Our obligation is to serve students in the least restrictive environment, and the utilization of paraprofessional support is a highly restrictive intervention. Research indicates that students with paraprofessional support receive less attention from certified classroom teachers, are more socially isolated, are less self-determined/motivated, and are more dependent on adults. Compared to a certified teacher, paraprofessionals are more likely to over-prompt, over-modify, and otherwise over-assist, which impedes students' productive struggle and limits their opportunities to learn and grow.
Before adding or increasing paraprofessional support, several conditions must be met:
Frequency and intensity of the medical, behavioral, or academic needs of the student exceed the capability of the existing site staff
Other interventions have been attempted without success
Additional paraprofessional support is required to implement the student’s IEP
Results of the observation and review of records show that the school has developed an implementation plan that includes goals and objectives that will address student independence, the type, amount and expected duration of the additional support service, and a process for determining when service can be reduced or eliminated
1. Define what independence looks like for the student.
What is the criteria to determine success?
What is the student capable of doing on their own without assistance?
Where do we want skills to be in one year?
2. What skills does the student need to be independent?
What are the main health, academic, and/or behavior concerns that are impeding the student from making progress?
How pervasive is this concern (i.e., frequency, duration, severity, location of problem)?
What skills does student need to improve to be successful & independent?
3. How will the student acquire/learn those skills?
What interventions/strategies have been attempted? What was the outcome of those interventions/strategies?
Are there AT devices to assist the student to be more independent without para support?
Is para support directly related to a student goal?
4. What existing supports are in place for the student?
What can we change in the student's environment (classroom, people, hallways, etc.)?
What does progress monitoring data tell us about the current supports?
What is the frequency, duration, and intensity of the support needed?