The Value of Time

Two weeks ago, Renay took a gamble on something in her personal life and wrote up a personal statement and submitted it to a committee for evaluation. She figured in the end, the worse the committee would say would be, ‘No.’ The only cost was ‘Time’. The adage goes, “Time is money,” and while that is inherently true, ‘time’ is also generous and time is naturally more patient than the world around us.

We’ve spoken about how to time manage before, however, time and education are rarely two things that honestly mixed well. As a concept for teachers, it also seems even more compressed. With ‘No Child Left Behind’ (NCLB) and it’s cousin ‘Every Student Succeeds Act’ (ESSA) and the rise of Common Core State Standards (CCSS), time is questioned as “We need time to adapt,” “We need time for training,” “We would like time to further explore….” Time is more than just addressing needs and worries in education. “Time for a test” or “Take a moment to think about…” And this exists in finite amounts. Imagine from 8 to 12, 2:30, 3:30, perhaps 4:00 in some districts, over 180 days all divided into grade turn-ins and progress reports dotted with projects. All of these are some marker of time passing as we simply exist. Our lives as professionals dictated by an imperfect, but accepted, standard.

Not all students with disabilities work within these time constraints, though we’ve spoken on the merits of having hard deadlines as well. Time is not just a limiter of a student with processing delays. Time is simply a marker. It is an ending and a beginning.

But without time, we wouldn’t have memories of fortune. We wouldn’t see progress where we believed there could be. Time and space give these to us and we get to remember the wonder of existing as humans.


One more thing before we go….

It is End the R-Word Pledge Week. No matter your campus, this is a moment for both reflection and action. The ‘R-word’ use can be pervasive depending on the age group. Some students who should be offended the most by its use never seem bothered by it, but other students are profoundly affected by its utterance. What matters is that students who are using the R-word learn that using the word, even when a student who may have an intellectual disability isn’t around that someone else could have a family member or a friend who has this sort of disability.

We at ParaEducate encourage the pledge and following through to help other students, schools, and communities to end the use of the R-word.

Why do it? Not just to censor someone else, but in order to provide an inclusive environment that recognizes that we don’t always know everything about everyone in the room. At best it is a thoughtless vocabulary choice; at worse the word is meant to cruelly hurt someone else, which is a form of bullying.

Some pointers for redirecting folks when they use the R-Word

  • It’s not about “don’t use that word.” Instead ask, “Do you think [the person, object, action] truly is that?”
  • Being lesser is not the goal of school. Using the word implies that something or an action is lesser. The use pushes aside and ignores students or others who have an intellectual disability, their families and their friends
  • Above all else, stay calm when you discuss this with a student. Being angry to jump on the student can yield unfortunate results especially with younger students who could interpret the opportunity to mistake the use of the R-word as something to do in secret.

We are literally six days from presenting at SXSWEdu. We’re very excited to be there. Join us in Salon E from 3pm-6pm or find Renay signing copies of ParaEducate from 1:30 to 2:00 in the Bookstore. Renay is very excited to meet you all. And next week, expect a summary of the events of SXSWEdu!


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in #BetterTogether, Campus, Classroom, Conferences, Disabilities, General Education Teachers, Intellectual Disabilities, ParaEducate, paraeducators, Special Education Teachers, Students | Comments Off on The Value of Time

Five.

Renay has been thinking about next week a lot. February 28th is a birthday of sorts for ParaEducate. It’s been five years since the book ParaEducate went live and was available for purchase. To date: it is still our number one seller of all our books that we have published. And that honestly speaks volumes to the need in education at large for paraeducators/paraprofessionals. Five years out was not something that Renay honestly directly thought about when looking at the business plan for ParaEducate, but here we are, five years and we still are as dedicated as we were that first day when we made the announcement on our page that our book was available for purchase.

When we look at the posts that celebrate this special event, we think a lot about how far we’ve come from those early days when we were in a corner scratching out ideas that summer and the triumph of publishing in seven months. The website, the blog, the conferences, the professionals, the parents we’ve all reached out to and learned more about since we started. And we would not be as successful without our support from Facebook (631 followers) and Twitter (639 followers). Without your support: ParaEducate would not have the success we’ve slowly gathered over the years. All of these incremental steps have enriched our value as professionals to each other and inclusive education.

The story of ParaEducate isn’t captured in the bits of data online nor in the pages of our books. It’s encapsulated in every moment of professional exchange between educators, it’s every moment working directly one on one, and it’s in every time we’ve seen success with students.

In reality, like we discussed with another paraeducator, like when an observation happens with a specialist (Behaviorist, Speech Therapist) it’s not about the paraeducator, it’s about the student. And time and time again, we’ve seen paraeducators put their students first. Demonstrating and modeling behaviors and academic expectations, providing direct supports for academic, social, or emotional growth, contributions to the academic material all students experience, and bringing qualities that improve the climate of the entire campus.

We at ParaEducate know our work is never done. There’s always one more student teacher to help reach, there is always one student with behaviors that needs that extra support, there is always one more data sheet that needs to be examined, and always one more IEP that needs to clarify information about a student. Rest assured, we will continue to be here supporting paraeducators through the ups and down of the job.


We’re skipping a trip to Cal-TASH next week in favor of a lengthy SXSWEdu visit for the following week in March. We’re sorry to miss our friends from Cal-TASH this year, but we’re also looking forward the opportunity to branch out and reach even more professionals.

Last week we announced that Renay will be signing books, the time has changed. Find Renay Wednesday 1:30 to 2:00 pm at the SXSWEdu book store.  She will be signing copies of ParaEducate. Come up and meet her before she presents at 3pm in Salon E.


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in Behavorist, blog, Campus, Conferences, Disabilities, ParaEducate, paraeducators, publications, SLP, Students, Support Services | Comments Off on Five.

Honor Of The Story

This week, Renay had the honor of being a guest of Megan Gross, California Teacher of the Year 2017, and a Finalist for National Teacher of the Year 2017. It was a really fun evening where co-authors of ParaEducate Renay, Megan, and Lisa Yamasaki were all back together in an event designed to highlight the best teachers and their practices in California.

After a bit of laughter and sharing of meals, all the participants heard many stories. Not just the story of the “teacher who believed I could”—and sadly folks who persevered despite the fact that teachers told them they could not—but the importance of the stories we carry with us.

This is not unlike the stories we know in our lives of working with students with disabilities. There are the moments they get the new academic or social cue. And we celebrate that. And we worry about the students who walk home late after game practices or the student we’ve reported to county services many times. We wonder sometimes if that student that leaves the campus this afternoon will be able to come back. The student who needs medication to function in the world that has not had any of their medication for a week. We all know those stories just as well as our own. Stories come in all shapes and sizes. Some stories are generations old. Others were just last week. Some make us laugh; many make us cry.

But what makes those jovial and sorrowful moments bearable, are the familiarity in our stories that we share between people who otherwise might not expect some common ground. It is what made the “Over the Line” activities a decade ago profound. That the folks one did not expect to have similar circumstances that we shared those stories too. This natural rapport isn’t about endearing or asking for pity, this rapport is about “I’ve been where you are.” An idea sometimes that is hard for students to see at young ages or appreciate until they are much older.

The story is only the story if you know how to get the story out. Most recently Renay and a co-worker puzzled out the challenge of how a student could complete a detailed “I am From” poem as a non-reader and a generally unreliable source of information about events in his life as the student gladly answers ‘yes’ to everything including questions that are not ‘yes’ or ‘no’. With few options and only two classes to work on the activity, some folks would just let the student be excused from the activity. But Renay figured out the poem for the student. It was not nearly as long as his peers, and he did not opt to share his poem with the class read aloud on turn in day, but he had the parts that mattered and in a format that he contributed to the creation of that honored his family and the diversity that came to the classroom, which was the crux of the entire assignment.


One flipside thought for you before we leave, as Renay left she was contemplating the night when she was asked, “Why don’t we send student teachers or researchers to find out what makes all the Teachers of the Year successful teachers?” Understandably, this would be an opportunity to learn from Master Teachers who are so worthy of our veneration and attention as they travel not only the country but the world finding communities and commonality in the world and in our stories. It’s a chance that creates advocates in our Teachers of the Year when voices may not be heard to further our stories of education and life together.


One last little note: we got an exciting email this week. On Monday, March 6, 2017, from 1:30 pm to 2:30, come meet Renay in the SXSWEdu bookstore where she will be signing copies of ParaEducate. She’ll be honored to meet you. Renay and the rest of the “Undeniable Truth About Inclusion” present on March 8 at 3pm. More events are coming! Can’t wait, two weeks away.


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in #BetterTogether, 8 hours, Campus, Commonality, Conferences, ParaEducate, paraeducators, Students | Comments Off on Honor Of The Story

Repost– 21 Things That Make A Good Paraeducator from Jan. 2014

In May 2014, our blog suffered a major melt down, and as a result, we lost almost all our original posts dating back to the blog’s inception since 2013. Sometimes, we get lucky and we find an older post in drafts and we decides to dust this one off today and bring it in. Originally posted in January of 2013 when Renay and Megan still co-wrote the blog together, this post was written by Renay for ParaEducate.


Megan doesn’t often ask me to write, but she didn’t know when she asked me to write on this topic, how timely it was in my life.

Every person who comes into a school has their own strengths. But paraeducators, seem superhuman at times, or at least the good ones. They forge ahead with professionalism and compassion in all situations. They share their love of learning with their students and bring their direct charges into situations that are unusual and expect the best for their student.

And one of the unique things about where Megan used to work and where I still do: I have a vast resource of fellow paraeducators to rely upon. So with a little help, I got Mary Riordan (19 years), Sue Meyer (19 years), BreeAnn Rodrigues (5 years), and Paula Bouysonousse (4 years) to help me come up with this list.

So far the twenty-one things that make a paraeducator really able to be the most versatile in a day:

  1. A good paraeducator shows up to do the job at hand.

Believe it or not, your teachers depend on you being where you are at certain times during the day. And it may not be just to help with your student in the class. This year, I had to escort a student after being injured in a classroom with unusual circumstances. The injury was minor. The minor pandemonium resulted in the teacher needing to take control of the class and me filling out the paperwork for a student being injured in the office. But had I not been there, the teacher might not have been able to get the appropriate help to their student and the class certain might not have been able to get around to its purpose. Stay off the cell phone, participate in the class, help out the teacher, be proactive.

  1. A good paraeducator listens.

Whether listening to a student, teacher, or other staff member, you should be actively listening. Students, both with and without disabilities have a lot going on, and you are an adult who can help in the classroom.

You listen to your teachers with instructions and directives with how a lesson is going to proceed.

  1. A good paraeducator observes.

Observation needs to happen of the interactions between students, between student and teacher, between students and staff. You are looking for the things that are important to the teacher and the classroom. And, the honest truth, sometimes you don’t know what you are going to look for. And sometimes you hear things and you aren’t quite sure when to put them together, but the information you take in, don’t forget. Your observations might mean more when you are able to put the entire puzzle together.

  1. A good paraeducator knows how to effectively use downtime.

Downtime is a gift. A student is absent, a class is having a fun activity, or even an early release, and the students are gone but you are still on campus. All of these times are good times to update data about a student, to plan out how to approach upcoming topics in classes with students, to find out about the other students on campus so you can be prepared if you are ever needed to help with the student, to confer and figure out what is going on with other paraeducators on campus, or what is going on in other classes.

  1. A good paraeducator models behaviors expected on campus.

There is a laundry list of rules on a campus. Paraeducators are another set of adults to get that information to the students and enforce the rules as necessary. You also model the way that students do activities: New styles of notes, even taking notes, working on craft projects.

In emergencies, students are looking to you (as another adult on campus) for information. They know that you can handle the situation and help students get to where they need to be safely.

  1. A good paraeducator looks for opportunities to be invisible.

This goes hand in hand with observation. Being invisible means you might be able to see good things that happen. The student who avoided work all period asks a peer finally for help or to join a group. You can get to know how other classmates interact and know what will happen.

  1. A good paraeducator doesn’t fear the class or the class material.

There are classes of students for whatever reason is just the wrong combination of students. There are the classes that you might not even like to be in. (Anyone afraid of an English class? The Woodshop? PE locker rooms?) You aren’t being tested. You can learn the material with your students. You are a role model. You can make it through the lessons. It’s just one day at a time.

  1. A good paraeducator knows their limits.

Maybe you can no longer lift a two by four in woodshop. Maybe you are afraid of the tools in woodshop. A paraeducator should have a relationship with the teachers they work with to ask about the material in class and understand it the way the teacher would like the work completed. A paraeducator is not supposed to be all knowing and find the material themselves, though many times this is what ends up happening.

In a classroom, you know the limits of the role in a classroom. You aren’t taking over a classroom. You are not teaching material, even if you know it (especially if you think you know it, you might mis-teach an important concept.)

  1. A good paraeducator enjoys their interactions with staff and teachers.

Helping on your campus is one of your main goals. And getting along with the other staff and teachers will help you not just because you are a member of that community by working there, but because when you are in a pinch, you’ll need them too.

  1. A good paraeducator has a good sense of humor.

You know that little quirk your student has, the one you’re not trying to encourage anymore. But when it happens, it makes you smile. The laughter of success when a student accidently did something wrong, but managed to make the outcome in the same way ultimately.

  1. A good paraeducator knows when to take a break.

Good days and bad days happen. Good moments and bad moments happen. And sometimes, it just is too hard to be professional. Being able to understand when even a moment of happiness is going to be too much in your life at that moment is important. Take a sick day. Take a fifteen-minute break.

  1. A good paraeducator takes data as directed consistently.

If you see a student with a new behavior once is probably not going to be a problem. A second time something happens these might needs attention, and then consistently, takes data. Share the data. Take data in a manor that is useful to everyone to understand. Take data in ways that are useful for everyone. And discuss the data being taken.

  1. A good paraeducator is aware of what is going on with their students.

This goes part and parcel with observation. But you also know what your student is dealing with in other classes, and how social interactions are going. You share the information with other people who may work with the student later in the day.

  1. A good paraeducator works with all the students in a classroom.

Especially if students do not appear that they have a disability, giving a student some space to try to attempt to do a worksheet, make social connections, or try the material on their own. When the other students see you as a resource, then you are really helping the school and not just that student. The students you work with in a class are your priority, but being able to step away from them is good for them too.

  1. A good paraeducator is a good sport.

There are so many things going on campus. And sometimes even in our own lives. And being able to count on your fellow co-workers when things are tough makes all of these moments easier. When a student is having a hard day or when you have had a lot of things getting piled on you. Being able to depend on your entire team will help and make things better. It feels good to support staff on campus and it feels even better to know that you can turn to another staff member if things are ever that hard.

  1. A good paraeducator knows what is going on campus.

Someone should always know which events students are going to, opportunities for students to participate in activities with their general education peers, things that they might be able to take part in. They also know the upcoming major events, they know how to navigate a quick escape route for an assembly, and are aware of all sorts of things that students are up to.

  1. A good paraeducator knows how to paraphrase and question to help develop a student’s understanding of the material.

Mary Riordan is the best at this. I have watched her get material out of a student that was locked away in some deep recess because she knew what sort of question to ask. What she is really doing is helping a student demonstrate the material usually by scribing for them, but trying to gauge what the student does understand about the topics in the case that when a test happens, she will be able to have a conversation about the student’s knowledge on the topic with the teacher.

  1. A good paraeducator knows that it is up to the student to do the work.

The art project does not have to be perfect. The student needs to follow directions. The history research paper needs to be at least typed by the student (or dictated), and use the student’s words. It is the student’s grade, not the paraeducator’s.

  1. A good paraeducator is mentally flexible.

You spent the morning sitting through an assembly, now you have students who are still learning to count in math and then an hour later you are helping the eighth grade class with a dissection and maybe you can squeeze in a copying session in the five minutes between classes. And inbetween all of this, a student you are responsible for is having a melt down. Switching between tasks is taxing on the best of professionals.

  1. A good paraeducator knows at the end of the day they’ve done all they can to help a student.

Students are going to resist education, help, circumstances, and authority. And sometimes all of these may collide at once and you will have to take a student to the office for a serious offense. Or you had to get campus security to escort a student. Sometimes there are more serious consequences. Those are the days when you have to sit back and assess only the black and white. Did you follow the behavior support plant? Did you really do all you could? And the answer most often is: Yes. You can not be happy that a student got suspended, but you were not the one who caused those actions.

  1. A good paraeducator understands and uses Q-TIP.

Q-TIP, Quit Taking It Personally. Students and staff are not actually setting up things to happen in the day to make your life miserable. Take a deep breath. You don’t have to be perfect. Your students aren’t perfect. You may have the most absurd demands placed on you because of the job you do, but nothing is so vital, even when it is, it can wait. Sit back, observe, take data, be there at the job, be professional, and be human. That’s all the job really is about.

I had tried to get to 25. But my job called and I really don’t like writing after 9 pm on a work night. Please add more that we might have forgotten at our Facebook page: ParaEducate or find us on Twitter @Paraeducate.


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in 8 hours, Appreciation, Behavior Strategies, blog, Campus, Classroom, Disabilities, General Education Teachers, ParaEducate, paraeducators, Students | Comments Off on Repost– 21 Things That Make A Good Paraeducator from Jan. 2014

Social Situations

This week, Renay was out and about recovering from a hard two weeks introducing the new semester. The winter weather in California in waves of bitter cold and rain have not exactly been helpful either. But what has happened because of the inclimate weather is a natural progression of students seeking indoor eating locations. This means more social interactions between students, and maybe more social interactions that wouldn’t normally happen.

By this point in the year, there are social situations that you have evaluated as being unsafe for students with disabilities. Most often these are bullies or anyone who gives mistreatment to other students. And it is all too easy to list those folks on any one given campus. But these are easy situations. Even when a student may be attracted to the emotional popularity that these sorts of classmates have, it is challenging to support a student but this can be managed.

One of the more difficult social skills teaching students involves how to navigate social situations when the situation is not a disciplinary situation. For example: what happens when a student with a disability has a romantic crush on a peer? Or what happens when a student with a disability has a disagreement with a peer? And more challenging sometimes what to do when there is a group project and the student with a disability did not do their part.

The part that is hard: sometimes you are going to have to sit back and wait this out. This does not always work out this way, but letting students, especially as they get older, to hear their classmate’s refusals or redirections is powerful and honest. Some things students, and especially students who are capable of doing so, need to work out for themselves.

It is hard to sit back on the side and watch a student struggle with social situations. But there is honest value to it. Sometimes, we are quick to patch up situations with students, but watching and being mindful of the fact that not every situation needs an intervention. This also gives a student a chance to come and say, “I need help.”

But being hands off with social situations does not mean you are unaware of the social exchanges between students. This does not mean that a specific student is only allowed in a group of peers without any supports. Sometimes, going up to a group of students and letting them know you will be five to ten feet away so if something changed they would be able to get help is useful for some students.

In group projects, avoid bailing the students out. Especially when the students chose their own groups. Some of the work can be omitted or provided to help support the group, but ultimately, the group dynamic needs to be left to its own. Prompts such as, “Make sure you know exactly what parts you need to do for this project.” Can also be used, “Hey I know [student name] may not be able to reach the artifact you are looking at, but can you describe the artifact to her so she has an idea of the things you are writing down?” is a direct way to remind peers how to interact.

As students age, the ability to earn independence, no matter their ability, is what they want. Respecting that peers have weight in their lives is important. Giving the chance to work through rejection and acceptance in a monitored, structured way, can help with the difficulty in social interactions.


If you missed last week, just a reminder, we are heading to SXSWEdu in March. Check out our presentation!


One more thing before we go: we would like to thank Rick Jenkins for the hour long help he provided us this week making certain our blog would survive a near meltdown.


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in Behavior Strategies, blog, Campus, Classroom, Conferences, Disabilities, Indoor Activities, ParaEducate, paraeducators, social skills, Students | Comments Off on Social Situations

First Responders

Earlier this week, Renay had to renew her certificate for CPR/AED/First Aid. After being certified for her seventh certificate, the program is familiar, no matter the changes, but what does not change is the realization of the importance of this training.

CPR/First Aid training is required for most paraeducators especially those who work with students with medical issues related to their disabilities. But more realistically, the adults in the classroom are most likely to have a situation requiring CPR or First Aid. Outside of work, these are skills that carry over to the general public.

Some take aways that we should mention to all

  • General human anatomy knowledge is very important. Knowing that the difference between a bone and cartilage and where on the human body those points are make a difference for someone providing first aid.
  • Your instructor most likely has had to use their skills in the field. Their stories and experiences are very useful to you. While hopefully, you will never have to use your skills, know their stories will make a difference in responding to specific situations.
  • Follow the medical instructions that come from your school nurse. These instructions are specifically created for the student you will be helping and are a part of the response to the student’s medical needs and are developed with input from the student’s medical team.
  • If you have to provide a specific medical intervention for a student, or any student, remember after the event, it is okay to take care of yourself. It is okay to ask to go home or take an extended break in the staff room. Just let the supervisor know. There may even be a post-vention, or a discussion of how the situation unfolded with other staff and administrators. This is not disciplinary, this is recognizing that responding to medical emergencies is difficult and that should another situation arise, which is quite common with students with disabilities, to make certain that all the tools are in place to best support the student and their classmates.
  • Remember to aim for dignity of a student. Some of the first aid necessary can be invasive. Sometimes the first step is clearing out the space and getting help over as soon as possible. This also may mean getting another staff member to get some clothes from the office or raiding the spare PE clothes for a student.
  • That first day back after the incident that’s going to be rough on everyone. But smile and say, “I am glad to have you back.”

Getting CPR/AED/First Aid certified is not hard. Most courses relatively easy to pay for and cover care for infants through adults. We always hope we never need to use our skills, but it hurts more not to have the skills at all.


If you missed last week, just a reminder, we are heading to SXSWEdu in March. Check out our presentation!


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in Campus, Conferences, Disabilities, Medical Responses, ParaEducate, paraeducators, Students, training | Comments Off on First Responders

On Resolutions

ParaEducate is back for 2017! We are so very excited to connect with all the New Years in the past for ParaEducate have looked at things we would want to accomplish in the new year as advocates for paraeducators and students with disabilities in a public K-12 setting. In past years this has been about reaching out to student teachers, other staff members, setting a better example of professionalism, or just being a successful company.

We have several books and several large curriculum releases in process. Several parts of curriculum are all in different phases of testing. And we thank our testers profusely for being willing to pilot some of our ideas. We are not certain which projects will come out this summer but we look forward to sharing them.

This year is also heading into a special milestone: our fifth year. In this year, we are heading to SXSWEdu and we will present on March 8th. We are looking forward to this opportunity to be on one major stage with Nicole Eredics of The Inclusive Class, Beth Foraker of The National Catholic Board on Full Inclusion, Rob Rummel, Schuyler Rummel, and Sheryl Zellis.

So much has happened since we signed off. We’ve seen highs and lows with things that matter to people with disabilities and their allies. One of the issues that came forward is that it’s time to really speak to how to guide students into social relationships. Some students with disabilities don’t always have the tools to understand all the details about even friendly relationships and the differences between types of relationships and nuances in social interactions. We will be looking at these very shortly.

We are also looking at skills for understanding academic information, professional growth, and discussing the importance of retaining staff and how retention and respect grow within a campus community.

In addition since signing off for our Winter Break, we’ve gathered a lot of followers on social media, and this means the world to us at ParaEducate. Social media is our primary method of reaching the world currently. And we are quite proud to be a social media leader when it comes to sharing our experiences and expertise. But this also points out one other thing: how much ParaEducate gives away for free. And we do this blog free, and free of ads as a recognition of the importance of the need and desire for academics to have access to updated information.

ParaEducate is company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. We use curriculum, our blog, and our public speaking opportunities to reach and bridge the interests of all folks working with students with disabilities in grades K-12.


One last side note, former ParaEducate Co-founder, Megan Gross, was just named a finalist for National Teacher of the Year. We were really lucky to start out with her and now see that in her leaving ParaEducate in 2014 really did lead off to new beginnings.


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

 

Posted in blog, Campus, Conferences, Modifications, ParaEducate, paraeducators, publications, Students | Comments Off on On Resolutions

As the Holiday Season Approaches

For some of you, tomorrow is your last day of work for 2016. When you return, you will be back in the classroom for 2017. But this is also the second most candy oriented event in schools, and there are bound to be gobs of chocolate and peppermint sticks/candy canes being shared around along with the coughs, sniffles, and whatever other aliment that appears during this time of year.

Some reminders for the last few days:

All things in moderation. If you know a class may have a celebration that day, and you are going to share food items as is most common this time of year, try not to compound the issue at hand.

Remember reward charts for the last few days. It is so easy with special schedules to get wrapped up with ignoring the fact that the student did not have math, so why should they earn any stars? But was the student kind that day to their classmate? Did they participate in an activity that was off schedule? Find a reason to keep rewarding the student. This helps later on down the road.

Temper behavior with reinforcing expectations. We get it. We’re excited too. Excited for that last bell, but in the meantime, there are still tests to take, projects to finish, presentations to present. School, in all forms still has to occur. And yes there are still Winter concerts, family events, winter galas and other events that we all look forward to just as much as some of the students.

Plan an alternative activity. Well, back this up a half step: expect everyone to participate, even for 5 minutes. Some activities may be too complex or too loud for students. So this yields the necessity for step 2, have an alternative activity prepared. Whether that alternative activity is outside spinning on a playground item, or maybe in a sensory room jumping on a trampoline until the end of the day, let the student know there will be an escape if they need it.

Be realistic in expectations when it comes to craft time. Is it important to anyone that their craft project look like the most perfect item that the students will come up with? What is important about the craft projects: did the student try to follow directions (Hey, create a check list that they can refer to!), make sure that the student participated. This is different than the “student participated and then I went in and moved the parts in to place.” If the yellow leaf is on the green leaf and not above, it’s not the end of the world. If that part is purple and it should be black, let it go. It is the student’s effort. And when they bring it home, they’ll be happier because of their energies put into the project.

Remember the importance of your manners. This is sometimes easy to get lost in the shuffle. “Pencil on table” or “binder out” as communication to streamline the extraneous noises some students cannot filter through is important. But this is easily remedied as “Pencil please”, “binder please”. And remember ‘thank you’. Your students may not understand ‘you’re welcome’, but getting into the habit helps make the world a better place.

Keep an eye on spaces for a student with a wheel chair. Moving desks for a gathering or other activities can easily box out a student or prevent easy egress from a room for another student. It’s also the time of year when there are larger jackets and lots of wet things that are easily lost. The spaces inside seem tighter because they are. More indoor activities have limited what some students are able to tolerate.

Finally, remember to enjoy this time. When at an activity, and the students ask you about your family traditions, it is okay to say “My family celebrates [holiday of choice].” Or if your family does not celebrate a known winter holiday, share that “This is not the season my family celebrates a holiday, but I like hearing about all of yours.”


One last thing before we sign off for 2016, ParaEducate just made 600 Twitter followers this week! In six months, we’ve reached 100 more folks. In 2012 when we started ParaEducate and were only on Facebook, Renay had questioned the impact that social media would have within the sphere of education. But as time has gone on, social media and education have grown up side by side, enriching teachers from the world beyond their classroom. ParaEducate is proud to help reach teachers, paraeducators, administrators, parents, people with disabilities, and other professionals working with folks with disabilities.

In 2017, look for us at SXSWedu in March with some of our #BetterTogether folks: Nicole Eredics of The Inclusive Class, Beth Foraker of the National Catholic Board on Full Inclusion, Sheryl Zellis, and Robert Rummel-Hudson with Schuyler Rummel-Hudson.

You can find us during the holidays on Facebook, our website, Twitter, and Pinterest.

ParaEducate has several books and you can find them all on Amazon.com.

For specific curriculum tested with students with disabilities, check out our stores at TeachersPayTeachers and TeachersNotebook.


We will return January 12, 2017. Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in #BetterTogether, 8 hours, Adminstrators, Assembly, Behavior Strategies, Campus, Classroom, Conferences, Inclusion, Indoor Activities, Modifications, ParaEducate, paraeducators, publications | Comments Off on As the Holiday Season Approaches

National Inclusive Schools Week #BetterTogether

While the week is winding down from National Inclusive Schools Week, we still could not take the opportunity pass up a chance to talk about Inclusive Schools.

On the whole, Inclusive Schools are schools that offer the opportunity for students to learn. When one focuses on just students with disabilities, this means that they are working with their peers. Inclusion tends to be interpreted widely, many schools have many different models, some more successful than others and some certainly more oriented towards inclusion than others.

But what all inclusive schools have done have provided a recognition that schools are a part of the community that students of all abilities deserve their education. And those students make friends and strengthen their communities in all the ways possible as they grow up together.

Earlier this week, we challenged some of our #BetterTogether associates about the positives we have seen and we still see from inclusive classes and schools. And there are many, many positives. Of which, paraeducators are most likely to get to see just because of the proximity to all students in a classroom.

We see students learn to appreciate their classmates for all the things they contribute to school and to each other. It is not always in the end that “we were nice because the student has a disability”, “we were nice because they were nice too.”

We hear students asking to sit at the lunch table with students to make space for their peers who have a disability. We see the students sitting on a curb on the playground giggling about something. We see the students helping eachother out.

But bigger than the students, we hear general education teachers tell every student, “I appreciate your contribution to this class.” And, “Thank you for speaking up today, I like to hear your voice.”

And it is the opportunity that we highlight, because without it, we, paraeducators, teachers, and classmates, would not know how much we all can grow and adapt, making the example that when we work and play together, we make our community #BetterTogether.


ParaEducate will sign off for 2016 on December 15, 2016 (next week!) We will return January 12, 2017. Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in #BetterTogether, 8 hours, Campus, Classroom, Disabilities, General Education Students, General Education Teachers, paraeducators, peers, Special Education Teachers, Students | Comments Off on National Inclusive Schools Week #BetterTogether

I Believe In You II

In 2013, Megan Gross helped take this idea we had about a blog entry and helped to make it this great moment of looking at students and the things we ask them to do over and over again because we would like them to at least have a functional understanding about in the world in many different subjects. And our blog unfortunately suffered a horrendous technical meltdown that resulted in the loss of many of our favorite blogs. However, for a few of our blogs, titles and ideas remained. Which brings us to today, with Renay sitting and reflecting over the importance of believing in our students.

Originally, in 2013, we looked at the importance of “not now” and “not yet” and those for some students may be hard concepts. Especially when they see their friends doing things and they have no idea how to do those academic skills or that as a skill it may be not feasible for the student with a disability to demonstrate the academic material like their peers in the same manner, however, there may be other methods to get similar or comparable work. Most importantly, it was about a paraeducator and a student, or group of students, willingness to push forward even when those things aren’t always going to happen that year.

We still believe that students still get to keep trying. We honestly believe that if we just cram it all in there, something is going to stick and that may just be the breakthrough that student needed. And we may never know when this will happen. We have to. It is sometimes exhausting to keep up with.

We also still believe in “not now” and “not yet”. This is data driven. Maybe four weeks of trying this has not improved anything. Let’s find something else to focus on and try going back in one to two weeks.

We also have developed a better understanding of when it is all right to give up and let the student learn some boundaries. Those students who have more understanding of what they can and won’t do, maybe that won’t turns into a lesson about following through on their work.

We have a great understanding of “no, not ever.” And this part usually is not our call. And when the decision is out of our hands, it can be very frustrating. Reasons for “no, not ever” may involve religious belief, family belief in the student’s ability to do something, family ability to support student, student’s response to stress, or some other bigger reason that trumps all attempts to do academic work. A student’s health comes before academics.

School is hard. There are so many reasons to be pulled in so many different directions, and hidden rules. For some students being with their classmates is reinforcing. For others, achieving an ‘A’ is reinforcing too. Recognizing the spectrum of students and that their motivators all look different change how we approach our belief that all students can learn and that all students deserve a chance to do their very best to be a part of a larger community.


Do you have any questions about this week’s blog? Do you want to offer a guest blog? Find ParaEducate online herehereherehere, and on our website. ParaEducate is a company interested in providing materials, information, and strategies for people working in special education inclusion settings for grades K-12. ParaEducate, the blog, is published weekly during the academic school year on Thursdays, unless a holiday. ParaEducate shares their findings at conferences, through their books, and their academic adaptations.

Posted in #BetterTogether, 8 hours, blog, Campus, Classroom, Disabilities, ParaEducate, paraeducators, Students | Comments Off on I Believe In You II