The teacher leads instruction; the team agrees on how support will work. This short conversation guide helps a teacher and paraeducator settle the details before an activity starts, so support is planned rather than improvised.
Download the free PDF (1 page)
How to use it
- Print a fresh copy for each planning conversation, or talk through the prompts below.
- Write the activity or lesson and when it happens.
- Work through the five prompts together, then use the quick close before the activity starts.
The five prompts
- Learning target: what should the learner have a chance to practice?
- Materials and setup: what needs to be ready? Where will the activity happen?
- Who does what? The teacher gives directions, modeling or instruction; the paraeducator gives the agreed support during the activity.
- Supporting participation: what choice, communication support or adjustment is already planned? How will we offer help and allow time for a response?
- Check in and adapt: what should we notice about participation? When should the paraeducator check back with the teacher?
Quick close
- Is anything unclear?
- Who will make the next adjustment, and when?
Free tool to help: Our free data graph turns what you notice into a clear graph you can bring to your team: special-learning.com/tools/data-graph/
Another planning sheet: Plan a supportive classroom transition
When your team wants more: our online course, Intro to ABA, Level 1, teaches the methods and techniques of ABA for the people who work with the child every day, including teachers and paraprofessionals. It's $199 for the course, paid once, and the first two sessions are free for 7 days: Intro to ABA, Level 1
Keep your copy general: no student names or other identifying details. Follow your school’s privacy and instructional procedures.