Building positive relationships

with students

PARAPROFESSIONALS
QUICK RE FE RENCE
GUIDE

get to know students personally

show that you are happy to see them
offer choices whenever possible
start each day fresh with a clean slate
avoid sarcasm
ask questions about how you can help
smile and give positive feedback

De-escalating a volatile situation

remain calm
use an even tone of voice
listen to what the student is saying
validate the students feeling with a
comment like I understand that you
are angry
offer clear choices and consequences
use a neutral stance with arms to your

We imagine a community where

paraprofessionals are respected and
where their contributions are valued
and acknowledged. !
Thank you for working on the
front lines. You make a dierence
in students lives.

sides

You should never be asked to:

design and deliver initial core
instruction
write IEP goals
interpret data about a student
make decisions about which
instructional or behavioral programs
are needed or when to stop providing
those interventions

SHAWNEE MISSION SCHOOLS

Shawnee Mission, Kansas
http://specialed.smsd.org/Pages/default.aspx

A guide for paraprofessionals to

help clarify expectations and
define responsibilities along with a
quick reference guide on
promoting student success.

T I P S A N D S T R AT E G I E S
The strategies presented below should give you a few ideas to pull from when working with
students with adaptive learning needs. Each student and situation is dierent, but here are a few
go-to solutions.

Best Practices are listed below. Talk to your

supervising teacher if you are unsure
about what to do in specific situations.

Quick Check!
Para is positioned a comfortable distance
from the child allowing for free interaction

CH AL L E NG IN G B EH AV I OR:
D IF F IC U LTY G E T TIN G STA RTE D
provide written & verbal directions
check that directions are clear
have student work with peer mentor
chunk the work into smaller sections

C HA L L E N G I N G B E H AV IO R:
D IST RACT IB L E
preferential seating
allow student to choose the order of work
use non-verbal cues to prompt student
give immediate feedback on work
engaging, hands-on mode when possible

CH AL L E NG I NG BE H AVIO R:
STU D E NT IS DISOR G AN I ZE D
utilize organizers like calendar, alarms
chart with sequence of steps
daily schedule with visual reminders
study buddy
daily planner between home and school

C HA L L E N G I N G B E H AV IO R:
M E MO R Y I S S UE S
segment study time into smaller units
structured breaks, alternating subject matter
establish links to prior knowledge
highlight most important features (color
coding, shapes, size emphasis); and
provide opportunity for novel repetitions

CH AL L E NG IN G B EH AV I OR:
IM PU L SIV E
teach student to raise hand and wait
reinforce desired behavior immediately
role model by thinking out loud
provide written expectations stated in the
positive, i.e.: student will wait to be called on.

C HA L L E N G I N G B E H AV IO R:
H YP E R ACTI VE
providing a specific number of passes
providing small fidget items to channel
activity
restating rules before the opportunity for rule
infraction

with peers and the teacher.!

Para allows the student to ask questions of
the teacher or peers.!
The student is given the opportunity to
learn by doing or to make a mistake and
utilizes para assistance to clarify or correct.!
Para assistance is according to the IEP.!
Para is aware of and adheres to a behavior
plan if one is in place.!
Para is aware of and adheres to
modifications and accommodations in the
IEP.