Having a plan for how to train your paras will help everyone in your classroom. Do you have a plan for how to do it? Learn from these tips!

Classroom hacks that actually work in a special education classroom setting. Tried and true methods from actual teachers. Read to learn more.

You aren't making these teacher mistakes in your special education class, are you? Here's 6 mistakes teachers and paras in SpEd make PLUS 5 easy fixes too!

Paraprofessional Training in the Special Education Classroom can be tough! Learn how to make paraprofessional training simple with these tips.

Having a plan for how to train your paras will help everyone in your classroom. Do you have a plan for how to do it? Learn from these tips!

special education, back to school, paraprofessionals

I’m sure everyone tells you how important it is to train your paraprofessionals. If they don’t know how your classroom runs, have each students behavior plan memorized, and know their duties how can they be successful right? Well, having time to train paraprofessionals is often considered a luxury. We don’t have prep time, they don’t have […]

Use the special ed inclusion documentation forms to keep track of service times, lesson plans, and more. Streamline it all quickly and effectively!

Welcome to Week 4 of the Sped Summer Blog Hop! If you have missed any of the past Sped Blog Hop posts, click below for the link you need! Week 1: Scheduling Week 2: Classroom Setup Week 3: Back to School Forms This week, as you can see above is about working with paraprofessionals (classroom assistants, instructional assistants, etc). You know what they don't teach in college coursework? How to work with paraprofessionals! That's okay...now...I've had several years of experience working with paraprofessionals and I feel pretty good about it now. However, when I was straight out of college and many of the people I worked with were older than me and had been in special education longer than I had been, well, it was intimidating to say the least. I have some tips for all of you to make working with paraprofessionals a little more comfortable. 1. Respect! Respect their opinions, their ideas, their perspective. Some of my paras have been in special education or working with students for years and some have been brand new. Everyone brings something special to the table, everyone has their own life experiences and it is so important to get to know the people that will be working with you day in day out. Ask your paras what they expect, what they think the job they are doing is about, for suggestions, and listen to what they say. You never know when someone is going to know or say something that is going to be useful for your students. 2. Leave the adult "stuff" at home. As mentioned in number 1, everyone is bringing something different to the table. We all have our own "junk," but keep in mind that you and your paras are here for the kids, first and foremost. If there is something going on, be sympathetic, be a good listener, but be professional and keep the student first and deal with the other stuff at a different time. 3. Communicate! If there are things going on at home or school, keep those lines of communication open. My para and I shared a room and were able to talk daily, but there have been schools I've been in that I don't see my paras all day, everyday and at the end of the day everyone is ready to go home. Schedule a time to meet with your staff. This allows you time to address needs and gives your staff time to express needs. This is something I would actually like to implement myself this year. Sometimes, I have great intentions, but really need to be more intentional...this is my year for that! :) 3. Training. As a special educator, you have the experience and the schooling that qualifies you to teach students with special needs, but your para probably will have little to no training. It is important to train your para about various types of disabilities (depending on your student needs), how to handle specific situations, and set clear expectations about what he/she should be doing with the students or in the classroom. 4. Teach expectations! We teach expectations to our students, but sometimes we leave this important piece out when training an adult. Sometimes we assume that because the para is an adult working with children with special needs, that they should know or already have the same expectations as you. That is not always the case. I have and have had WONDERFUL paraprofessionals, but it can be confusing for that person if I have not told them what I expect of them. At the beginning of the year it would be a good idea to have a meeting or conversation with your paras to outline your expectations. {You can find my paraprofessional handbook that lays out all of the expectations at my TPT store: The ABC Guide to Paraprofessionals' Roles and Responsibilities. This is one of my best sellers and has great reviews!} Another great way to communicate your expectations is with your schedule. I shared in Week 1 of this blog hop my para schedules. Decide who/what/where you want your para to be with based on IEP needs and then schedule that para accordingly. I like to include 4 columns on the paraprofessional's schedule: Time Location (classroom, resource room, lunch room, playground...) Students needing assistance Task to complete I have found this to be extremely helpful and important! Example of Paraprofessional Schedule 5. Paras sometimes get the dirty job...seriously! From changing diapers to cleaning vomit...the life of a para can be less than glamorous. Show your appreciation to your paraprofessional. Switch places with them sometimes. Don't ask your para to do anything you wouldn't do yourself and give them a break sometime and actually do those less desirable jobs yourself! Paraprofessionals are so important in the special education classroom! I am so happy for the amazing paras (that are in da buildin'-----Amy---that one's for you!) and I couldn't do my job without them!! Kim Hop along to Pam's blog!! http://www.mrspspecialties.com/

Hygiene tips and resources for the special education classroom. Download a free social story on the importance of using a tissue.

Do you want more student engagement in your classroom? Try these ides from Room 213. Her strategies will help you create a climate of engagement & learning.

special education, back to school, paraprofessionals

Whole group activities can be very intimating especially in a preschool setting. You have to keep the activities engaging, but not so appealing that you have difficulty maintaining order and the children learning. If the

Recently we shared a great post on our Facebook Page from Bree at Breezy Special Ed which shared ideas for How to Work Successfully with Paraprofessionals. Today, we would like to continue focusing on paraprofessionals with some ideas for organization which will help those helping you know what is needed each day. First, it is important to set the stage for success through communicating the general classroom expectations ahead of time. A list of roles and responsibilities and/or a Paraprofessional Handbook can be a great start. Allison created this handbook with her teaching team which can be found for free by clicking on the image below: Sometimes, paraprofessionals are expected to start working with students with little to no training on their disabilities. This is such a disservice to these professionals who set out to do their best but are not given the tools to do so. Another resource Allison created can help paras learn more about working with students with disabilities. Click on the image below: Once school has started, the best way to communicate expectations to paraprofessionals is through organized, detailed plans. We love the Zoning Plan method by Christine Reeve at Autism Classroom News. This is the method Allison recommends in her SpEd Hacks workshop and when coaching teams because it accounts for the essential questions of which staff member (teacher or para) is doing what activity (lesson) with who (student) where (location) and how (instructional methods). It is a very detailed approach which ensures that every student is tended to and that every job gets done. Amy Beanblossom Arcanum Elementary, Arcanum Make sure to give each paraprofessional a copy of their plan and post an extra in a central location that can be accessed if needed. This will cut down on class being interrupted to direct people to various locations. Also, when implementing a new plan, it is helpful to designate a location of the classroom where staff can write any discrepancies in the schedule that may arise (because it is bound to happen!) and this will also cut down on any interruptions because you can address it at a later time instead of during a lesson. Consider developing a Team Communication corner of the classroom where schedules, a calendar with important dates and requested staff leave days, an a place to write any questions, comments, or concerns throughout the day is a great support for classrooms with multiple staff members. Labeling everything is also an EXTREMELY helpful way to help paraprofessionals know where materials are located. This makes gathering materials more efficient and can cut down on additional interruptions. These drawers are labeled using adhesive backed business card holders that can be switched out when materials in the drawers change. Lesson materials can be kept in tubs like the ones in these IKEA Trofast shelves. Each staff member can have a bin of needed materials that can be taken to their designated location during lessons. Carrie Prickett Jane Chance Elementary, Miamisburg Within each bin, specific lesson materials can be organized using folders and gallon-sized baggies to hold all of the manipulatives. Large labels detailing which staff member, days, times, students, and subject are helpful for efficiently finding materials and for replacing materials that may get lost. In the high-stress environment of the classroom, it can be difficult for everyone to remember certain expectations. Often we have visuals to help the students remember but forget visuals for the adults too! Tabitha Eaton Main Elementary, Beavercreek Sometimes, paraprofessionals may have extra time allotted for material prep. This could happen before or after school or during times when their assigned students are absent. Create a system for material prep that can be readily accessed at any time so they have what they need. Separate bins or folders for items that need copied, assembled, laminated, cut out, or passed back can be helpful. Jamie Zimmer Kettering Middle School, Kettering Every special education teacher knows that it would be impossible to meet the needs of our students without our paraprofessionals so it is important that we show them the love! Tabitha Eaton Main Elementary, Beavercreek Get the tags for the Paraprofessional Survival Kits Allison created by clicking on the image below:

With engaging and easy-to-digest on-demand videos and resources, ParaSharp paraeducator training improves paraeducator effectiveness. All of our content promotes SEL.

Are you overwhelmed by the amount of Behavior supports there are available out there! Are you looking for that particular one you need to help you manage behaviors and maintain structure in your cl…

Let's face it: adults with ADHD can really struggle to be consistent, level-headed parents. It isn't fair, but we can do something about it.

Think back to when you were in school to become a special education teacher. You probably heard a lot about differentiation, quite a bit about behavior, and got good overview of data collection measures. Try as we might, most of...

Free Spot the Difference PDF worksheets, black and white and color. Includes some holiday-themed printable pictures; Find the Difference, for kids and adults

Technology is around our students everywhere. At school, at home, in the community. These are apps that I have used in my self-contained classroom and are loved by all of my students. List of 10 educational apps for sped, at Mrs. D's Corner.

I've been asked to share my assessments and those that I use. Assessments are snapshots of a child's current ability to perform a certain skill. This can show normal development, regression or advancement in the different areas. It can also identify areas of concern or where additional support may be needed. Providers see children for many hours every day, can compare them to current and former students, and see them in a variety of motor, cognitive and emotional/social situations. Often providers are the first to notice a potential developmental issue. Assessments give an additional, unbiased, tool in determining developmental growth. Parents are often resistant to being told that there may be something wrong with their child, even if they feel in their gut that this is true. Please seek assistance in presenting concerns to them, and do so delicately and factually, without opinion or unprofessional diagnosis. If not trained, then please do not rely on any informal assessment as an indicator of developmental concern. If you feel there is some indication that a child is delayed, then please provide the parents specific things you have observed and assessment results, and encourage them to ask their pediatrician and/or to take their child for professional assessment. In the United States, developmental screenings are free through the school districts and if concerns are found, resources are made available for professional interventions. These are the types of assessments I utilize and have included below: Developmental Profiles ASQ Journal Assessment Preschool Skill Assessment Reading Assessments Multiple Intelligence Assessment Giftedness Assessment Autism Assessment ADD/ADHD Learning Styles Assessment Personality Assessment Since my formal education is in Human Resources, I have master's level classes behind me in creating, implementing and utilizing assessments. I'm sure that's why I have always used them since doing care. It was just something I KNEW to do. HOWEVER, please keep in mind that every child is different, develops at a different rate, and has personality traits that drastically impact each one's progress. Additionally, children often take two steps forward, one step back, a cha-cha to the left, and a polka to the right as they meander or zip or leap along the path of development. That path, though, is linear. All children follow a very prescribed path of development. Only their steps along it vary. Note as well, that a child's brain focuses on EITHER motor skills or language skills at any given time, and not both at once. For most children, it switches between the two skill sets regularly, so that their motor and language skills stay in relative sinc as they mature. Some children, though, may be so focused on one or the other that they become exceptional at motor skills and seem delayed in language, OR they become exceptional in language and seem delayed in motor skills. When the brain is focusing on one area or the other, a child may seem to LOSE some of the other set of skills. For instance, they can stop speaking as well or as often when learning a new motor skill. Or, they can seem to become clumsy as they focus on new language skills. This is normal. As long as a child is noticeably progressing in one area or the other, there is usually no reason for concern in the pre-school years. DEVELOPMENTAL PROFILES Developmental profiles specify the type of development that is usually observed in an average child at a specific age in the areas of motor, cognitive, language and social/emotional growth. As I said, development is linear. Children normally progress at a very steady pace along the developmental path. That progress can be assessed through developmental profiles/checklists. Mine are set up for 3 month, 6 month, 9 month and 1, 2, 3, 4, 5, 6 and 7 year evaluations. Since mine are a compilation taken directly from three texts, I can not publish them. However, there are others out there available for your use. While mine are much more in-depth than this one from Syracuse University, I think it is a WONDERFUL one for providers to use, especially since it is based in part upon ASQ and is relatively short and easy to complete. If you would like to explore the subject more, and create more in-depth assessments like mine, this is the book that I own and would HIGHLY recommend. It is pricey, but you may be able to get your local library to purchase it for you to borrow. Since this was a text book I had when I went back for some Early Childhood Education college credits, it's simply just what I have always used. I felt it was important that I make my own developmental assessments that went farther than age 5, since my students have historically had skills FAR beyond what was covered in a normal checklist. Hence the need for me to have profiles up to age 7. My current pre-k students are 4-5 years old and are working at a 2nd grade level. I've been able to track that advanced progress since they arrived as babies, noting skills they may be accomplishing one to two years ahead. For instance, little Miss H just turned 3, but has been swinging independently on a swing for over 6 months. That is a developmental checklist item for age 5. By having all the developmental profiles/checklists, I can mark off that skill and the date at which I first observed it and the date when I viewed it as mastered. 16 Gestures by 16 Months "Research with young children indicates that the development of gestures from 9 to 16 months predicts language ability two years later, which is significant because preschool language skills predict academic success. Find out what gestures children should be learning each month from 9 to 16 months. By 16 months, children should use at least 16 gestures." 9 months: give, shake head 10 months: reach, raise arms 11 months: show, wave 12 months: open-hand point, tap 13 months: clap, blow a kiss 14 months: index finger point, "shhh" gesture 15 months: head nod, thumbs up, hand up 16 months: other symbolic gestures like high 5, fist bump, etc. https://www.readingrockets.org/article/baby-and-toddler-milestones-16-gestures-16-months ASQ Unlike the developmental profiles/checklists that you can use at any time and track progression over the years, the Ages & Stages Questionnaires are very simple, accurate professional assessment tools conducted at very specific ages. ASQ certification is being offered to child care providers through a very short training session. This is one of the assessments most often performed through the school districts and is offered by some pediatricians. Even if you aren't trained, this one is pretty idiot-proof, and this link has them all, 2 months through 5 years, broken down by 2 month intervals through age 2 and pacing farther out through age 5. It also includes a listing of intervention activities. It's a good one for the parents as well. Some states mandate that the ASQ be conducted by child care professionals on the children in their care. I can see this being expanded to other states. JOURNAL ASSESSMENTS Scheduled journaling provides a snapshot of a child's fine motor and cognitive advancement. We journal every Monday starting as soon as they can hold a crayon and not eat all of it. They draw a picture and when done, I ask them to tell me about it and journal their response at the bottom. Above my desk I keep these two assessment matrices for reference. From HeidiSongs: From Susan Donley: This topic was covered thoroughly in my writing post, so you can get more information there. For assessment purposes, though, I am looking for leaps in development as they start including in their drawings lines, circles, shapes, letters, recognizable figures, recognizable scenery, signage, notes, etc. and assessing whether their progress is in line with development for their age. PRESCHOOL ASSESSMENTS My initial preschool assessment was based upon the first one my son had received from kindergarten. Since my goal was to have my students kindergarten ready when they graduated pre-k, I felt that was a good starting point. Since then, it has been DRASTICALLY overhauled, since I teach a lot of skills that were not on it. Even now, I am tweaking it to add even more skills that these children are accomplishing that previous students have not. It is always a work in progress. The Progress Report, cutting assessment sheets, and all master assessment sheets are available for FREE via my TPT Store. On the back side, I have the children draw a self portrait and write their names. On the side, I note the physical features they point out. The goal is to have a self-portrait with at least 5 identifiable features before kindergarten. At the bottom, I have room to make notes. I also do 2 cutting assessments. The second one, is a cut and paste activity. On this one, in addition to the cutting, I am assessing their placement choice in how they utilize the space given on the assessment sheet. To do these preschool assessments, I have master assessment sheets that I have in a binder, such as this one for identification of numbers 1-20. We do these over several days, and I always ask if they WANT to do them and let them choose which area they want to do. Between subjects, I ask if they wish to continue. I make it pretty fun, and they like to show off what they know. If they get them all correct for two assessments in a row, I consider the item mastered and will not assess it again. On the Progress Report form is a place for how many of the 120 graphemes the child knows I did not include a list. If you know what it is, then you probably don't need one, and if you don't, then you probably need to read up on it some. Debbie Hepplewhite has a good listing of the 44 phenomes and 120 graphemes to reference. Most of these are covered in the Now I'm Reading! series that we use. She also has some wonderful teaching resources at her website Phonics International. Additional information is included with the file. It is a Word file, so you will need that program to open. READING ASSESSMENTS I use the emergent reading program I Can Read! by Nora Gaydos and am aware of where the children are at any given time while doing this program. Once completed, they move on to more advanced readers. While Grade Level Equivalent and Lexile scores of the books they read can give some indication of a child's reading level, often at the preschool level they simply prefer books with more pictures, or books of a certain genre, or to not push themselves. So, their actual reading level can be masked. The reading program All About Reading just happens to have FREE reading assessments for each of their levels, pre-reader through level 4. I just tested one of my pre-k students by having her read all of the bold words and phrases in a particular assessment and checking the other criteria against what I have observed her knowing. It was a very good tool. The assessments are about half way down the page. Sonlight curriculum also has a good reading assessment. It is a single assessment that builds in complexity until the child reveals their level. There are two reading assessments available on A2Zhomeschooling.com. One is the San Diego Quick Reading Assessment Test. These tests are simple read throughs until the child gets stuck, and that shows their level. KINDERGARTEN READINESS ASSESSMENT If you are simply wondering if a child has all the components in place to be successful in kindergarten, there are many checklists available for this assessment. This one from Education.com seems to be pretty inclusive. Just Google "kindergarten readiness checklist" for a ton more options. MULTIPLE INTELLIGENCE ASSESSMENT All children have different strengths and weaknesses. Laura Candler has a FREE multiple intelligences assessment available at her TPT store. I used this on my son and it was nice to have my suspicions confirmed. It's easy to use. Mrs. Hugh's Place also has several downloadable pdf files on multiple intelligence. GIFTEDNESS ASSESSMENT It is often not possible to assess for giftedness in the preschool years and most school districts will not do so until at least half way through first grade. Usually giftedness shows itself through speaking and reading at a very young age in comparison to the norm. However, this chart gives some other good indicators as to whether a child may be gifted. Here's an on-line quiz that asks questions about 2 year-olds to determine potential giftedness. There is also a post on this site where I discuss the differences I see in normal vs. advanced vs. gifted preschoolers. AUTISM ASSESSMENT Early signs of autism can often be detected in infants as young as 6-18 months. For example, if a baby fixates on objects or does not respond to people, he or she may be exhibiting early signs of an autism spectrum disorder. Older babies and toddlers may fail to respond to their names, avoid eye contact, lack joint attention (sharing an experience of observing an object or event by gazing or pointing), or engage in repetitive movements such as rocking or arm flapping. They may play with toys in unusual ways, like lining them up or focusing on parts of toys rather than the whole. - Autism Science Foundation An early assessment tool that can be used as early as 6 months is the head lag assessment. The link includes information and a video of how it is done. While this is not at all something that I would discuss with parents or use as a basis to form a strong opinion, in doing this at 6 months, I can see if there is an issue with motor control, work with that, and if it doesn't correct, then I keep in the back of my mind that this could be a potential issue. Many providers wonder if a child is showing signs of potentially having autism. Again, most parents do NOT want to hear that there may be something wrong with their child. This is more to make sure that YOU are possibly on the right track and can begin to make note to the parents of specific, observable behavior that may indicate an issue. This is the full FREE Modified Checklist for Autism in Toddlers. ADD/ADHD ASSESSMENT This is a fairly comprehensive questionnaire, by Dr. Amen on his site Soul Healers, that determines the 7 types of ADD/ADHD a person can have. The questions are relevant for children to adults. LEARNING STYLE ASSESSMENT While I try to incorporate ALL learning styles into my teaching, if I feel that I'm just not reaching a particular student, I will do a learning style assessment to ensure that my methods are appropriate for that child, or if I need to tweak my teaching to better address that particular child's learning. This one is from Scholastic for ages 3-5 years old. PERSONALITY ASSESSMENT I LOVE this Harkey-Jourgensen Early Childhood Temperament Sorter for ages 4-8 personality assessment by Parenting by Temperament. I think every time I've done it, it has come out spot on for the child. It uses the same types as the Myer's Briggs Personality Type that is usually given in corporations. It just gives an additional insight into a child's temperament and the website is excellent for guiding you when your personality may not be the best match for the child in your care, and how to handle issues that may arise. It is also good for parents who may have a personality type drastically different from their child. They can see that their child is different, not JUST acting up. There is also a teen and adult version, also FREE. RESOURCES: Phonological Awareness has games to teach specific sounds. Reading Rockets has excellent information on how to read so children will learn. The Child Whisperer 4 personality types of children. Tags: reading, assessment, preschool assessment, infant assessment, toddler assessment, infant, toddler, parenting, child care, preschool, pre-k, daycare, developmental assessment, teaching, why is my toddler, is my toddler,

Informal math assessments for special education for K-8. Assessments are aligned with Common Core Standards. Find your students average level/abilities.

Grab their attention, keep it, and have a great day!

How to guide and coach a paraprofessional for a successful relationship between them and your students, and you and them.

Many would agree that for inquiry to be alive and well in a classroom that, amongst other things, the teacher needs to be expert at asking strategic questions. With that in mind, if you are a new teacher or perhaps not so new but know that question-asking is an area where you'd like to grow, start tomorrow with these five ideas.

Are you overwhelmed with your child's diagnosis? Check out these 70 special needs acronyms as a quick-start guide for friends and family!

Get prepared today with ParaPro practice test questions. A free ParaPro study guide with study tips and sample questions.

With these strategies, you'll build a go-to tool kit for handling and preventing behavior problems.

Having a plan for how to train your paras will help everyone in your classroom. Do you have a plan for how to do it? Learn from these tips!