Assist with implementation of curricular MODIFICATIONS, ACCOMMODATIONS, and INSTRUCTIONAL PLANS according to student’s IEP. (Includes BEHAVIOR PLANS, if applicable.)

MODEL appropriate behavior. Attitude Social Skills Listening to teacher / Do not talk while instructions are being given Classroom EXPECTATIONS and procedures for behavior Parallel the teacher’s efforts in: Classroom management Directions Classroom Routine Expectations Consequences

MONITOR as needed. Student behavior Task completion for students Student’s abilities Can they do the work? Does it need to be modified? Do I need to talk to the Gen Ed/SpEd teacher about this assignment? Observe the student when instructions are given.

Assist with FINE MOTOR tasks. Writing SCRIBE support for student as needed. However, do not write everything for them. Cutting Gluing

Help students with ORGANIZATION. Do not do for the student but cue them with: * “What do you need to take to the next class?” * “What do you need out right now?” * “Where does this paper go?”

DATA COLLECTION On student behavior (BEHAVIOR PLAN, if applicable) Progress monitoring on tests, homework, assignment completion, etc. Chart as needed

Assist students with TRANSITIONS and BREAKS. Class to class transitions Subject to subject transitions in the classroom Restroom breaks Sensory breaks Other breaks as indicated by the IEP or teacher

Ask GUIDING QUESTIONS to help students find their own solutions. “What do you need to be doing right now?” “What do you see other students doing?” “What do you need to do first? Okay, go ahead.” “What is the next step?” “What were the instruction the teacher gave you?” “Do you remember what the teacher said about this?”

Provide FEEDBACK. Immediate Positive for correct responses Positive for appropriate behavior every ______ minute Appropriate Social interactions

REDIRECT / REFOCUS students as needed. Do not nag or harp! Do not repeat things multiple times. Use NONVERBAL CUES and VERBAL CUES as needed.

Become the champion of WAIT TIME. After giving directions Before giving reinforcement Expecting compliance Do not help too soon Give the student time to respond / reflect / process Cue him/her as needed

Do provide the following: Additional EXAMPLES Repeat multiple-step directions, one step at a time Reinforcement of instruction VISUAL CUES (Nonverbal Cues) MODELS CHOICES “Which assignment would you like to complete first?” Which book would you like to read?” VERBAL CUES as needed – keeping them short and appropriate for the situation “Start your work” “Pay attention” “Write down your assignment”

COMMUNICATION is a must with the Special Education and General Education teachers. Talk to them when they are not instructing Talk to them when you are not being used during scheduled inclusion time Let them know when you don’t feel confident about something If you feel you don’t have the skills, materials or resources to help a student You feel you need PROFESSIONAL DEVELOPMENT in a certain area Find out expectations of students being supported Refer all parent questions/concerns to the Gen Ed or SpEd teacher Check in with the Gen Ed teacher about students’ plans, work, etc.

Encourage students to: Slow Down ATTEND TO TASK RECHECK work PARTICIPATE in group activities Use STRATEGIES (Spell Check, Classroom posters, other resources) Do their own work Do their PERSONAL BEST Is their work complete? Is it accurate? Is it legible? Were directions followed? RESTATE Directions (In smaller chunks as needed)

Other things you can do. Arrive on time !!!! Keep control – Keep responses on the topic and do not allow the student to engage you in an argument or off task discussion Have HIGH EXPECTATIONS of students – Know that sometimes it is hard, but when students focus and work hard, they can do it! Treat all students with RESPECT and DIGNITY Use a lower volume when working with students

Other things you can do. Be CONSISTENT with rules, directions and routines. Become familiar with student’s behavior management needs and responding appropriately Paraphrase/simplify directions, questions Underline or highlight key words in text Obtain notes or outline from teacher for student use, if needed Read and explain worksheets

The less you are doing for the children, and the more they are doing for themselves, the better you are at your job! Understand that all individuals have certain strengths and limitations – everyone is unique!