Area D: Planning and Scheduling for Paraprofessionals
Activities and Discussion Questions
Activity #1:
Discuss the importance of preparing a strategy for communicating schedules and student information to paraprofessionals. Have the participants discuss strategies for how they might communicate to paraprofessionals. For example:
Instructions for paraprofessional activity -
- Provide the paraprofessional with a three-ring notebook which includes a section for each student assigned. Insert pages of the IEP, which will be helpful with getting to know the student and with directing the work of the paraprofessional.
- The demographic data needed on the first page could be followed by the goal and objective pages copied from the IEP, perhaps with an explanatory note here or there for clarification.
- The adaptations and modifications section along with the Special Education and Related Services grid may also provide valuable information for the paraprofessional.
- Additional sheets of paper located at the end of each student section could be used for notes regarding progress towards goals, concerns noted, behavioral notes, and more.
- Also include the daily schedule for the paraprofessional including room numbers, names of students, lesson plans and any other information or tasks.
- Provide instruction and access to a computer so the paraprofessional can make changes as they occur, keeping the book up to date.
Activity #2:
Discuss some of the differences individuals have in their work styles. For example, some individuals are "morning" people and others are not. Some people like very specific instructions and others need only general guidelines. The list goes on and on. It is important for team members to understand each others' work style preferences. Have the participants consider work style inventories they might use with paraprofessionals and how they might use the results. Some of the questions included on work style inventories might include:
- I do several things at one time.
- I like to bring problems out into the open.
- I speak slowly and softly.
- I prefer to work from a written plan.
- Many, many others.
In addition, you might have participants generate a list of questions they would want to ask a new paraprofessional to begin to understand some of his/her interests to use in planning and scheduling. For example, a couple of questions might include:
- What are some of your hobbies?
- What skills or interests to you have that we might use in the classroom?
- What talents do you bring to the team?
- Many others.
Taking the time to learn about each other has many benefits and can make working together much more fun and rewarding.
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