Biblioteca

Caminos hacia el rol

You're considering becoming a paraprofessional, or you just got hired and want to know what to expect before y…

Un día en el trabajo

You're trying to picture what paraprofessional work actually looks like, hour by hour, in your kind of setting…

Requisitos de certificación estatal

You want to know what your state actually requires for paraprofessional credentialing, beyond the federal ESSA…

La identidad y el rol

Your identity (race, language, disability, class, sexuality, parenting status) shapes how you experience the w…

Resumen de IDEA para paras

You work under IDEA every day, and you need a clear sense of the law's promises, your role within them, and wh…

ESSA y los requisitos de paras de Título I

You work in a Title I school, and federal law specifies what qualifications you must hold and what you can / c…

Resumen de la Sección 504

You support a student with a 504 plan, and 504 is *not* a smaller IEP; it's a different law with different pro…

La ADA en las escuelas

You support students who need physical, communication, or program access, and the ADA reaches further than IDE…

Las competencias CEC en la práctica

You want a real professional framework for paraprofessional growth, instead of training on the immediate tasks…

Acompañamiento y calibración

You're a supervisor giving coaching feedback to paras, or a para wanting more from coaching than 'You're doing…

Normas de comunicación entre para y maestro

Communication with your supervising teacher (or your para) feels inconsistent, and you suspect the actual prob…

Evaluación del desempeño

You're preparing for your annual evaluation, and you want it to actually drive your growth, not just be a form…

Roles de instrucción del para

You do instructional work all day, and you need a clear line between supporting and teaching, with the skill c…

Jerarquías de apoyos (prompts)

Prompting is most of what you do, and the difference between skilled and well-intentioned prompting determines…

Cómo retirar los apoyos (prompts)

You prompt students through skills they can't yet do alone, and fading those prompts is where actual independe…

Hojas de programa y fidelidad al procedimiento

You run programs that another adult also runs, and consistency between you is the difference between the progr…

Pensar en función del comportamiento

You're trying to figure out why a student behaves the way they do, and why the answer matters more than the be…

Evaluación funcional del comportamiento

An FBA is happening for your student, and you're going to be a major source of the data the team needs.

Leer y aplicar un BIP

You're being asked to run a Behavior Intervention Plan, and you need to read it the way it's meant to be read.

Estrategias de antecedentes

You want to spend less time managing crises: by changing what happens *before* the behavior, not what happens…

Resumen de tipos de datos

You take data on student goals, and you want to know which type (frequency, duration, latency, intensity, prom…

Registro por intervalos

You're tracking behavior that's hard to count (engagement, vocal stim, on-task), and you want to know whether…

Datos de nivel de apoyo (prompt)

You're teaching a skill, and you want to track honestly how much help the student actually needed, so the team…

Registro narrativo ABC

A behavior is puzzling and the team doesn't yet understand it, and you're capturing antecedent-behavior-conseq…

Autismo

You support an autistic student, and you need a frame that holds the heterogeneity ("if you've met one autisti…

TDAH (ADHD)

You support a student with ADHD, and most of what's hard for them at school is executive function, not motivat…

Trastornos específicos del aprendizaje

You support a student with a specific learning disability (SLD), the umbrella covers dyslexia, dysgraphia, dys…

Dislexia

You support a student with dyslexia, and the right kind of reading instruction (Structured Literacy) makes the…

Guía del paraprofesional de ELL

You support a multilingual student: bilingual para, ESL para, Title I para, or SpEd para with an English Learn…

Paras de Título I y Título III

Your para position is funded by Title I or Title III: and you want to know what that means for your qualificat…

Apoyo a recién llegados

A new student has just arrived in the U.S.: first day, first week, first six weeks of supporting them in your…

Apoyo a estudiantes SLIFE

Your student has had little or interrupted formal schooling, they may be 14 or 16 with minimal literacy in any…

Carta de derechos de la comunicación

You support a student with complex communication needs, non-speaking, minimally speaking, or using AAC (augmen…

Resumen de AAC

Your student uses or is being evaluated for AAC (augmentative and alternative communication), and you want a w…

PECS e intercambio de imágenes

Your student is on PECS (Picture Exchange Communication System), and you want to be sure you're implementing t…

Resumen de tecnología de asistencia

Your student uses assistive technology (AT), pencil grip to speech-generating device, and you want to support…

Intervención temprana

You work in early intervention (birth-3), and the framework, philosophy, and your role are fundamentally diffe…

Primera infancia y prekínder

You work in preschool / pre-K, and resist the urge to make it look like elementary school.

Primaria

You work in K-5 special education, and you need to balance being present enough to support with fading enough…

Rutinas y transiciones

You support students whose hardest moments are transitions, between activities, locations, adults, and most be…

Trabajar con el maestro supervisor

You're building the working partnership with your supervising teacher, or you can feel that partnership drifti…

Trabajar con el maestro de educación general

You're an inclusion para in someone else's classroom, pushing into gen-ed for part of the day or full-time.

Personal de cafetería, recreo y autobús

Your student goes to lunch, recess, and the bus, and the adults in those settings are not the people who know…

Trabajar con las familias

You interact with families at drop-off, pickup, on the phone, or in meetings, and you want to be a partner wit…

FERPA y confidencialidad

You know things about students that other staff and outsiders don't, and you're navigating the daily risk of a…

Reporte obligatorio

You have reasonable suspicion of child abuse or neglect, or you just received a disclosure and you're deciding…

Relaciones duales y redes sociales

Your student is also your neighbor, your colleague is also your church friend, or a student just sent you a so…

Regalos y límites

A family or colleague gave you a gift, and you're trying to figure out whether to accept it, decline it, or es…

Poner límites

You give until there's nothing left, and you want to figure out where the line should be with students, famili…

Planear y documentar el desarrollo profesional

You want professional development that's directed, building toward identifiable competencies, instead of a pil…

Caminos de para a maestro

You're considering becoming a teacher, and you want a realistic map of routes, costs, time, and trade-offs bef…

Práctica reflexiva

You want professional growth that compounds, not twenty years of unreflected practice that produces a para who…

Mi primera semana

You're starting as a paraprofessional this week: students you don't know, schedules you don't follow, language…

Mi estudiante acaba de llegar de otro país

A new student just arrived from another country: limited English, possibly limited records, possibly previous…

Cuando el para no está

You're going to be out, planned or unplanned, and you want sub coverage that actually maintains your students'…

El maestro supervisor no se comunica

Your supervising teacher won't engage: no day-one orientation, no written task assignments, no check-ins, no f…