacher aide works under the direct supervision of the teacher. Clearly, by collaborating with the teacher aide in delineating responsibilities, mindful of Title 1’s allowable activities, better ensures his/her buy-in and implementation.
The No Child Left Behind Act delineates the following allowable activities for teacher aides:
1. One-to-one tutoring for eligible students, at times when students would not otherwise be taught by a teacher;
2. Assist with classroom management, such as organizing instructional and other materials (see classroom management activities pages xx-xx);
3. Provide assistance in a computer laboratory;
4. Conduct parental involvement activities (see parent involvement activities pages xx-xx);
5. Provide support in library/media center;
6. Act as a translator;
7. Provide instructional services to students under the direct supervision of teacher.
Team Building Activities Before Teachers Integrate Teacher Aides Into Lessons
Teacher – Aide teams must decide on respective responsibilities before developing and implementing lesson plans. They must meet regularly to plan for these activities. These planning activities should seek to decide on each others strengths and weaknesses, with the clear caveat that the teacher is the educational leader in the class who is legally responsible for planning, directing, and implementing instruction.
Team Building Activities
Having two adults (teacher and teacher aide) sharing the same space requires specific attention and responsibilities and duties to avoid conflicts. Therefore, to maximize team effectiveness, the team must decide:
1. How to address each other?
2. Who does what, when, where and how?
3. How the workload will be shared?
4. What strategies for classroom management/discipline issues and positive behavioral supports will be employed?
5. What to do when students need to be acknowledged?
6. Who is responsible for monitoring student movement within and outside the classroom?
7. What classroom routines and procedures will be used for homework class work, school supplies and materials, and tests?
8. How and when is it appropriate for teacher and/or aide to gain the other’s attention respectfully and without undermining their respective positions?
9. How to share ideas?
10. How to provide accommodations for students who require it?
11. When will planning time for teacher/aide teams be scheduled to meet and collaborate on the delivery of educational services to assigned and shared students?
12. How to address other issues that arise?
How would teachers integrate teacher aides responsibilities into lesson plans?
To illustrate this process, as well as provide a template and examples, we must first determine the format of lesson plans. Although the format of lesson plans can vary from district to district, schools within the same district, and teachers within the same school, they generally include 4 sections and teacher aides can be integrated into any/all of these sections as follows:
1. Objective
2. Activities to accomplish objective
3. Evaluation of whether lesson accomplished objective
4. Follow up activities
Objective stated in terms of what students will learn or be able to do after the lesson – If teacher begins instructing one group of students, the teacher aide can be assigned activities to prepare subsequent groups of students for the lesson. These teacher-selected activities could tap students’ prior knowledge (e.g. skills, motivation, relevance, academic and life experiences, etc.)
Activities to accomplish objective – Clearly, based on the objective and the nature of the lesson, there are a huge number of activities the teacher aide can assist in. Two activities that tend to transcend most lessons are:
1. Materials – Teacher aides can ensure that assigned student(s) have all required materials for lesson (e.g. pencil, eraser, homework, textbook, notebook, eyeglasses, etc.). If the student(s) doesn’t have these necessary materials the teacher aide can notify parent(s) and track this preparation of student(s) on teacher-selected form(s). On the lesson plan, teachers may want to use an abbreviation, such as “materials” and have it reference a pre-selected list of activities teacher aide will assist in.
2. On task behavior(s) – The teacher aide can assist in increasing students’ time on task during lesson with activities like the following. On the lesson plan, teachers may want to use an abbreviation, such as “on-task” and have it reference a pre-selected list of activities teacher aide will assist in.
a. Ensuring that students follow established classroom procedures for:
· Smooth transitions between activities;
· Routine housekeeping chores (e.g., requests for assistance, supplies, use the bathroom, etc.) and
· Instructional tasks.
b. Preparing teacher-selected materials for lessons and ensuring that students have needed materials for lessons;
c. Preparing student for lesson with clear, direct statement of expectations, restating directions, giving additional examples, etc.
d. Requesting student to verbally repeat teacher instructions, before beginning assigned written work;
e. Reviewing key words with student;
f. Checking that student has the correct text, place and materials;
g. Checking student’s seatwork and providing ongoing feedback;
h. Providing encouragement and reinforcement for on-task student behavior;
i. Providing reminders and redirections for off-task student behavior; touching student’s shoulder, sitting by student(s), signaling student(s) with prearranged signal; and
j. Supervising the student on the computer as an extension of the lesson with practice of the taught skill;
Evaluation of whether lesson accomplished objective – The teacher aide could work with selected students during seatwork, when skills and/or information is reinforced, to provide:
1. Timely, corrective feedback on student’s short answer (e.g., multiple choice, True/False, matching, etc.) class work, where the teacher provides the answer key.
2. Teacher- selected reinforcement (e.g. verbal praise, smiley face, points, etc.) when student completes assigned class work and homework.
3. Encouragement for student’s accomplishments, the effort they expend, and their personal gratification.
See also section on observation and monitoring forms
Follow-up activities – Teacher aide(s) can ensure that student(s) are aware of teacher-selected follow-up activities and that they can assist student in recording in a consistent place (e.g., homework pad). On the lesson plan, teachers may want to use abbreviations, such as “homework” and “parent” and have them reference a pre-selected list of activities teacher aide will assist in.
1. Homework Completion – Teacher aide can:
1. Ensure that student(s) copy all homework assignments in designated place (e.g. homework pad) and bring home needed books and materials.
2. Check that all materials needed for homework are organized and placed in the book bag;
3. Provide teacher-selected home learning ideas, materials, and guides to families in how to help student(s).
4. Record each student’s completion of assigned homework on a teacher-selected form.
5. Provide timely, corrective feedback on student’s short answer homework assignments (e.g., multiple choice, True/False, matching, etc.), where the teacher provides the answer key.
6. Provide positive verbal and/or visual feedback when the student completes homework;
7. Model self-checking on homework chart when work is done daily;
2. Parental involvement – Teacher aides can play a significant role in increasing parental involvement. They can:
a. Assist in providing information to families about their child’s progress,
b. Share strategies that have proven successful in the classroom and gather information from families about strategies that have worked at home;
c. Help families identify their concerns to share with the classroom teacher;
d. Assist a parent with limited English proficiency to communicate with the teacher;
e. Help the family identify and locate resources to assist them;
f. Assist teachers to develop periodic classroom newsletters for parents that contain tips for helping children learn in the home, fun activities to do as a family, and other useful ideas;
g. Contact parents periodically by phone or postcard, focusing on students’ successes and upcoming activities for students and families;
h. Establish a routine method for parents to review their children’s work on a regular basis (for example, using manila envelopes or folders to send student work home each week with a place for parents’ comments on the front cover); and
i. Implement additional feedback opportunities for parents and family members such as surveys on current program issues.
Clearly, the possible teacher aide responsibilities, which can be designated in each lesson plan are only limited by Title I, the IEP, the curriculum, the teacher aide’s contract, and teacher’s creativity. Since most of the teacher aide’s assigned responsibilities will be frequently repeated in all lessons and activities, the teacher, aide and school-based administrator should decide on agreed upon abbreviations, or codes, for selected activities. For example, “TA routines, rules, on-task, etc.” could mean that the teacher aide must ensure that assigned students adhere to classroom routines, rules, and remain on task. (However, the first time an abbreviation is used, it must be spelled out.)
Should teacher aides be provided with the teacher’s entire lesson plan?
Clearly, in order for the teacher aide to know his/her assigned responsibilities for each subject during the day, he/she needs something to refer to. The teacher may decide to highlight the relevant sections of the lesson plan and provide the teacher aide a copy. Or, the teacher may decide that giving each assigned teacher aide his/her own written responsibilities, like the one below, may be easier for teacher and teacher aide.
Teacher Aide’s Name – Date(s)
LAL – Rdg.
Mathematics
Social Studies
Science
LAL – Wrtg.
8:30 – 9:15
9:15 – 10:00
10:00 – 10:45
10:45 – 11:30
1:00 – 1:45
List Responsibilities
List Responsibilities
List Responsibilities
List Responsibilities
List Responsibilities
Two Lesson Plan Templates that Teachers May Want to Utilize and/or Modify
Lesson Plan Template 1
SUBJECT:
CURRICULUM CORRELATION:
TOPIC:
OBJECTIVE:
MATERIALS:
INSTRUCTIONAL STRATEGIES/PROCEDURES (teacher/teacher aide):
Teacher actions:
Teacher Aide actions:
ACTIVITIES (teacher aide/student): ACCOMMODATIONS/MODIFICATIONS:
Teacher aide actions:
Student actions:
EVALUATION/ASSESSMENT:
FOLLOW UP/ENRICHMENT (i.e. Media Center, Tech Lab., Sci. Lab, etc, etc, etc):
HOMEWORK:
ADDITIONAL TEACHER AIDE ASSIGNMENTS:
Lesson Plan Template 2
Teacher
Date
Grade
Subject
CCCS
Goal
Topic
Objectives:
Teacher Guide
Teacher Aide Guide
Instructional Strategies/
Procedures:
Materials:
Activities:
Materials:
Evaluation/Assessment:
Additional Teacher Aide Assignments:
Follow-up/Enrichment:
Additional Teacher Aide Assignments:
Homework:
Additional Teacher Aide Assignments:
Sample Lesson Plan #1: Elementary Reading
Teacher: ____________________________ Date: ____________
C.C.C.S.: 3.1G Goal: 4.1
Subject: Reading Grade: 3
Topic: Identifies Literary Elements
Objectives:
Students will be able:
– identify the main characters in a short story.
– analyze characterization by determining what a character is and does
from the character’s words, actions, and the author’s description of the
characters.
Materials:
Overhead projector, overhead transparency, overhead markers, chart paper, markers, highlighters, pens, post-its, The Stories Julian Tells , sheet protectors, chart handout
Teacher Aide:
Gathers, organizes, and prepares the materials necessary for the lesson.
Instructional Strategies/Procedures:
· Asks students specific questions about famous actors to determine what they know about their appearances, traits, actions, and well-known sayings. Remind them of story characters that they have read about as well.
· Writes their responses on chart paper.
· Provides guided practice with the first paragraph. Call on volunteers to identify one of the main characters and an action. The teacher will notate their responses on the transparency film.
Teacher Aide:
· Provides support to students by encouraging them to participate in the discussion.
· Monitors student off task and on task behavior.
· Gives praise to those students who are on task.
1
Activities:
· During silent reading, the students will highlight the main characters in the short story using the sheet protector over the page in their textbook.
· Next, students will write specific information about the main characters regarding their appearance and their actions on the post-its. Then, each student will record that information on his or her chart.
Teacher Aide:
· Distributes highlighters, pens, charts, and post-its to each student.
· Monitors the students by walking around the class to ensure that each student is and remains on task.
· Works with a target group to provides additional support.
Evaluation/Assessment:
· Assesses through observation of each students’ learning by their comments and their ability to answer questions effectively during discussion.
Teacher Aid:
· Provides praise or acknowledge students when they are successful (e.g. pat on the shoulder, a big smile, or a thumb up).
· Grades the finish product of the students.
Follow-up/Enrichment:
· Creates a Bio-Poem using one of the main characters in the story.
· Uses a character graphic organizer to analyze another character in the story.
Teacher Aide:
· Provides a sample of a completed Bio-Poem.
Homework:
· Assigns another short story to provide additional practice and reinforcement
of the concepts taught.
· Answers questions that relate to the main characters in the short story.
Teacher Aide:
· Monitors the students to ensure that they have written their homework
assignments and that the appropriate books and/or handouts are
packed for home.
Additional Teacher Aide Assignments:
· Maintains an on-going journal to write anecdotal notes pertaining to students’ behaviors during each lesson.
Sample Lesson Plan #2: Elementary Reading
Teacher: Mrs. Williams
Date
Grade: 3
Subject: Reading
CCCS: 3.1G
Goal: 4.1
Topic: Identifies Literary Elements
Objectives: Students will:
– identify the main characters in a short story.
– analyze characterization by determining what a character is and does
from the character’s words, actions, and the author’s description of the
characters.
Teacher Guide
Teacher Aide Guide
Instructional Strategies/
Procedures:
– Ask students specific questions about famous actors to determine what they know about their appearances, traits, actions, and well-known sayings. Remind them of story characters that they have read about as well.
– Write their responses on chart paper.
– Provide guided practice with the first paragraph. Call on volunteers to identify one of the main characters and an action. The teacher will notate their responses on the transparency film.
– Prepare the chart prior to the whole group activity (e.g. Create the columns and label them as instructed).
– Organize materials to distribute to students.
– Provide support to students by encouraging them to participate in the discussion.
– Provide students with verbal prompts to assist them in participating.
– Walk around the room to monitor the students during the guided practice to ensure on task behavior.
Materials:
Overhead projector, overhead transparency, overhead markers, chart paper, markers, highlighters, pens, post-its, short story, chart handout
Activities:
– During silent reading, the students will highlight the main characters in the story.
– Next, students will write specific information about the main characters regarding their appearance and their actions on the post-its.
– Then, each student will record that information on his or her chart.
– Distribute highlighters, pens, short story, charts, and post-its to each student.
– Monitor the students by walking around the class to ensure that each student is and remains on task.
– Provide assistance to students as needed.
Materials:
Evaluation/Assessment:
– Assess through observation of each students’ learning by their comments and their ability to answer questions effectively during discussion.
– Provide a score for the completion of each student’s written assignment.
– Provide praise or acknowledge students when they are successful (e.g. pat on the shoulder, a big smile, or a thumb up).
– Grade the finish product of the students.
Additional Teacher Aide Assignments:
– Maintain an on-going journal to write anecdotal notes pertaining to students’ behaviors during each lesson.
– Record the names of the students who completed their assignments in a designated area. Give verbal praise to those students as appropriate.
– Calls to parents regarding their child’s incomplete or missing homework will be made and documented
Follow-up/Enrichment:
Create a Bio-Poem using one of the main characters
in the story.
Provide a sample of a completed Bio-Poem.
Additional Teacher Aide Assignments:
Homework:
Assign another short story to provide additional practice and reinforcement of the concepts taught.
Answer questions that relate to the main characters in the short story.
Monitor the students to ensure that they have written their homework assignments and that the appropriate books and/or handouts are packed for home.
Additional Teacher Aide Assignments:
Sample Lesson Plan #3: Elementary Math
SUBJECT: 3rd Grade Math (Everyday Math)
CURRICULUM CORRELATION: Standard 4.1
TOPIC: Place Value Through Ten-Thousands in Whole Numbers
OBJECTIVE: The student will read and write numbers to the ten thousands place.
MATERIALS: Everyday Math Textbook, Math Journal, Teaching Master, pg. 57 & 58;
Base 10 Blocks; Place Value Chart, calculators, highlighters, post-its
INSTRUCTIONAL STRATEGIES/PROCEDURES (teacher/teacher aide):
Teacher will: dictate #’s aloud, – present numbers in symbols and words; – present place value chart on board/transparency; -write several 5 digit numbers on chart
Teacher aide will: -repeat #’s to individual/small group as needed; -point to/highlight targeted value on chart
ACTIVITIES (teacher aide/student):
Students will: -count by 100s & 1000s; – display counts on calculators; -fill in digits on Place Value Chart; – identify by saying and/or underlining digit said by tchr.
Teacher Aide will: -assist students by highlighting/pointing to targeted value; aid students with calculator use; reinforce place value concepts with Base 10 blocks
EVALUATION/ASSESSMENT: Student will identify specified digit, -read and write specified numbers through ten thousands; -add numbers with regrouping to the 10,000s place
FOLLOW UP/ENRICHMENT (i.e. Media Center, Tech Lab., Sci, Lab, etc., etc., etc.):
Math Center Activity – “Continue the Counts”
HOMEWORK: Home Link 5.1; Math Masters p.
26
3 (Frames and Arrows)
ADDITIONAL TEACHER AIDE ASSIGNMENTS: Assist students with on-task behaviors, praise targeted students, re-direct individual if necessary.
Lesson Plan Sample #4 – (Secondary English)
Subject: English
CCCS
: Standard 3.2 (Writing)
Curriculum Goal:
4.1
Topic
: Short Stories
Objective
: The student will be able to define the elements of plot: exposition, inciting incident,
conflict ,climax, resolution.
Materials
: Text-Prentice Hall Literature/Platinum Level, Overhead projector, writing journals, pencils
Instructional Strategies/Procedures
– (Teacher/Teacher Aide):
– Teacher provides information through lecture/discussion on ‘elements of plot’.
– Teacher explains how our lives are made up of little stories, little episodes we tell other people about.
– Examples are what you did over the weekend, something exciting that happened to you at practice, what you
saw on TV, etc.
– Question: Can you think of ‘little’ stories from your life? (Illicit student responses
)
– Teacher Aide: repeats question to student(s) (individual or small groups. Encourage student
participation.
– Teacher provides information through lecture and graphic organizers, identifying how
the story starts from the beginning, middle, and the end of the story. Authors of stories and novels tell
stories the same way, exposition, inciting incident, conflict, climax, and resolution. These things are
called ‘elements of plot’
. Question: What are the ‘elements of plot’?
– Teacher Aide: repeats question to individual/small groups. Encourage student(s) participation.
Procedures: Teacher (modeling) outlines (on overhead) elements of plot as students provide ‘feedback’. All students outline same in journals.
– Teacher Aide: assists individual/small groups with outlining in journals.
Activities
: Students break up into pairs, each person will take turns telling a short story. The listener will jot
down: A) where story is taken place B) the events that lead to conflict C) intensifies
during the rising action D)the high point of interest or suspense E) the events leading to the conclusion.
Students will then label and share elements of his/her partner’s story. Teacher collects assignments.
Accommodation
: (Scribe) Teacher Aide: assists student(s) as the ‘recorder’ of his/her story and guides
students in labeling the elements.
Evaluation/Assessment
: Grades based on completion of assignment and oral presentation. Students will have to
recognize elements of plot on paper.
Follow up/Enrichment
: Additional practice identifying elements in short stories. (working in groups,
think-pair-shares, with teacher-aide assistance.)
Homework: Watch a TV program and list/label ‘elements of plot’.
Additional Teacher Aide Assignments: monitor off- task behaviors, praise on-task behaviors.
LESSON PLAN SAMPLE #5 – SECONDARY
SUBJECT: Foundation Mathematics
CURRICULUM CORRELATION: CCCS: 4.5 – course proficiency 11
TOPIC: Total & Average Distance – One Dimension
OBJECTIVE: Students will be able to develop a rule or strategy for finding the location that minimizes the total distance in any size linear village
MATERIALS: Text Book- Mathematics: Modeling Our World, over-head projector, graph paper, pencils
INSTRUCTIONAL STRATEGIES/PROCEDURES:
THE TEACHER WILL:
a.) explain purpose
b.) preview vocabulary associated with linear villages
c.) illicit prior knowledge Re: patterns
d.) model-provide examples
e.) question to check for understanding
THE TEACHER AIDE WILL:
a.) circulate classroom for on task behavior
b.) assist students with locating patterns
c.) ensure students have supplies
d.) provide assistance with vocabulary
ACTIVITIES: Lesson 2 – Activity 2 Developing Linear Village pp. 19-21
– Students will examine fire station locations – begin with villages that have 2 houses
– Move the fire station to different locations
– Determine the total distance
– Change locations and repeat process
– Add more houses
– Look for patterns
– Present specific procedures and conclusions
– Be prepared t defend your rule & prove that it works for any size linear village
THE TEACHER AIDE WILL: Implement Accommodations/Modifications as directed by teacher
a.) repeat directions given by teacher, in small steps ( in as few words as possible)
b.) number & sequence the steps in the task
c.) use enlarged graph paper to write problems
EVALUATION/ASSESSMENT: Design a linear village to give to another group to see if they can find quickly the location that minimizes total distance
HOMEWORK: Draw a map of your neighborhood – using procedure learned in class calculate total distance between your home and school
Classroom management activities
The successful implementation of lessons requires good classroom management. Teacher aides can be an integral part in daily classroom management. For example, they can assist in developing, monitoring, and enforcing classroom rules and procedures. Consequently, the teacher’s daily lesson plans for any and all subjects/periods can reflect any, or all, of the following activities for individual students, selected groups of students, and/or the entire class. On the lesson plan, teachers may want to use abbreviations, such as “rules” and “procedures” and have them reference a pre-selected list of activities teacher aide will assist in.
1. Classroom rules
a. Facilitate the participation of student(s) in the development of classroom rules;
b. Facilitate the participation of student(s) in printing and posting the classroom rules;
c. Ask student(s) to recite classroom rules and procedures in his/her own words;
d. Ask students to identify appropriate and inappropriate classroom behaviors based on the rules;
e. Acknowledge and reward student behavior, which complies with classroom rules and procedures;
f. Apply teacher selected sanctions to student behavior that violates classroom rules;
g. Assist in contacting parent(s) to keep them informed about student’s adherence to classroom rules and routines;
2. Classroom procedures –
a. Storing personal belongings;
b. Using the bathroom or the water fountain;
c. Distributing and collecting materials and assignments;
d. Getting the teacher’s attention;
e. Lining up;
f. Movement within the classroom or to other school areas;
g. The proper way to head papers;
h. Taking down assignments;
i. Handing in and returning homework, class work, projects, and tests;
j. Scheduling and monitoring routine classroom procedures smoothly and with the least disruption as possible:
i. Greeting students as they enter the classroom to identify possible problems that require interventions;
ii. “Before – Class – Starts Activities to facilitate transition
iii. Facilitating transitions (e.g., taking attendance, tardiness, leaving the room, etc.)
iv. Bulletin boards,
v. Grades, make-up work, home work collection and distribution)
k. Rewarding students for a variety of reasons &/or to engaging them in the overall process, the TA can will assist in assigning students to daily classroom tasks he/she enjoys, such as collecting homework, book inventory, operating audio-visual equipment, serving as classroom reporter, area monitor, supply manager, or bus ticket monitor, providing community service within the building (helping librarians clean and shelve books), and engaging in peer tutoring;
Utilizing IEPs to Guide the Integration of Teacher Aides into Lesson Plans
Even if we agreed upon the format of the lesson plan, the teacher would have to search the following IEP sections to help guide them in determining the specific responsibilities of assigned aides (capacity, program, or IEP aides):
1. PLEP statement – other needs
2. Goals and objectives
3. Supplementary aids and services
4. Related services
5. Behavioral Intervention Plans
6. Test accommodations
7. Supports for school personnel
8. Statement of special education and related services, where the teacher aide’s assigned schedule should be delineated.
Consequently, the NPS has a new form to request an IEP aide. This form delineates the rationale for the teacher aide and all his/her responsibilities. When this form is filled out a copy is given to the teacher and the assigned aide, which should minimize his/her respective IEP searches for designated responsibilities.
Lesson plans for assigned teacher aides to help address behavioral problems
IEPs frequently include a teacher aide to prevent and/or address challenging student behavior. Based on the IEP requirements, Teacher Aides can be utilized in an array of activities, such as the following, for an individual and/or group of students:
1. Help student(s) identify the:
a. Factors, including events and/or feelings that may contribute to inappropriate behaviors (utilizing ABC Form – see page xx);
b. Rule or procedure that the inappropriate behaviors violate and the consequences
c. Off-task or otherwise inappropriate behavior, chart this behavior, indicating the frequency, duration, time of day, period or circumstances under which the behavior is most likely to occur, and interventions that are most and least successful in avoiding or minimizing his inappropriate behavior vs. those interventions that escalate the behavior;
d. Factors that support his/her ability to behave appropriately in the classroom (utilizing ABC Form) and how they can be utilized to prevent and address behavioral problems;
e. Goals, including alternative behaviors and reinforcements for achieving goals;
2. Once the causes of misbehaviors are hypothesized, either in the IEP, or with the above activities, a teacher aide can also perform the following activities to prevent and/or address behavioral problems:
a. Give attention, verbal cues, or non-verbal cue (e.g., thumbs up) for desired behavior;
b. Provide opportunities for student movement throughout the day;
c. Help to restructure student’s activity patterns to avoid settings and situations, which lead to acting out behavior;
d. Use proximity as a tool, move close to the child before she becomes agitated;
e. Gently touch the child to help her stay on task unless otherwise specified in the IEP;
f. Give direct verbal cue, quietly explain what is expected;
g. Offer a choice when possible;
h. Move the child into a different or smaller group &/or work with student individually when possible problems could occur;
Student Observation and Monitoring Forms that teachers can utilize when assigning responsibilities to teacher aides
A teacher’s aide can be indispensable in observing and monitoring challenging &/or maladaptive student behaviors, if they are provided with the correct tools. In this section of the “Resource Guide” we provide a few observation and recording forms that can be modified to meet the specific needs of the teacher, aide, and students.
Challenging Behavior – Monitoring frequency and identifying possible causes –
Student’s Name: Date:
ANTECEDENTS = A
CHALLENGING BEHAVIOR = B
CONSEQUENCES = C
Interval
Subject
Task
Challenging Behavior(s)
Gain
Avoid
Key – Based on the problem, a key should be set up identifying shortcut notes for each of the above categories.
The above observations can provide the teacher with baseline data on the frequency of the challenging behavior (Behavior = B), what seems to precipitate it (antecedents = A), and what the student may be seeking (consequences = C) by engaging in these challenging behaviors. The teacher and aide will then be in a better position to develop and monitor interventions that address these challenging behaviors utilizing &/or modifying the traditional “ABC” perspective of behavior.
Off task behavior – Limits engaged academic learning and frequently disrupts the teaching & learning process. The previous observation and recording form could help, may be modified, with the following considerations, or different forms may be more appropriate:
How do we Measure Off-task & On-task Behavior(s)?
On task behavior would indicate that the student is doing what he/she is doing what was assigned (e.g. seat work, paying attention to lesson, participating in class discussion, participating in group project, etc.) On the other hand, off-task behavior can be divided into three broad categories and you may want to include the descriptions as a “key” in the observation form:
1. Off-task motor (OTM) – Instead of working on assigned task, the student is out of seat, constant and noticeable fidgeting, playing with objects (e.g. pencil, toys, etc.) and/or other children, making inappropriate gestures, acting silly, hitting, biting, or throwing things, fighting with others, etc.
2. Off-task verbal (OTV) – Instead of working on assigned task, the student is calling out, talking to someone when prohibited, making noises, etc. and
3. Off-task passive (OTP) – Instead of working on assigned task, the student is looking around, daydreaming, looking out window, coming to class late, delaying starting assigned task, etc.
We could have the aide record the occurrence of the on-task and off-task behavior at predetermined units of time. For example, based on the above definitions, the aide could record a student’s off-task behavior for thirty 10-second intervals equally spread out over five major subjects &/or types of assigned tasks. On a very simplistic level, forms like the following, could be utilized daily by the teacher aide before intervention(s) to establish baseline data and during/after the intervention(s) to determine the intervention(s) effect(s):
Off-Task Behaviors – (2 minute observations)
Student’s Name –
Date –
Subject/Task
Beginning Time
Ending Time
On Task Behavior
Off Task Behavior
OTM – Off task motor OTV – Off task verbal OTP – Off task passive
The teacher and aide can utilize the data collected to arrive at baseline data and the possible impact of interventions by simply counting the numbers of on task and off task behaviors, or comparing them, to arrive at rates of on and off task behaviors.
Daily Summary
The teacher aide can also summarize the daily incidents of targeted behavior for individual and/or groups of students, utilizing a form like the following. The teacher &/or the teacher aide could review this form daily with the student, providing appropriate feedback on the student’s effort &/or progress.
CHART TO MONITOR DAILY AGGRESSIVE BEHAVIOR(S)
Challenging Behavior(s)
# of Incidents in A.M.
# of Incidents in P.M.
Aggressive physical (AP)
Aggressive verbal (AV)
Class work/homework/grades
By providing the teacher aide with a form like the one below, they can assist in monitoring and providing meaningful feedback on students’ performance in an array of academic areas:
Student Work Progress
Student’s Name:
Teacher Aide’s Name:
Date:
Time:
Subject:
Period:
Completed
Incomplete- Attempted but couldn’t do
Incomplete-
Attempted but couldn’t complete
Incomplete-
Asked for help but couldn’t complete
Incomplete-
Didn’t attempt or hand in
Grade
Class work
Homework
Tests &/or quizzes
Summarizing and Providing Feedback on Observed Student Behavior
The data on observation and monitoring forms, like those cited above, could be summarized at regularly scheduled intervals (e.g., weekly, biweekly, etc.) by the teacher &/or the teacher aide to record progress and provide feedback to student and parents. This progress report can be reinforcing alone but it can also be used to provide contingent reinforcement to the student.
WEEKLY POINT TOTAL FOR TARGETED BEHAVIOR(S)
Monday
Tuesday
Wednesday
Thursday
Friday
POINTS
Rating Scale: related to baseline data, such as average # of targeted incidents or intervention goals –
4 = Great
3 = Average Progress
2 = Minimal Progress
1 = No real progress or getting worse
The above chart(s), with a note like the following can be sent home regularly by the teacher and the aide to keep parent(s) informed of the student’s progress:
Parental Notice of Student’s Progress in (FILL IN)
Date:
Dear: (parent’s name)
Your child had a good week, as the included sheet indicates. The goal(s) for the targeted behavior(s) was met. It would be appropriate for you to do something special for your child to reinforce this good work.
Sincerely,
Classroom teacher:
Teacher aide:
Parental involvement and support for improved student behavior can be facilitated with ongoing communication, using regular notes like the above that can be modified to meet individual student’s and teacher’s needs.
26
WORKING TOGETHER: TEACHER-PARAEDUCATOR
COLLABORATION
Effective collaboration between teachers and paraeducators can help all students
successfully access the general education curriculum. Working together, teachers and
paraeducators can implement research-based strategies and individualize curriculum to
improve results for all students. The purpose of this brief is to promote collaboration
between teachers and paraeducators by identifying the elements of collaboration,
delineating classroom roles, and providing a tool to improve efficiency and communication
in the classroom.
EFFECTIVE COLLABORATION
Effective teacher-paraeducator collaboration requires communication and shared
classroom expectations. Below are several important elements of collaboration that teams
should consider:
Define roles – Ensure that each team member’s role in the classroom is clear to
everyone, including the students. Clearly define and articulate the paraeducator’s role
in supporting instruction and behavior management. When deciding what the
paraeducator’s role will be, teachers should balance their own work style preferences
with those of the paraeducator. Teachers should also take into consideration specific
skills with which paraeducators feel comfortable (French, 2002).
Develop a schedule – Ensure that both team members have a schedule of all of the
activities that will occur during a class period or day. The paraeducator should know
his or her role in and the teacher’s expectations of those activities (Table 1).
Know instructional methods – Make sure that both the teacher and paraeducator
have a clear understanding of the instructional methods being used. If the
paraeducator is expected to provide support in a specific way, the teacher should
ensure that the paraeducator is familiar with the method required and is comfortable in
its use. Paraeducators may need professional development to effectively carry out
their roles. Teachers should be aware of training that paraeducators need and provide
them with information about necessary skills and resources (French, 2002).
Be aware of student characteristics – Ensure that both team members are aware of
the academic and social needs of the students with whom they work. If students have
IEP goals, paraeducators should have access to these goals. Teachers and
paraeducators should communicate about student needs on a regular basis,
particularly as students progress toward goals and needs change. Paraeducators also
must know the confidentiality laws that apply to students with disabilities (French,
2002).
Share Classroom Experiences – Ensure that teachers and paraeducators regularly
and consistently share with one another observations and experiences they have had
with students during the day or class period.
Share Responsibility for Students – Make sure that both team members are
working with all students equally. No students should spend a majority of their time
working with only the paraeducator (Giangreco, 2003).
Teachers and paraeducators should set a time to meet on a regular basis (Carroll,
2001). This time can be used to discuss students and classroom activities. Meeting
regularly also provides paraeducators with an opportunity to ask questions, state concerns,
and clarify issues. If one paraeducator is assigned to several teachers, it is beneficial to
meet as a group, particularly if all teachers serve the same students.
CLASSROOM ROLES
A clear understanding of each team member’s role, coupled with ongoing
communication, is vital to effective collaboration. The following chart provides guidance on
each team member’s role and the areas of communication involved.
Table 1: Roles and Responsibilities
Teacher Role Paraeducator Role Areas of
Communication
Instruction Plan all instruction,
including small group
activities1
Provide instruction in
whole-class settings.
Work with small groups
of students on specific
tasks, including review
or re-teaching of
content
Work with one student
at a time to provide
intensive instruction or
remediation on a
concept or skill
Teachers provide
specific content and
guidance about
curriculum, students,
and instructional
materials
Paraeducators note
student progress and
give feedback to
teachers
Curriculum &
Lesson Plan
Development
Develop all lesson
plans and instructional
materials1
Ensure alignment with
standards, student
needs, and IEPs
Provide assistance in
development of
classroom activities,
retrieval of materials,
and coordination of
activities
Mutual review of lesson
plan components prior
to class
Teachers provide
guidance about specific
instructional methods
Classroom
Management
Develop and guide
class-wide
management plans for
behavior and classroom
structures
Develop and monitor
individual behavior
management plans
Assist with the
implementation of
class-wide and
individual behavior
management plans
Monitor hallways, study
hall, & other activities
outside normal class
Teachers provide
guidance about specific
behavior management
strategies & student
characteristics
Paraeducators note
student progress &
activities and give
feedback to teachers
1 Pickett (1999)
6/23/2005 Page 2
6/23/2005 Page 3
Teacher Role Paraeducator Role Areas of
Communication
Accommodations &
Modifications
Determine (with IEP
team) proper
accommodations for
students with
disabilities
Incorporate
accommodations into
all lesson plans
Develop modified
materials
Guided by teacher and
IEP, provide
appropriate
accommodations to
material (enlarged print,
taking notes, reading
material aloud)
Teachers guide
paraeducators in the
use of specific
adaptations and ensure
that paraeducators are
aware of IEP goals and
adaptations
Paraeducators provide
feedback about student
progress and success of
adaptations
Assessment Determine, create, and
administer appropriate
formal and informal
assessments
Determine
modifications and
accommodations to be
used for formal
assessments
Use assessment results
to inform future
planning and curriculum
development
Assist in the
administration of
assessments
Implement
accommodations for
assessment
Collect anecdotal
student information on
a regular basis
Teacher provides
guidance about the
content and
implementation of all
assessments
Paraeducator provides
feedback about student
progress
Mutual conversations
about anecdotal
information and informal
student data collection
TEACHER-PARAEDUCATOR PLANNING TOOL
The table on the following page presents a time management tool, which provides a
quick and easy way for teacher-paraeducator teams to collaborate in the classroom. The
first column of the tool organizes the day by class period. The second column further
breaks down the day into specific times or events during each class period. The next five
columns are the five days of the week including lines delineating the class period and a
specific time during that period. The task key at the bottom provides teachers with an
efficient way to assign a specific task during a time or event to a student or group of
students by simply entering in the task number and the name(s) of the student(s). Teachers
and paraeducators can modify the list of tasks each week.
Following the sample tool is a blank tool which can be easily printed out or copied to
another document for use in the classroom. Teams may want to consider printing out the
tool, laminating it, and implementing it with an erasable pen so it can be easily modified and
re-used each week. Further, rows and columns can be easily adapted and customized to
meet the specific needs of teacher-paraeducator teams.
6/23/2005 Page 4
Table 2: Sample Teacher-Paraeducator Planning Tool
Teacher: John Doe Class: History Paraeducator: Mary Smith Week: February 8-11, 2005
Assigned Student(s) & Task Time
Monday Tuesday Wednesday Thursday Friday
Prior to 8 am class All – 4, 3 All – 4 (group work) All –
4
8-8:15
(group work) J. Doe,
B. Roy , J. Port & C.
John – 1
(ind. work) D. Close
– 6,
R. Clark, J. Doe, P.
Brown – 5
8:15-8:30 (pair work) J. Porter
& C. John – 1
(lecture) C. John – 2 (ind. work) C. John
– 7
8:30-8:45 (ind. work)All – 5 (lecture) C. John – 2 (ind. work) All – 5
P
er
io
d
1/
H
is
to
ry
2
00
8:45-9 P. Rich & M. Barnes
–
6
All – 5 A. Smith, D. Jones,
& L. Lee – 6
7:55 – 8 am
All – 4, 3
8-8:30
(group work) D.
Clort – 1
8:30-45
(lecture) C. James –
2
P
er
io
d
4/
H
is
to
ry
1
8:45-9
(ind. work) All – 5
P
er
io
d
6
Task Key
1 – Work with student(s) to re-teach longitude/
latitude, use text p.54-55
2 – During lecture, provide note-taking support for
student
3 – Enlarge print on longitude/latitude
worksheet – make 5 copies
4 – Positive reinforcements (stamp
notebooks) for students entering and
beginning warmup
5 – Monitor student(s) – provide help/answer
questions as needed
6 – Supervise student work on Excel
spreadsheet project
7 – Sit with student, assist on ind. work
6/23/2005 Page 5
Teacher: Class: Paraeducator: Week:
Assigned Student(s) & Task Time
Monday Tuesday Wednesday Thursday Friday
Task Key
1 – _________________________________
2 – _________________________________
3 – _________________________________
4 – _________________________________
5 – _________________________________
6 – _________________________________
7 – _________________________________
8 – _________________________________
9 – ________________________________
10 – ________________________________
11 – ________________________________
12 – ________________________________
Resources
Gerlach, K. (2001). Let’s Team Up! A Checklist for Paraeducators, Teachers, and
Principals. Washington, D.C.: National Education Association.
Northeast Regional Resource Center (www.wested.org/nerrc/paraprofessionals.htm)
National Resource Center for Paraprofessionals (www.nrcpara.org)
The Para Center at the University of Colorado at Denver (www.paracenter.org)
Email: info@paracenter.org Phone: 303.556.6464
Paraeducator Support (http://www.uvm.edu/%7Ecdci/parasupport/) and Paraeducator
Training at the University of Vermont (http://www.uvm.edu/%7Ecdci/paraprep/) are
companion projects designed to develop, implement and evaluate a model for effective
use of paraeducators and improvement of training through model preservice and
inservice programs.
A Resource Guide for Integrating Teacher Aides into Lesson Plans
(http://www.spannj.org/information/teacheraideslessons-ResourceGuide )
developed by Newark Public Schools provides a detailed overview of the requirements
of NCLB, integrated lesson plans, behavior management plans, and collaboration tips.
References
Caroll, D. (2001). Considering paraeducator training, roles, and responsibilities.
Teaching Exceptional Children, 34(2), 60-64.
French, N. (2003). Managing paraeducators in your school. Thousand Oaks, CA:
Corwin Press.
French, N.K. (2002). Maximize paraprofessional services for students with learning
disabilities. Intervention in School and Clinic, 38(1), 50-55.
Giangreco, M. F. (2001). A guide to schoolwide planning for paraeducator supports.
Center on Disability and Community Inclusion: University of Vermont. Retrieved Feb.
7, 2005 from http://www.uvm.edu/~cdci/parasupport/downloa ds/guide .
Giangreco, M.F. (2003). Working with paraprofessionals. Educational Leadership,
61(2), 50-53.
Montana Office of Public Instruction. (2004). Paraprofessional orientation guide.
Retrieved Feb 14, 2005 from
http://www.opi.state.mt.us/PDF/CSPD/ParaOrientMan .
National Joint Committee on Learning Disabilities. (1999). Learning disabilities: Use of
paraprofessionals. Asha 41. Retrieved 2/7/05 from http://www.ldonline.org/njcld/
paraprof298.html.
6/23/2005 Page 6
Pickett, A.L. (1999). Strengthening and Supporting Teacher/Provider-Paraeducator
Teams: Guidelines for Paraeducator Roles, Supervision, and Preparation.
6/23/2005 Page 7
PLANNING FOR THE PARAEDUCATOR
How is planning for a paraeducator different than planning for yourself and from co-planning with a peer?
Planning for a paraeducator is different than planning to co-teach or planning to work with another teacher because the paraeducator’s role is different than yours. Paraeducators are not legitimately allowed to make decisions about the curriculum or instruction that students receive. While you may be able to use shorthand in your plan book or on a planning form to remind yourself of what you intend to do, a paraeducator cannot be expected to read your mind and is left stranded without written plans.
Why is planning for paraeducators important?
Dynamic instruction is founded on good planning and good planning is founded on assessment information. While most teachers have stopped using the planning forms their education professors gave them, effective teachers are absolutely clear about the purposes of their lessons and they create classroom experiences that target those purposes. They decide ahead of time what activities they’ll engage students in, how they’ll provide directions to students, and what materials they’ll need at their fingertips. They know what homework will be assigned and they know beforehand how they’ll prepare students to engage with the concepts.
When experienced school professionals fail to plan, they may be able to wing it or make it through a class or two without disastrous results. However, when no one plans for the instruction delivered by paraeducators, it means that paraeducators, who are unprepared to plan lessons, are on their own to design the instruction. It is legally and ethically unacceptable for a paraeducator to work with students who have complex learning needs, or with social, emotional, or health issues, with no written plan provided by a supervisor. Yet, it is commonly done.
Paraeducators, unfortunately, are frequently allowed to make decisions that should be rightfully made by fully qualified professionals. Interviews with paraeducators have revealed intuitive or “home grown” attitudes about their roles in supporting students, in the absence of written plans. Some paraeducators believe it is their job to keep students with disabilities from “bothering the classroom teacher.” They believe that they are responsible for all aspects of a child’s education, that they have to create all adaptations for the child, and that they are responsible totally for the child. And, sadly, they have been allowed to deliver services with little guidance.
Paraeducators who are placed in such positions realize that they are poorly equipped to do the job. Some paraeducators have reported that, “I make my own plans.” Others reported, “No one plans, I just follow along trying to do what I’m supposed to,” and still others reported that they “write lesson plans for the reading group.” Paraeducators in many locations have reported that they held full responsibility for students, including planning lessons and activities, creating curricular and instructional adaptations and modifications even though state policies do not advocate such responsibilities for paraeducators.
When teachers were asked if they planned for paraeducators, they often admitted that they did not. Some teachers justified their lack of planning for paraeducators, “I don’t need to plan – she just knows what to do.” Some said, “She doesn’t need a written plan, I just tell her what to do on the ‘fly’ (French, 1998).” While these responses may reflect the current state of affairs, none of them exemplify a legal or ethical position.
Should we expect something different from paraeducators than we expect from teachers? In a word, yes. Paraeducators are not teachers. They are valuable school employees who hold a legitimate role in the teaching process, but they work in a different capacity than teachers. For example, paraeducators assist teachers of students who are learning English but they do not have the skills to conduct language assessments or to plan lessons that focus on language acquisition.
We expect nurses and doctors to have different roles. We recognize that a nurse may give the injection to a patient, but we understand that the doctor prescribed it. Nurses do not prescribe medications or courses or treatment-they deliver them. They provide daily care to patients; ensure the delivery of prescribed medications and treatments, and record data so that the doctor can make informed decisions about further treatment. Similarly, we do not want paraeducators prescribing instructional sequences, units, lessons, or adaptations. We do want paraeducators delivering instruction and interventions, carrying out the curricular adaptation plans made by the professional.
Designing instructional environments and making decisions about the goals, objectives, activities, and evaluations of instructional episodes are tasks that are well outside the paraeducator’s scope of responsibility. We should not let it slide when a paraeducator, who works on an hourly basis, with little preparation, and no professional credential, is allowed to plan or, worse, is forced into planning for students because the professional has neglected to do so. Paraeducators should not be asked to do the teacher’s job. There is an important instructional role for paraeducators, but that does not include usurping the teacher’s role.
What factors should I consider in planning for paraeducators?
First, let’s consider what it is that a special educator plans. Those who work in self-contained classes plan like any other teacher for all the curricular and instructional needs of their students. There is little else to say about that situation.
On the other hand, special education teachers who work in inclusion programs have to plan differently. Their plans are not so much about the curricular standards (because general education teachers plan the class lessons). They are about the adaptations to general education curriculum and instruction that are driven by the IEP and are necessary to the success of students in general education classes.
Because the tasks that paraeducators perform vary substantially in complexity and risk, the type and level of planning also varies. Consider the following factors.
Paraeducator Experience, Skill, and Training.
If a paraeducator has performed the same type of instructional activity, student supervision assignment, clerical task, behavior management technique, data collection, or health service in the past, and has performed satisfactorily, then plans may be very brief. A sentence or phrase added to the schedule would suffice. On the other hand, if a paraeducator is new to the position, has received only a brief training, or doesn’t have the skills, the plan must be more detailed, specifying outcomes, actions, materials, cautions, and levels of authority.
Complexity of the Task
Obviously, clerical work requires minimal planning and direction, but instructional work requires more. The more complex the instruction, or the intervention, the more important it is to give specific directions in the plan for data recording and instructional techniques. For example, a paraeducator should be given specific directions regarding the amount of student success or failure to tolerate. A paraeducator may be directed to allow a student to fail at a task and then redirect his or her efforts or, alternatively, to give enough prompts and cues so that student performance is errorless.
Behavior issues are also complex. A paraeducator working with students who have significant behavior or social issues needs more guidance about appropriate ways to interact with the students, appropriate limits to set, and types of behavior to tolerate or ignore, as well as the behaviors that require interruption, redirection, or reinforcement.
Risk
Two circumstances that increase risk are structure and distance. Structure refers to the circumstances of the situation. Where there are walls and doors, where the activities are performed uniformly with other students, where there is little movement or few choices, there tends to be less risk. Within a school, physical education classes pose greater risks for students than English classes.
Distance is the physical separation between the paraeducator and the person responsible for the outcomes of instruction. Where the paraeducator performs his or her work matters. The distance of the paraeducator from the supervising professional is one factor that contributes to risk. The greater the distance, the greater the risk. Greater risk requires more specific guidance.
For example, Ruby works one-to-one with an elementary school student with autism in the general classroom, hallways, lunchroom, and playground-all at some distance from the special education teacher. Ruby needs full information about the student’s health, academic needs, appropriate adaptations, and appropriate instructional techniques, as well as specific directions on how to cue the student to engage in activities. The plan should tell Ruby how much or little verbalization to use and how to work around the student’s sensitivities to touch and other sensory inputs.
Another example is of a secondary special education program where students go into the community for life-skills experiences, vocational exploration, or work experience. The paraeducator is working in a high-risk situation, away from the teacher, and in a low-structure situation. Such a paraeducator should have a list of precautions and emergency procedures, as well as specific goals and directions for the instructional sequences that take place in the community setting.
What do plans for paraeducators contain?
Components of Plans
1. Purpose of task, lesson or adaptation
2. Long term student goals, short term objectives
3. Specific student needs & strengths
4. Materials & Research
5. Sequence of actions, use of cues or prompts, permissible adaptations
6. Data structure for documenting student performance
Good plans are brief, easy to read at a glance, and relatively easy to write. They also contain six key components.
Components of Plans
A good plan specifies how to do the task, the purposes of the task or lesson, the specific student needs to be addressed or strengths on which to capitalize, the materials to use, and the type of data needed to determine whether the student achievement is satisfactory, moving in the right direction, or unsatisfactory.
It is also important for the paraeducator to understand how the task fits into the broader goals and outcomes for the student. For example, James, a student with severe and multiple disabilities, has been learning to raise and lower his left arm. If Lu, the paraeducator who works with him, understands that James is preparing for a communication device that depends on this skill, she will be sure that he practices many times a day and that he practices correctly. So, the plan may tell Lu that the goal is for James to raise and lower his left arm deliberately. It should also tell her that the long-range goal is that he will be able to use a button or switch that controls an assistive speaking device. The plan also needs to have a place to document the number of opportunities he had to practice the skill, the amount of cueing or prompting he required to perform the skill, and the number of times he successfully performed the skill, with or without cueing or prompting.
How can I plan for paraeducators efficiently?
Communicating About Plans
When you plan for yourself, communicating with another person isn’t an issue. But, when you plan for paraeducators, lack of clarity can cause unexpected problems. Try to look at the plan from the paraeducator’s point of view. Unless the plan is communicated in a format that she understands, she may not be able to use it.
Good planning formats are easy to use and user-friendly. If the planning form or format is handy, simple, and includes all key components, you will improve your communication and minimize the amount of time you spend doing it. How can you be sure the paraeducator knows how to carry out the plan? You may also need to check for understanding about the plan. Asking the paraeducator if he or she has any questions is one way to open the opportunity for clarification.
Planning Forms and Formats
Plans do not necessarily adhere to a predetermined format. Many teachers use their creative talents to design forms and formats that respond to the unique characteristics of their own situation. Professionals have sufficient latitude to create a planning form or format that pleases them and addresses the combined needs of the team. What is contained in the written plan, the amount of detail, and the specificity of directions are all negotiable.
Although a paper-based planning form isn’t necessary and plans certainly may be written on any type of surface (chalkboards, dry-mark boards) or electronic platform (hand-held electronic planner, centrally located computer), school professionals tend to rely on paper.
Using blank paper means that the plan-writer will have to write certain pieces of information or structural aspects of the plan over and over again. Forms eliminate the duplication of effort and streamline the planning process. Paper-based planning forms, like other planning formats, must also meet the dual tests of ease-of-use and user-friendliness.
Click the links below to view various examples of planning forms that can be downloaded for your own adaptation. (Hold down the Ctrl key and click the link)
·
Example Student Daily Communication Sheet and IEP Goals
·
Example Communication Sheet: Academic and Physical Activities
·
Example Pull-Out Activity Plan
·
Example Lesson Plan for Application of Modifications and Adaptations
·
Example Small Group Vocabulary Procedures
Ease of Use
Ease-of-use means that the plan form or format should be readily available and comprehensive enough to cover all the key components, yet simple enough that the professional can use it consistently. The professional is the best judge of ease-of-use. For example, a template created and kept on a word processor may be readily available for a professional who has a computer on his or her desk. Multiple copies of a printed form kept in a desktop folder may be easier for another teacher who prefers the pen to the keyboard.
Length of the form is also important. Too many components make it difficult to know what to write and too tedious to write it in each space. Including too few components may result in the transmission of too little information or of information that is too general to be useful.
User-Friendly
User-friendliness refers to the visual appeal of the form and its familiarity. User-friendliness is best judged by the paraeducator. Visual appeal often means that there is a lot of white space or graphics on the page and that the length is sufficient but not overwhelming. A paraeducator faced with a two- to three-page plan will be less likely to read the plan carefully than she would given a single page, neatly written or typed. The use of common terminology and a reading level that is consistent with the knowledge and literacy level of the paraeducator are also important factors in user-friendliness.
What is the role of the paraeducator in adapting curriculum and instruction?
The paraeducator holds the ethical responsibility to follow written plans and oral directions provided by any or all school professionals assigned to the student with disabilities. The written plans need not be complex, but must be developed by the professionals who participated in assessment of the student and in the IEP planning, and who hold responsibility for that student’s IEP goals and objectives. A list of goals and the related adaptations covering the range of classroom instructional situations meets the legal requirements if it is shared with the paraeducator as well as general education teachers.
Adapted from the University of Kansas
http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/index.php
