Anonymous wrote:I’m a high school gen ed teacher. The times I’ve had para professionals in my class is when there was a student who had one on one services on their IEP, usually for behavioral needs. The para usually stayed off to the side and was there to escort them out and to whatever plan was in place if it was needed. It was not for academic help.

This was different than a cotaught class, where there are two teacher and we both teach the class. One gen ed and one special ed, we both provide content, accommodations, etc.

It all depends on your child’s IEP and specific needs.

A good co-teaching team can make all the difference for students. But in my child's school, this isn't offered except in rare circumstances (usually for English or math). I think it varies by county.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I'm confused -- does your child have a para on their IEP and you're wondering if it's helpful? Or does another student have a para and you're being nosy and judge-y?

OP here—my kid is in a self contained program and slowly being placed into mainstream classes with para support. I’d like to know what the para is supposed to do? If the response is follow whatever is in his IEP, that’s fine.

We don't know your child's needs, but possibilities include keeping him on task/redirecting him back to task, breakdown tasks/support with EF, take him out of the class if he becomes dystegulated/needs a break (even in high school, kids can't wander around by themselves during class), help with peer relationships/group projects. The one thing they don't do is provide direct instruction.

This, OP. When I look at the supports listed on my teen's IEP, I know that paras are not qualified (or required) to provide most of them. But the teacher is busy teaching the class, so the supports never happen.

Classes with paras are usually more challenging than self-contained. Being with a different peer group can be motivating.

Personally I find it infuriating that school systems use paras instead of special ed teachers. 75% of the behavior issues that paras are hired to manage would not even exist, if appropriate instruction (via special ed co-teachers) was in place. But school system budgets don't allow for it (and there's a shortage of special ed teachers anyway).

I’m a high school gen ed teacher. The times I’ve had para professionals in my class is when there was a student who had one on one services on their IEP, usually for behavioral needs. The para usually stayed off to the side and was there to escort them out and to whatever plan was in place if it was needed. It was not for academic help.

This was different than a cotaught class, where there are two teacher and we both teach the class. One gen ed and one special ed, we both provide content, accommodations, etc.

It all depends on your child’s IEP and specific needs.

In a lot of HS classes, paras don't have rigorous course knowledge - and are often learning the material alongside the kids. I'm a middle school para with good general knowledge, but just got moved into a new class. We don't get planning time or other time to coordinate with the teacher. I'll have to figure out what's going on, how the teacher teaches, and the expectations for the kids.

Even so, paras do help keep kids on task, check to see if they understood what was said, make sure homework gets recorded, support extra time, and such.

Largely, though, it's relationship building to help get the kids in a frame of mind to succeed.

Paras can do lots of different things: help take notes, organize papers, find papers, make sure paper get turned in, make sure student starts assignment, answers questions, make sure homework is written down, make sure homework is turned in.

Anonymous wrote:

Anonymous wrote:I'm confused -- does your child have a para on their IEP and you're wondering if it's helpful? Or does another student have a para and you're being nosy and judge-y?

OP here—my kid is in a self contained program and slowly being placed into mainstream classes with para support. I’d like to know what the para is supposed to do? If the response is follow whatever is in his IEP, that’s fine.

We don't know your child's needs, but possibilities include keeping him on task/redirecting him back to task, breakdown tasks/support with EF, take him out of the class if he becomes dystegulated/needs a break (even in high school, kids can't wander around by themselves during class), help with peer relationships/group projects. The one thing they don't do is provide direct instruction.

Anonymous wrote:I'm confused -- does your child have a para on their IEP and you're wondering if it's helpful? Or does another student have a para and you're being nosy and judge-y?

OP here—my kid is in a self contained program and slowly being placed into mainstream classes with para support. I’d like to know what the para is supposed to do? If the response is follow whatever is in his IEP, that’s fine.

In my NT kid's 9th grade science class, the parapro structured the document file where one of the IEP kids would type his answers.

Also half the class had test-taking timing accommodations and went to another room. I assume the parapro could proctor in that room.

The parapro also enforced classroom discipline. By which I mean she scolded my kid because he was talking and goofing off with a friend because he was bored in this class due to it being detracked gen ed.

I'm confused -- does your child have a para on their IEP and you're wondering if it's helpful? Or does another student have a para and you're being nosy and judge-y?

What do they do in the classroom? At the HS level, are they for academic support or emotional support? Academically my kid has surpassed my math knowledge. I couldn’t break down a math or physics problem into smaller steps. I don’t understand how they support a HS kid emotionally either. A HS doesn’t need someone to take a walk with them; they can go by themselves.

What exactly does a HS para do in the classroom?