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At my school from what I’ve seen paras are used mostly for students who have higher needs mentally, emotionally and physically. I woods change the way they handle some of their students a lot of them are very grabby and tend to physically grab the students. I understand that a lot of times this would be needed to help some students calm down and not hurt anyone or themselves when they are having an episode but I think they would be more beneficial for all students sped and non sped if they were less grabby. The more they grab the children the more other students see that grabbing and think it’s ok because an adult is grabbing a child. Their grabbing doesn’t hurt the students most times but the less they grab the better.

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I have seen Paras used as an utility in the classroom and outside of the classroom. In the classroom Paras work one on one with students. Outside of the classroom, they provide support for students that need more assistance if they are having a behavior (both small and big). As we pass in the hallways, my CT and I treat them with respect and make sure that they feel respected and equals. I wish our school had more Paras as the ones that we do have are great and we need more of them

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At my school, since it is private, we don’t necessarily have SPED and paraprofessionals within our school. They are known as Teacher Helpers and primarily within 1st & 2nd Grade classrooms. I have been a 1-1 Para myself and was used to help not only my 1-1 student but also other students when she was regulated.

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They are used at school almost in place of the gen Ed teacher. The students rely heavily on them and basically only listen to them. They do things gen Ed can’t. Specialized attention, give them prizes, let them go on their personal phones. This creates a great relationship with the sped teacher, but does nothing for the gen Ed teachers. I wish there was better communication. It’s like sped and gen Ed walk on eggshells around one another. A sped teacher accused gen Ed of “not caring about sped students at all” and “pawning them off” on sped.

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When I was at Cotter, we did not have any paras, but now at Winona Middle, the paras have helped considerably. There are a few different ones, and they stick with a certain student or group of students most or all of the day. They help with classroom management of some of the students with IEP's that include EBD's especially

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Allowing for support systems to be there when they need it most as they are sometimes dealing with stressful case loads.

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I would like to use paras as a resource for extra knowledge. I know they aren’t “equal” to me but they have really good insights.

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Paras are normally paired with students who have a hard time focusing. One thing I would change is to have them more engaged in the lesson and more a part of the classroom. In my room I would have small group work time occur when the para was present

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I have seen and utilized Paras by having them provide the accommodations that I can not. Like writing down the problems for the student and reminding them of the task at hand

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Today I planned a lesson (only made possible by the additional support in our room) that split students up into 4 groups to make 4 different art projects.

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One is in our room in the morning to help keep one of my kids on task and also to help them with assignments or other work we do in the room.

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I have seen them being used as an aid for specific students. They will grab students from the class and work one-on-one. I’ve also seen them used as a note taker and/or someone used to keep distracted students on task.

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I have found that paras are a tool for students during work time and lecture time. The para in one of my classes occasionally helps co teach the class but also answers lots of questions in ways that I can’t

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I don’t have paras (that I know of I’ve never seen one in my room or in the school). But I was a preschool para and I liked how I was “assigned” to a student but I really worked with the whole class. This way the student wasn’t singled out.

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One on one assistance for math reading or speech

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One on one assistance for math reading or speech