There are some things we have control over and other things we don't. 

One thing we have control over is how much we show our appreciation for paraprofessionals.  They play a valuable role in many students' education. Think of a way to say thank you to  paraprofessionals.

Unfortunately, many school districts have started school with numerous vacancies for paraprofessional positions. Is that happening in your school district?  

It's a serious concern that your child might not be getting the support that is written in their IEP because there is no staff in place. Possible resolutions to this will have to wait for another newsletter.
 

Every one is home from after school activities. Dinner is done and your kids are settled into their evening routines.  You get a chance to sit down and look through your child's backpack to find a variety of notes, school work, a half-eaten sandwiches and goldfish crumbs.

One of the first notes you always read is from the paraprofessional with a summary of the day.  There are some checks for times of the day when things went well and then you see that familiar handwriting and a long narrative (including more on the back of the paper) about all the things your child did "wrong".

When this happens day after day it can be easy to be angry at the messenger (the para).

Instead, if we can stop for a moment and reflect on how much training has the para had on reporting what happened in the day, how much training and coaching has the para had on being proactive to prevent challenging behaviors?

Paras do well when they can and when they have training and on-going coaching.

You can watch the replay of our live show, Working With Paraprofessionals, by clicking on this magic link, or on the video below. 

Please be diplomatic when requesting training for staff. Share a time when you weren't sure of how to do something with your child and you needed help to learn what to do.

There are no judgments about a need for training. We all have areas where we need to learn more.

Not only does IDEA mention support for staff,  under the Every Child Succeeds Act  (formerly known as Leave No Child Behind) paraprofessionals and "other appropriate school personnel" can access funds for professional development.

TIP: Be specific when writing the description of the training in the IEP – Who will conduct the training, when will it occur, what materials will be used, who will provide on-going coaching, how often will the on-going coaching occur, who will attend the training.

TIP: Request to attend the trainings.  I believe it is important for parents to attend the trainings with staff. When that's not possible the training can be recorded and shared with families. We all wanting to be working on the same page.

Another aspect of supporting paraprofessionals is providing them meaningful feedback, ongoing coaching, and specific instructions so they know their role and responsibilities.

Throughout my 15 years of being a special educator I worked with several excellent paraeducators. I never had any training for being a supervisor, even though that was an unspoken expectation.

I didn't know the answer to this question and decided I needed to dig into Idaho's Education Code.  Here's some of what I found by doing a search, Idaho state law on supervising paraprofessionals.  Try doing a search for your state's law on supervising paraprofessionals.  It just might be eye-opening.

In the Idaho Education Code paraprofessionals must work under the direct supervision of a properly certificated staff member for the areas they are providing support.

Then my advocate brain says, how is direct supervision defined in Idaho?  

 Ahh, there is a reference to a state Paraprofessional Handbook. In the handbook it states that all paraprofessionals, assistants, and aides must have a supervision plan developed by a certificated or licensed professional.

Hmm, looking through my advocate lens...there might be some times when a parent may want to ask for a copy of the supervision plan used for any paraprofessionals supporting their child.

Here's what else I discovered: Paraprofessionals are to provide instruction based on provided lesson plans.  
 

You can learn what is in your state law about how supervision of paraprofessionals is defined, what type of responsibilities they can have, and what the teachers are required to provide paras before they start working with a student.

Know there may be occasions when a parent needs to ask for a copy of the lesson plans provided to the paraprofessionals that work with their child.  This could help you when working with your child at home.

Share what you've learned with the teachers, administrators and other families. Many paraprofessionals would love to be paid to have training, would cry tears of joy if they had more specific responsibilities spelled out, and be ever so grateful to be valued for their expertise.

Some lessons l re-learned this past week:

* show gratitude to all the people working in our schools and district

* paras, like other staff deserve raises

* paras need to be paid to be back at school when teachers are so they can begin collaborating with the team

*paras need to be paid to attend professional development days

*paras need to attend IEP meetings and be paid if the meetings are before or after their contracted time

* Stephen Hinkle always teaches me more.  Click here to see the 15 suggestions Stephen had about working with paras.

* I'm sure Dr. Ross Greene would agree with these statements, Paras Do Well When They Can.  Teachers Do Well When They Can.  Parents We Do Well When We Can. and we know Kids Do Well When They Can.

Here's to a year of gratitude and support for each person on your child's team, remember, this includes you and your child!

Charmaine