Substitute Paras

What to prepare when you'll be absent, what subs need to hit the ground running, and how teachers can set everyone up for success when the regular para is out.

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| Audience | Paras preparing for planned or unplanned absences; supervising teachers who need to brief a substitute. |

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| Why This Matters |

| When a regular para is out, students who depend on consistent support are disproportionately affected. A well-prepared substitute can maintain routines and keep students safe; an unprepared one can inadvertently trigger challenging behavior or miss critical health and safety steps. Preparation is the difference — and most of it needs to happen before the absence. |

What a Substitute Para Needs to Know

A substitute entering a special education setting needs more than a general orientation to the classroom. At minimum, they need:

Student names and a brief descriptor: who needs the most support, who is likely to test a new adult, who needs reminders about routines.

Health and safety essentials: any student with a medical condition, allergy, feeding precaution, or seizure protocol. This information should be in writing and immediately accessible.

Behavior essentials: for students with known challenging behaviors, the sub needs to know what the behavior looks like, what NOT to do (e.g., 'Do not say no directly — redirect to an alternative'), and who to call if the situation escalates.

Routine and schedule: the daily schedule, transition cues, and any non-negotiable routines (e.g., a student must greet with a specific phrase before entering; a student's break routine must follow a specific sequence).

Communication supports: if any student uses AAC or other communication strategies, the sub needs a basic orientation — what device or system is used, how to respond, who can help if they're confused.

Where to get help: who is the lead teacher, where is the office, who covers in an emergency.

The Sub Packet: What Regular Paras Should Prepare

Every para with a predictable assignment should maintain a sub packet — a brief, practical document that a substitute can read in 5 minutes and use all day. It is not a binder of policies; it is a field guide.

Student roster with photo, name, and one key sentence each (e.g., 'Marco uses a communication device — point to the symbol for what you want him to do').

Health/safety one-pagers for any student with medical considerations — kept in a clearly labeled spot, not buried in a file.

Daily schedule with times and locations, noting any routines that are non-negotiable.

Top 5 behavior tips: not the full BIP, but the most important do's and don'ts for the students most likely to have a hard day.

Who to call for what: teacher's name and room, office number, crisis support contact.

Update the sub packet at the start of each semester and after any major change in a student's plan.

What Teachers Should Do When the Regular Para Is Out

The supervising teacher carries responsibility for student support even when the regular para is absent. Before the day begins:

Brief the substitute on student-specific needs — don't assume the sub packet covers everything the sub needs to know.

Check in with the substitute mid-morning, especially if any students are already having a difficult day.

Reduce novelty where possible: if the regular para usually runs a particular small group or transition, consider whether a different adult should do it on a sub day, or whether the routine needs modification.

Be explicit with students that there is a substitute today. Many students with disabilities benefit from advance notice and a clear statement of what will stay the same.

What Students With Disabilities Experience When Their Para Is Out

For students with significant disabilities, the absence of a familiar para is not a minor disruption — it can feel like a significant loss of safety and predictability. Some students will test the new adult deliberately; others will shut down; others will appear fine but show stress later. A few principles:

Maintain routine as closely as possible. Predictability is protective, especially for students with autism, trauma histories, or significant anxiety.

Use visual supports and schedules more, not less, when a new adult is present.

Don't introduce new demands on a sub day. Keep expectations familiar and attainable.

Plan for the return of the regular para — some students need a brief reconnection ritual or check-in when their support person comes back.

Planned Absences vs. Unplanned Absences

For planned absences (professional development, appointments, personal leave), the regular para has time to brief the substitute directly and update the sub packet. For unplanned absences (illness, emergency), the sub packet does the work the para can't.

This is why the sub packet needs to exist before the absence, not during. Paras who routinely prepare their materials report that unplanned absences feel less disruptive — for the students, the sub, and themselves.

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| ✅ Try this | ⚠️ Watch out for |

| Keep your sub packet current (update at semester start and after any major plan change) and leave it in a clearly labeled, accessible location — not in a drawer or binder the sub would never find. | Leave the substitute without any briefing and expect them to figure it out. Even the best sub packet doesn't replace 2 minutes of direct communication if a planned absence allows it. |

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| Bottom line | A substitute para's success depends almost entirely on the preparation done before they arrive. Paras who maintain a current, practical sub packet protect their students on the days when they can't be there themselves. |

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