Kohan Paraprofessional Management Plan
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American College of Education *
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Course
3300
Subject
Arts Humanities
Date
Dec 6, 2023
Type
docx
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16
Uploaded by DoctorAnteater2614
Paraprofessional Handbook
Jessyca Kohan
Professor Sharon Romaglia
SPC 3300-060
April 16
th
, 2020
Table of Contents
Teaching Philosophy
………………………………………………………………………… 3
Classroom Management Policy
………………………………………………………… 5
Role & Responsibility of the Paraprofessional
…………………………………. 10
Paraprofessional Orientation Agenda
………………………………………….….. 13
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Teaching Philosophy
The main purpose of education is to expand the minds of students and prepare them for
what is to come in the future. As soon as a child is first put into a school, typically daycare or preschool, teachers begin to introduce the basic foundations. These foundations begin with learning their name, to colors and shapes, and then finally to letters and numbers. As children get older and move on in their education, they always will refer back to the fundamentals and continue to use them and learn more. These fundamentals can be built upon by learning the letters to applying that knowledge to writing well thought out papers for secondary and post-
secondary education. No matter what is taught in the classroom, it is always branched off of a lesson from the past. It goes beyond what students learn in the classroom in the initial years of life. They learn something new constantly and it all comes back to the beginning. Their education is never ending. Opportunities always come about for those who are constantly learning. To be a learner it does not matter how old or where one may be. If one is willing to learn; it will be recognized. We learn from our environment, past experiences that are positive and negative, and from those who we interact with. Learning is not all about the state standards and curriculum, but in day-to-day life as well. A teacher is the one who provides his/her students with the necessary tools to continue their knowledge and guide them to think critically in all situations. A paraprofessional is one who is just as important and valuable to any and all students to help guide students to continue their knowledge.
Education is part of everyone’s life and it is crucial for the future. The more one person knows, the better off they will be. Knowledge is power. Knowledge is what creates 3
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opportunities. Everyone’s knowledge and educational beginnings always refers back to the fundamentals which is what creates that full circle. The fundamentals are taught by student’s teachers from the very beginning. An accomplished teacher is one who makes an impact on his/her students and builds the desire to learn more in every way possible. One little gesture or lesson impacts a child more than many may know. Teachers are the ones who begin to shape children to whom they are going to be. The importance of preparing students to be lifelong learners is to provide people with opportunities during their adult life. If one is willing to take in
more information, it will benefit them in the long run. The more one may know puts themselves at an advantage over others. Lifelong learning incorporates the works of lifetime goals. Self-advocating for oneself is another lifelong experience. The more one learns and wants
to learn, they will constantly practice and learn how to self-advocate to continue to be lifelong learners. When one person sets their mind to be or do something, they learn the ways and material to accomplish that goal. Therefore, their everyday life is spent or incorporates the material known and learned to ultimately get to their end goal.
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Classroom Management Policy
When creating class rules, it is important for the students to be a part of that process. Involving the class allows and helps them take ownership of the rules and therefore encourages them to follow them. Creating the classroom rules will be the first thing done on the first day of school. It is important to set class rules right away so everyone knows how to behave, make sure everyone is comfortable, and to make sure everyone is being safe. I will have my students meet at the rug in the back and explain the importance of having class rules and why I feel it is important that the class is in agreement with the rules. The class will have a discussion on what rules they feel is best and then in the end compromise with a top five. Those top five will be written down on anchor chart paper and will be posted in the front of the room. I will then explain that the rules will be posted in the front as a reminder of what the class agreed on. In addition, before hanging the rules up, I will have all students sign the paper making it their class contract. If throughout the day any student is going against the rules, I will mention that all students have agreed to these rules and therefore they need to be followed or I will highlight a student who is following the rules to nudge other students to follow that one students’ action. Below are class rules that have been created and posted.
Miss. Kohan’s General Classroom Rules 1) Treat everyone with respect
2) Raise our hands when wanting to speak
3) Be kind and respectful to one another
4) Always try your best
5) No talking when others are speaking
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Classroom Procedures
Having classroom procedures are an important element to every class. These procedures
are the ins and outs of the classroom to ensure all students do what they are supposed to do. These procedures can also be seen as the daily routine. The top five procedures are:
1)
Check the board at the beginning/end of the day to see what students need to accomplish
Upon student arrival, as they unpack, they should take a look at the board
to see what they need to accomplish to start the day. For example, it may say please hand in your homework in the inbox for the teacher, complete the morning exercise, then quietly read a book when completed. At the end of the day, students should do the same and see what they need to accomplish before they leave. This may look like: write down your homework, make sure you clean off your desk, grab your lunchbox (if needed), and quietly pack up 2)
Homework should be placed in the teachers “in box”
Homework is assigned every night besides Friday’s. Therefore, as indicated on the board in the morning, all students should place all homework, completed or not, in the teacher’s “in box”. This makes it easier for the teacher to find and check. The in box will be placed on a shelf/table next to the teacher. 3)
Put up one finger if one needs to use the restroom as well as sign out and take bathroom pass and put up two fingers if the student needs to get a drink
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If a student needs to use the bathroom or get a drink they should use the indicated signs. These signs allow for little disruption as possible. The idea
of the signs is mainly to lessen disruption during lessons. The teacher will see the student raising the sign in the air and the teacher will nod yes or no if the student will be allowed to leave the classroom.
4)
Raise hand if student needs the teacher/has a question
If the student has a question during a lesson, they are expected to raise their hand as per the class rules. No calling out will be tolerated. Raising the hand will also allow the teacher to focus in on that student. Unless there is an emergency, all questions and/or concerns will be answered. The teacher will not engage in a student who is disruptive by calling out and goes against the rules.
5)
During a fire drill/lockdown drill, all students should quietly push in their seat and go to the indicated area with no talking
A fire drill/lockdown drill is a serious thing and any misbehavior will not be tolerated. All students need to remain quiet at all times so the teacher can ensure all of the students’ safety. During these drills there are expectations of a teacher, therefore when students are quiet, the teacher can focus on what needs to be accounted for.
Behavior Management Consequences
When the classroom rules are broken, it is necessary for there to be a list of consequences that take place. The consequences focus on developing student self-control and 7
respect for others. I will utilize the following behavior management consequences to enforce rules if needed:
1.
Non-verbal Cues
When there are minor behavioral issues, I find it important to let the students
know that I am aware of what he or she is doing and that it is not tolerable. This can be done without verbally speaking to the student. Non-verbal cues can be demonstrated as eye-contact, tapping of the desk, or shaking of the head.
2.
Class Verbal Cues
When multiple non-verbal cues have been initiated and ineffective, I may give
the class a verbal cue to indicate proper behavior. This can be done by highlighting a specific student(s) that is modeling the correct behavior that the rest of the class should follow.
3.
Private Verbal Warning
If both non-verbal and class verbal cues continue to be ineffective in promoting proper behavior, I will approach the specific student(s) and give a private warning. It is important that I am very clear with the student when indicating the proper behavior.
4.
Loss of Star or Point
If the improper behavior is continued to be performed after previous warnings, the student will lose a star or stars throughout the day. If the class as a whole is showcasing the wrong behavior, a point will be lost.
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5.
Note/Call Home
If all previous in school warnings have been given and ignored, I will then either write a note to the parent(s) or call home to explain their child’s misbehavior. 6.
Visit to the Office
The student will be sent to the principal if all previous warnings and attempts to correct the wrong behavior have been ignored. The principal will be notified of the note or call home initiated by the teacher to showcase the track of the events. The principal will also be made aware of my hierarchy of consequences to show all attempts in trying to fix wrongful behavior prior to sending the student to the office. Plans for Transition
The rules and procedures set in the class will help transition the students not only for future grade levels, but in their community as well. The class rules are set to help students become good citizens. The rules and procedures also showcases that you are responsible for how you act in the classroom and if you don’t abide by the rules, there will be consequences. Once students get used to the rules and know what is expected of them, it becomes routine and
their actions will perform outside the classroom as well. A commonality of all rules is being respectful, this goes a long way in many situations which will prepare students how to treat others in society. 9
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Role & Responsibility of the Paraprofessional
1)
Assist individual student in performing activities/assignments given by the teacher
The assignment will always be explained through whole group instruction so students may ask any questions in the moment. A modeled example will also always be shown so students have guide to follow. As the student works, please assist the student in making sure he/she is on the right track in following the directions, procedures, and overall correct content. 2)
Supervise individual student when not inside the classroom
When in the classroom the teacher is there to monitor and assure the classroom is a safe environment for all students. The same safe environment needs to be maintained throughout the school, even when the teacher is not present. As the student leaves the classroom; goes into the hallway to use the restroom, lunchroom, playground, etc., please assure the student is being supervised to continue that safe environment.
3)
Reinforce learning in small group activities with individual student while the teacher assists other students
Every student will be placed in a small group when trying to reinforce a skill or strategy that was taught as well as increase practice of student discourse. During this time, students need guidance and may have questions on how to complete an activity or specific questions on how to respond. The teacher will constantly be circulating the classroom to answer those questions. While the teacher is with
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other students, the student needs to be given the same attention when working in a small group.
4)
Provide assistance with individualized programmed materials
Every student with an IEP or 504 comes with individualized accommodations and
modifications that must be abided by. An IEP and/or 504 will always be reviewed before the beginning of the year by the teacher to assure knowledge of all modification, accommodations, and any additional programmed materials. The student may need assistance when using the individualized program material as well as or may need a reminder to use the material.
5)
Assist the teacher in observing, recording, and charting behaviors
The best way to assure the student is getting the best education and fitted environment is by seeing how a student reacts in certain situations. Teachers in general observe all students to help adjust their teaching and become more flexible. As the student goes throughout the day, take note of what they are doing at all times, try to point out antecedents, how the student will react in certain situations, etc. This should be all documented and written down for case study team reference. 6)
Assist the teacher with any crisis problems and behavior management of individual students
Teachers always need to maintain the safety of their students and keep the classroom environment safe. If the student happens to have an episode that puts
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others at safety risk, both the teacher and paraprofessional need to work together to limit the hazard.
7)
Work with school nurse to abide and assist with any student health concerns
School nurses have access to all student health concerns that could become an issue or affect others when in a school setting. The paraprofessional should keep in contact with the school nurse in order to keep the student health concern to a minimum and not a worry. Procedures and rules would be discussed with the parents and school nurse who would then relay the message to others who need to be made aware.
8)
Assist the teacher in monitoring individual students’ independent and group work
Success of every student is the goal for every teacher, regardless of how the student completes the activity. Staying on track and focusing is every students’ struggle and they need constant reminders of what to do and to remain on task, especially in group settings. Assisting the teacher in assuring the individual student is working allows the student to achieve that success.
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Paraprofessional Orientation Agenda
Prior to the start of the school year, all paraprofessionals will attend a district wide staff meeting to go over the paraprofessional handbook. The meeting will discuss the general jobs of a paraprofessional. Any concerns will be addressed and paraprofessionals may ask any and all general questions. It will be explained that classroom and student specific topics will be discussed in a separate meeting with the assigned teacher. Below are communication strategies that paraprofessionals can follow:
Communication Strategies
1)
Paraprofessional staff district meeting
The district wide paraprofessional staff meeting is set to go over the rules and expectations of a paraprofessional. The meeting will take place at the beginning of the school year, prior to school opening. The supervisor will mainly go over the broad general idea of the position alongside with the district handbook. The handbook will be given out for paraprofessionals to read over and
address any concerns and ask any general questions. The handbook discusses the
teaching philosophy of the teacher they are assigned to, the teacher’s classroom management policy, the roles and responsibilities of the paraprofessional, and the paraprofessional orientation agenda. The first two sections during this meeting will briefly discuss the teaching philosophy of the teacher they are assigned to and the teacher’s classroom management policy. The presenter will say that the paraprofessional can read over these sections at another time to prepare for the one-on-one meeting with 13
their assigned teacher for further discussion. The main discussion of the meeting will go over the role and responsibility of the paraprofessional. The district has a list of expectations that the paraprofessional must perform and they may adjust how they complete these roles as long as they are being done. 2)
Weekly staff meetings
Weekly staff meetings will be announced by the principal of your assigned
school. At these meetings either the principal or vice principal will go over expectations the school in general had for their paraprofessionals. This could include attendance, attire, classroom behaviors, etc. The staff meetings are there to also give paraprofessionals an opportunity to discuss with administration any ideas or suggestions they may have to help improve the program for special education students.
The weekly school staff meeting also helps paraprofessionals get word of anything they need to know that is coming from the district. The district will constantly send out reminders, concerns, updates, etc. that is not needed to hold
a district wide meeting for. 3)
One-on-one meeting with assigned teacher
A separate meeting will be held one-on-one for the paraprofessional and the classroom teacher prior to school starting. This meeting is the most crucial meeting of the year so the teacher and paraprofessional can build a relationship as well as have some plans prepared for the start of the school year for the specific student. In addition, this gives the teacher and paraprofessional time to 14
discuss the students IEP and/or 504. During this time the discussion can start on how they both can make sure the students’ accommodations and modifications are covered.
The teacher will go over with his/her expectations of students in the classroom, their general classroom rules, the classroom procedures, as well as anything else that he/she will want the paraprofessional to enforce. The teacher acknowledges that there is another adult in the classroom who can help showcase and as well be a role model of how to properly act and work inside the classroom. This is important to show for not only the student you will be working
with, but the entire class as well.
4)
Weekly discussion prep meetings with assigned teacher
During the weekly staff meetings, there will be a discussion that paraprofessionals are to meet with their assigned teachers once a week to discuss how they both feel the student is doing. The time is to discuss what they have observed, either good or bad. Having these weekly meetings will only assure both the determination of success of the student.
Both teacher and paraprofessional can discuss any updates from the parents. This could include issues going on at home with the family, concerns that the parent(s) are seeing, what constant behavior should be praised, etc. The goal is assuring the student is getting the best education they can despite outside
of school issues. Strategies can be discussed that may help the student if behavior has been an issue. In addition, the teacher may have had or will plan a 15
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meeting with the parent(s) to discuss how the student is performing and will want the paraprofessionals opinion and any questions or concerns.
5)
Behavior charting/journal logging for parent/case study team awareness
The best way to identify or help identify an issue is by constant observation and documentation. Documentation could be a requirement from the district or something that the parents wish. Documentation could be a daily behavior chart, weekly journal logging, or both. Both charting or logging can give the paraprofessional a way to find antecedents of episodes or crisis problems to help the teacher ensure safety of the classroom, other students in the classroom,
and the specific student. Part of the roles and expectations of the paraprofessional is to observe their student at all times and to help the teacher monitor. Having the daily behavior chart and/or journal log can help during meetings to make others aware
what is going on in the classroom. The documentation allows the paraprofessional to make suggestions to possible introduce a possible modification or accommodation they feel could benefit their student. In addition,
it gives parents the opportunity to get an idea of how their child is at school and what procedures are done at school that could be enforced. Parents can have freedom to respond to the daily or weekly updates; parents could send weekend logging or charting to give teachers and paraprofessionals a heads up as well.
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