TVES

Para-Educator In-Service

BROUGHT TO YOU BY: JOE AMODIO & MEG PETERSON

Our goal at TVES is consistency

Agenda
Introductions
Evaluation
Policies and Expectations
Students Behavior
Communicating & Interacting with Students/Staf
Schedules
Q&A
Introductions

Split yourselves into two separate lines, facing each other. Make sure
you have a partner standing across from you in the opposing line.
Line A 1 minute to ask as many questions to partner in Line B.
Line B must be silent, and listen to the questions (no response!)
Reverse roles, then repeat.
Which mindset are you?

Complete the mindset questionnaire

Tally your scores
Reflect What area(s) do you have a fixed
mindset? What is one thing you can do diferently
this year in your role as a para-educator to help
you move toward a growth mindset in this area?

Paraprofessional
Evaluation
Evaluations are officially
conducted in late spring
Mid-year conferences are
often held to provide
feedback and set goals as
needed
Know the expectations and
standards on which you are
being evaluated
Set 1 or 2 goals for
improvement
Goal 1: Assist teachers with
instructional teams
Meetings, confidentiality,
efective/respectful communication,
following teacher instructions,
contribution
Goal 2: Assist in maintaining learner-
centered environments
Implement strategies, behavior
management, supportive learning
environments
Goal 3: Supporting teachers with
planning and organizing learning
Materials/modifications, data entry,
promote learner independence and
positive self-esteem

Paraprofessional
Evaluation
Evaluations are officially
conducted in late spring
Mid-year conferences are
often held to provide
feedback and set goals as
needed
Know the expectations and
standards on which you are
being evaluated
Set 1 or 2 goals for
improvement
Goal 4: Assist in engaging children in
learning
Proficient in learning skills, carries out
learning activities/behavioral strategies,
assists other service providers,
community-based supports
Goal 5: Assist in assessing learner
needs
Assessment data collection, administer
assessments, implement student
modifications on assessments
Goal 6: Professional and ethical conduct
Follow chain of command, district policies
and procedures, maintains work quality,
adapt to change, cooperation, accepting
constructive criticism, attendance
Expectations

Punctuality
Arrival and Departure
Special Education 8am-3pm
RTI 8:15am-2:45pm
Classroom Assignments
Duties
Cell Phone Use
TVES stance: talking, texting, email/social media use on cell phones while assigned to
be supporting students is not allowed.
Cell phone use may take place when you are on lunch or other breaks.
Emergencies arise where you may need to be reached-these calls or texts must take
place out of the ear/eye-shot of students (i.e. in an office, outside-not in the hallway)
Cell phones may be used solely for telling the time or for emergencies on recess duty.
Expectations Continued
Confidentiality
Discussing students specific needs, concerns, or challenges may only be done in a
professional manner and not within ear-shot of other students or staf unassigned to
that student (Its the law!)
Discussing students or staf outside of the school day is discouraged
Chain of Command
Concerns, issues, etc. should be brought to your immediate supervisor who can then
make the determination if the information needs to reach other avenues
Absences
Absences due to illness or personal day should be entered into Aesop online as soon
as possible.
Some supervisors also prefer to receive a text or email if you will be out as it helps
them prepare sub plans to cover your roles/responsibilities.
A sudden need to leave early may arise-let your supervisor know immediately so
they may find coverage
Aesop Entering Absences

www.aesoponline.com
Login information
Username: phonenumber
PIN: 4-digit code
Contact Joe or Rose, if you are unable to log on
All absences must be entered into the system.
Check with your supervisor to see if a sub is required for you.
The earlier you enter an absence, the better chance we have of filling
your position for the day.
Emergency Procedures: Be Prepared

Fire Drill/Emergency Lockdown Drill/Emergency

Alarm will sound Announcement follow RED

schedules
Proceed to nearest exit with students
Move group quickly and quietly to
position away from the building
Take attendance if you are with
student group
Keep students quiet and calm
Listen for further instructions
HINT: keep building map and fire drill
attendance form with you in your daily
travels throughout TVES
Students moved to designated
location in classroom
Check hall and usher in wandering
students
Close and lock door, pull black shield
down
Assist in keeping students quiet and
calm
Do not leave location unless instructed
to do so by administration/emergency
personnel All Clear
 R- Respect
Positive Behavior O- Opportunity
C- Cooperation
Interventions and K- Kindness
S- Safety
Supports: PBIS
ROCKS behaviors are expected
to be displayed:
TVES throughout the school
building
ROCKS throughout the school day
with peers and adults

Catch students displaying

ROCKS behaviors during the
school day and reward them
with a ROCKS card-keep them
on hand.
TVES Office Referral Form

The form is intended to be used when students are not displaying the
expected ROCKS behaviors.
It is an important tool for tracking our students behavioral data, which
leads to the development of RTI Behavior Plans
Fill them out as clearly and specifically as possible.
Identify and indicate the behavior (see behavioral definitions sheet)
If motivation clear, indicate.
Indicate the consequence, if appropriate
Seek advice from mental health staf/classroom teacher for consequence if needed
Describe incident clearly, omit peer names (use classmate, peer, male or
female student, etc.)
Office Referral Form (continued)

Timeliness
The form is filled out as soon after the incident as possible but before the end
of the school day
The student is informed (in a non-threatening way) that they are receiving
the referral
The classroom teacher is informed of the incident before the end of the
school day
Hand the form to Laura Petrella when completed.
Tip: keep forms on-hand during duties to allow for timely reporting
Student Behavior: Consistency is KEY

In the Cafeteria At Recess

Catching Rays in the Cafeteria Recess Rules
In order to earn a star, the classroom BE PRESENT
must meet the 4 criteria Circulate, eyes on students, frequent
Cleanliness hot-spots

Noise Level Know and enforce the expectations for

students
Lining Up
Reinforce periodically
Behavior-office referrals
Ask teachers to reinforce rule issues
Model expectations periodically. specific to their students, as needed
This is a great time to use ROCK Only send kids to nurse when
cards! necessary-restrict frequent fliers
Its not personal!

It can be difficult, but do not take a childs behavior personally.

It may feel as though it is directed at you sometimes, but you are just the
one there in that moment.
If you start to feel emotional about a students behavior, then you are taking
it personally.
Remove yourself if necessary, (i.e.walk away, take a walk)
Ask someone to take over for you. Its important to get support.

Try to remain neutral and even during challenging student interactions.

Be fair and consistent-model and enforce ROCKS behavior.
Process challenging interactions with your supervisor or mental health
staf.
Interacting & Supporting Students
Whole Group
Be discrete during teachers
whole group lessons
Non-verbal cues are often the
best course of action(i.e.
gesture/signal, quietly remove
distracting item
Proximity (i.e. sit/stand near a
particular student, tap shoulder
or desk gently to gain attention
Adults in the
Classroom Model Interactions
Some classrooms have diferent If you are unclear of the lesson
paraprofessionals, and teachers objective, outcome, or
working in them-adult information being presented:
conversations during instruction
Write it down to remember
can distract the students and
and ask it at an appropriate
teacher from the lesson.
time
If you need to converse, quietly
Try not to interrupt
excuse yourselves from the
teachers lessons with
room to limit interruptions.
questions, comments, etc. It
If you need to relay information can confuse the students
to the teacher, look for an
appropriate time (i.e. break
between subjects, transitions,
before or after school, etc.)
Students: Helping vs. Over-Helping
Wait Time
Students may take longer to
arrive at a solution, answer, etc.
It is difficult to wait so we start
to feed answers
After a reasonable amount of
wait time, ask them, Are you
still thinking? Would you like
me to repeat the question? Do
you need some support?
Incorrect Answers
When a student provides an
incorrect answer, all is not lost!
Say, That was a good try. Tell
me what you were thinking/how
did you arrive at your
answer/show me where you
found the information.
Try breaking the question down
into manageable chunks and
asking them to talk you through
it.
Teachers Advice
Follow the teachers plan. Do
not go of track and conduct a
diferent lesson with a diferent
outcome.
If you arent sure where the
information should lead the
group-talk to the teacher.
Be on time. If you have to step
out, return promptly-we count on
you for support. If you will be
late, let us know.
Silent Birthday Line-Up

Form one line across the front of the room in order of your birthdays.
January near the windows December closest to the doorway.
You MUST be silent!
No talking, whispering, or moving your lips!
The Power of Our Words

Language is one of the most powerful tools available to us as

educators.
What kids hear and interpret has a HUGE impact on how they think, act,
and ultimately learn.
Language(word choice, phrases, tone, pace)
molds our sense of who we are
helps us understand how we think, work and play
Influences the nature of our relationships

3 Types of Language: Reinforcing, Reminding, Redirecting

Guidelines for Teacher Language

Be direct and authentic

Convey faith in childrens abilities and intentions
Focus on action
Keep it brief
Know when to be silent
Guidelines for Language (continued)

Say what you mean - be direct

Mean what you say - follow through on your words
Choose an appropriate, respectful tone
Avoid threats, warnings, and thanking students for doing what is
expected
Give choice, only when appropriate

Instead of: Could you all go back to your seats now?

Try: Everyone go back to your seats now.
Reinforcing Language

Helps students identify what they are doing well and when theyre on
the right track. Children build on strengths, not weaknesses
Find positives to name in ALL students
Great Job! Well done! do not specifically describe positive
behavior
I see many people remembering to push in their chairs before they line
up. as opposed to Many people forgot to push in their chairs.
Description vs. Personal Approval

When we focus on our feelings about childrens behavior, we send an

implicit message that the purpose of good behavior is to please us.
Thank you for waiting your turn to speak.
I love how you checked your work before turning it in.
I like it when children line up so nicely

Describe the behaviors you value

You listened carefully to the others in the circle, and now its your turn to speak.
I noticed you took your time to check your work today before turning it in.
Did you notice how quickly and calmly you lined up today?
Reminding Language

Help students remember expectations, so they can do the remembering themselves.

Prompt students, rather than tell
Phrase a reminder as a question
What are you supposed to be doing right now?
What should you be doing next?
What can you do to solve that problem?
When do we get lunches out?
Phrase a reminder as a statement
Ill begin when everyone is ready.
Im waiting for you to remember the rules
Show me
Think about
Redirecting Language

Commands when behavior is of-track

Be direct and specific
Name the desired behavior
Keep it brief
Be respectful (tone)
Be non-negotiable phrase redirections as a statement, not a question
Follow-through

David, hands in your lap.

Casey, its time to do this assignment right now.
Help Evan clean up the paper.
Name the Desired Behavior

Instead of Try

Stop running!
Stop. Walk.

Many of you are wasting time.

Well begin when youre all seated

with your folder on your desk.
Why are you moving before youve gotten directions?

Stop. Wait to hear the directions.

Efective Language Activity

Begin to think in new language patterns!

Rotate around the room to each poster.
Read through the statements/phrases/questions educators frequently
use, and come up with new language that is both positive, and
constructive for children.
Whats on your mind?