Ruta de aprendizaje
Multilingües / estudiantes de inglés
Las rutas son sugerencias, no requisitos. Ordenan el contenido existente según lo que suele importar más para un rol — usted puede cambiar de ruta o explorar todo el contenido en cualquier momento.
Principalmente estudiantes que están aprendiendo inglés y estudiantes multilingües.
Aquí la instrucción con conciencia lingüística va primero. Una línea de equidad atraviesa todo: la adquisición del idioma no es una discapacidad — no deje que un inglés limitado se lea como una capacidad limitada, y esté atento también al error contrario.
Competencias principales para este rol
Apoyo en la enseñanzaComunicación y colaboraciónInclusión e implementación del IEP
Guías para este rol
English Language Learners
- ELL Paraprofessional BriefYou support a multilingual student: bilingual para, ESL para, Title I para, or SpEd para with an English Learner on your caseload.
- Title I and Title III ParasYour para position is funded by Title I or Title III: and you want to know what that means for your qualifications, supervision, and scope.
- Newcomer SupportA new student has just arrived in the U.S.: first day, first week, first six weeks of supporting them in your classroom or building.
- SLIFE SupportYour student has had little or interrupted formal schooling, they may be 14 or 16 with minimal literacy in any language, and standard English-language-learner strategies aren't enough.
- Long Term ELLsYour student has been in U.S. schools for six or more years, sounds fluent in conversation, but still struggles with academic reading and writing.
- WIDA and Language Proficiency LevelsYour student is an English Learner, and you want to know what their WIDA level actually predicts about what they can do in each domain.
- Ver todo en English Language Learners →
Instructional Practice
- Instructional Roles of the ParaYou do instructional work all day, and you need a clear line between supporting and teaching, with the skill ceiling that comes with each.
- Prompting HierarchiesPrompting is most of what you do, and the difference between skilled and well-intentioned prompting determines whether the student becomes independent.
- Prompt FadingYou prompt students through skills they can't yet do alone, and fading those prompts is where actual independence gets built.
- Programming Sheets and Procedural FidelityYou run programs that another adult also runs, and consistency between you is the difference between the program working and not.
- Reinforcement BasicsYou use reinforcement every day, and the difference between great reinforcement and "bribery" is whether you know what you're doing.
- Errorless Learning and Error CorrectionYou teach skills where the student's errors matter, and where uncorrected wrong responses get rehearsed into harder-to-undo patterns.
- Ver todo en Instructional Practice →
Collaboration
- Working with the Supervising TeacherYou're building the working partnership with your supervising teacher, or you can feel that partnership drifting and want to reset it.
- Working with the Gen Ed TeacherYou're an inclusion para in someone else's classroom, pushing into gen-ed for part of the day or full-time.
- Cafeteria Recess Bus StaffYour student goes to lunch, recess, and the bus, and the adults in those settings are not the people who know the IEP.
- Working with FamiliesYou interact with families at drop-off, pickup, on the phone, or in meetings, and you want to be a partner without overstepping.
- Working with Outside ProvidersYour student also receives services from an outside ABA agency, private SLP/OT, community counselor, or developmental pediatrician.
- Conflict with a ColleagueYou're navigating professional friction with a colleague: communication breakdown, conduct concerns, or something more serious affecting student welfare.
Cuando surge algo
Una pantalla por tarjeta. Abra la que coincida con lo que tiene enfrente; la guía completa está ahí cuando tenga tiempo.
- Acaba de llegar un estudiante nuevo de otro paísUn estudiante que acaba de llegar de otro país se unió a su salón. Habla poco o nada de inglés.
- Acaban de pedirle que interpreteAlguien acaba de pedirle que interprete o traduzca para una familia — ahora mismo, en el momento.
- Alguien acaba de preguntar si este estudiante debería ser evaluadoUn estudiante que está aprendiendo inglés está en silencio o con dificultades, y alguien acaba de preguntar si debería ser evaluado.
- Un padre acaba de hacerle una pregunta que no puede contestarUn padre en la entrada, la salida o el pasillo acaba de hacerle una pregunta que no puede o no debe contestar.