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

2. 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

3. 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.

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

5. 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?”

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

7. 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

8. 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?”

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

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

11. 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

12. 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”

13. 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.

14. 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)

15. 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

16. 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

17. 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!