Paraeducator Plan

Afternoon of September 2, 2016

Fridays are normally flex days for our interventionists and
paraeducators. Due to a change in staff availability, the normal Friday
schedule had to be changed to accommodate students who had not received
the required amount of in class support or resource intervention prior to
Friday. The following is a plan that reflects the modified paraeducator
schedule and their responsibilities in each class.
Ms. Burkhart
Time- Class (Student/s)
12:00-1:00- Mull (GR
and VN)

1:00-2:15- Howard (RP)

Role
In class support
Behavioral redirection, instructional
assistance
Ensure accommodations are provided
when appropriate
o VN
Clearly defined limits
Extra time for assignments
Preferential seating (minimal
distractions)
Oral administration of work and
assessments
Small group
o GR
BIP
Visual supports
Chunked assignments
Positive reinforcements
Frontloading
Preferential seating (close to
peer model/close to
instruction)
Use of timer
Pull-out intervention (in hallway)
Administer spelling assessment
Complete LLI lesson (Green 65)
Complete classwork with reading
assistance and accommodations as needed
o Chunk and check for assignments
and tests
o Repeat and review
o Redirect to task

2:15-3:00- Mull (GR and

VN)

Ms. Thompson
Time- Class (Student/s)
12:00-12:30- Scharff
(BI)

o Preferential seating
o Supplemental aids (hundreds chart,
STAAR, place value chart,
multiplication chart)
o Manipulatives (clock)
o Check for understanding
o Small groups for tests
o Oral administration for tests
o Graphic organizers for writing
o Word list
o Personal dictionary
o Shortened assignments of same skills
In class support
Behavioral redirection, instructional
assistance
Ensure accommodations are provided
when appropriate
o VN
Clearly defined limits
Extra time for assignments
Preferential seating (minimal
distractions)
Oral administration of work and
assessments
Small group
o GR
BIP
Visual supports
Chunked assignments
Positive reinforcements
Frontloading
Preferential seating (close to
peer model/close to
instruction)
Use of timer
Assist with dismissal

Role
In class support
Behavioral redirection, instructional
assistance
Ensure accommodations are provided

12:45-2:00- Berman
(CP)

2:15-3:00- Weldon (MS

and CAP)

when appropriate
o Natural positive consequences
o Work station
o Visual schedules
o Use of first/then
o Give choices
o Frontloading
Pull-out intervention (in hallway)
Administer spelling assessment
Complete LLI lesson (Green 35)
Complete classwork with reading
assistance and accommodations as needed
o Chunking for assignments and tests
o Preferential seating (near teacher)
o Supplemental aids (place value
chart, hundreds chart, multiplication
chart)
o Manipulatives (base 10 blocks, coins,
clocks)
o Check for understanding
o Small group for tests
o Graphic organizers for writing
o Oral administration for tests
o Shortened assignments
o Reading assistance
o Word list
In class support
Behavioral redirection for CAP
Instructional assistance for CAP and MS
o Assistance with writing for CAP
o Assistance with spelling, decoding,
etc. for MS
Ensure accommodations are provided
when appropriate
o MS
Small group testing
Oral administration
Reading assistance
o CAP
Positive praise
BIP
Visual/verbal prompts
Headphones

3:00-3:10- Hoard (EW)

Structured roles in group work

Assist with dismissal and checkout for EW

Paraeducator Feedback Form

Please request feedback on this form from the paraeducator(s) in the classroom to which you are
assigned. Print as many forms as there are paraeducators. Request this information in plenty of time for
the results to be reviewed at the midpoint evaluation meeting.
The student teacher assigned to the classroom where I work:
1. Is respectful towards me

Y/N/Sometimes

Comments:

2. Has a pleasant and welcoming tone of voice

Y/N/Sometimes

Comments:

3. Has a pleasant demeanor

Y/N/Sometimes

Comments:

4. Asks for my opinion about students, procedures, etc.

Y/N/Sometimes

Comments:

5. Gives clear verbal directions

Y/N/Sometimes

Comments:

6. Gives clear written directions

Y/N/Sometimes

Comments:

7. Appropriately listens to the feedback I give

Y/N/Sometimes

Comments:

Additional Comments:

Thank you for helping to train future educators!