Katina Harshbarger
SPED854-M6-Coaching Conversation
Title of Scenario: Secondary Paraeducator in Need of Feedback and/or Professional Development
A classroom teacher has approached you with a concern about his second-hour middle school math class.
Paraeducator Miss Jane has been assigned to him during that class to offer students support under his
direction; there are twenty-one students in this class, including two students with disabilities and one ELL
student. Miss Jane offers the appropriate accommodations to all pupils except one particular student,
Jonathan, and that support is bordering on inappropriateness. Miss Jane and Jonathan have a history
together because she was his one-on-one paraeducator during his elementary school years. Miss Jane has
formed a relationship with Jonathan’s mother as a result, meeting with her weekly for a chat and cup of
coffee. Jonathan has no physical disability that makes it difficult for him to find the correct page in his
textbook. He owns a pencil holder with plenty of writing instruments located in the front of his notebook.
Yet, Miss Jane routinely turns his book to the correct page and gives him her pencil to use during the
math lesson. When the teacher asks students to take notes, Miss Jane is taking those notes and putting
them into Jonathan’s notebook (students earn points for maintaining class notes).
Jonathan’s academic team agrees that supporting Jonathan to become academically independent is one of
his IEP goals. The classroom teacher has privately discussed with Miss Jane appropriate accommodations
for Jonathan once and has documented that conversation. However, Miss Jane continues to hover over
Jonathan, performing the aforementioned acts. The math teacher wishes for you, the special education
teacher, to follow up on his instructions with this paraeducator. He also wants to know what professional
development related to increasing a student’s independence level might be offered to Miss Jane.
As you think back to the paraeducator orientation presented at the beginning of the year, Miss Jane was
offered professional development concerning student privacy and inclusion rights. Miss Jane has also
participated in the academic team’s meetings concerning Jonathan when increasing Jonathan’s
independence as a student was discussed. You recall that she was silent during those discussions and
goal-writing sessions.
Setting of Conversation: Empty special education classroom, after school
Conversation:
Me (cheerfully): Good afternoon, Miss Jane how are you today?
Miss Jane (nervously): I’m fine, how are you?
Me: I’m good thanks for asking. Now, let’s get started. Today I would like to talk to you about your
second-hour math class. How do you feel things are going between you and the teacher?
Miss Jane: Well, fine I guess. I have met with the teacher about students but I feel like everything is
good.
Me: When you met with the teacher what was talked about?
Miss Jane: You know just things and how the class is running.
Me: Was Jonathan ever brought up in the conversation at all?
Miss Jane (frustrated): Yes, is that what this is all about? Did that math teacher come and say something
to you?
Katina Harshbarger
SPED854-M6-Coaching Conversation
Me (calm): Yes, the math teacher did talk to me but I also want to make sure we all are on the same page
with our goals for Jonathan. During our team planning meetings I recall you being somewhat silent. You
have been working with him for a long time so your input is very valuable. Can you tell me what the
team talked about at the planning meeting?
Miss Jane: You want him to be more independent.
Me: Yes, we do want him to be more independent. Can you tell me how you have been helping him be
more independent in his math class?
Miss Jane: Well I verbally try to get him to open his book and take out his pencil but he usually won’t do
it so I end up opening his book and giving him my pencil. He seems to struggle with taking notes so I
have been taking them for him and putting them into his notebook.
Me: So what you are saying is that you open his book, provide him with a pencil, take his notes, and put
the notes in his notebook. Do you do this for any of the other students in the class?
Miss Jane: Well no because they do not need that level of support. If I didn’t do these things for Jonathan
he would fail math class and we don’t want that for him do we?
Me: No I don’t want Jonathan to fail but what would happen if you were not in class with him?
Miss Jane: Well, I don’t know. (Somewhat angrily) I guess he would just fail.
Me (calmly): Do you really think he would fail or do you think he could rise to the occasion?
Miss Jane (sadly): I really don’t know. I have worked with Jonathan so long.
Me: Since you have worked with him so long do you think that effects how you see him and his ability.
Miss Jane (calmer) It is hard for me to see him as a middle school student and hard for me at times to
know my role with him. For so many years I did so much for him. You know elementary school is very
different then middle school.
Me: It sounds like you are saying you are unsure of your place with Jonathan is that correct?
Miss Jane (calm): Yes I think you are right. I just don’t know what I am supposed to do with Jonathan
now that we are working toward him being more independent. I know that is what is best for him but I
am not sure how to help.
Me: What can I do to help you?
Miss Jane: I know that Jonathan has paraprofessional support in some of his other classes. Could I
observe in some of his other classes to see how the paraprofessional supports him?
Me: I think that would be a great idea. Let’s talk to the team to see when the best time for that would be.
You had talked about how elementary school is different from middle school; would you like some
professional development on supporting students in middle school?
Miss Jane: Yes, I also think I need some professional development on how to decrease support because I
think Jonathan has become dependent on me. I would hate to decrease support in a manner that would
cause major issues.
Katina Harshbarger
SPED854-M6-Coaching Conversation
Me: That is a great idea. I have a few online videos that I think could help. After you watch them we
could have some conversations about what this looks like when working with Jonathan. After that if you
still feel you need some more support we can look at what the district has to offer.
Miss Jane: That sounds great. I just want what is best for Jonathan and all the students.
Me: I know you want what is best. You are a good paraprofessional who works very hard. I appreciate
how open you have been with me today. I think we have a good plan in place. Do you want to follow-up
with the math teacher or would you like me too?
Miss Jane: I think we should do it together if you don’t mind. I would like to share some of the thoughts I
had today and maybe we can do some more brainstorming with the math teacher.
Me: That sounds like a great idea. I am glad we were able to have this conversation. Do you have any
questions for me?
Miss Jane (happy): No, thank you for coming to me and having this talk. I did not know what to so after
talking with the math teacher and I didn’t want to bother you.
Me (happy): I am here to help you with anything you need. I am also glad we had this conversation.
Going forward we are going to move toward independence for Jonathan as a team. Thank you again for
your honesty. If you need anything in the future just ask. Have a great night.
Miss Jane: Thank you. See you tomorrow.
Katina Harshbarger
SPED854-M6-Coaching Conversation
Title of Scenario: Assisting families with an elementary to secondary transition
Jonathan has been monitored by special education professionals since birth. Born prematurely, he was
hospitalized longer than a child with a typical birth. As he developed, his language skills were excessively
delayed compared to typical same-age children. His formal schooling began at age 3 with public
preschool; he has had an IEP since that time. Jonathan is now 12, has completed his elementary
education, and is ready to transfer to the middle school.
Jonathan’s parents, Jon and Cindy, have been very involved with Jonathan’s progress from birth on. They
are strong advocates for their son, making sure that the support the academic system offers will provide
the care they cannot while he is at school. They also maintain regular visits with Jonathan’s medical team
(pediatrician, physiatrist, and counselor). The only firm diagnosis the medical team is comfortable with at
this point is attention deficient disorder, yet pervasive personality disorder has been discussed. The team
feels Jonathan is too young for a spectrum disorder diagnosis, but the characteristics associated with
Asperger Syndrome are evident.
When Jonathan was young, his parents knew the support the school offered was in Jonathan’s best
interest, but to allow him to leave his home each day was quite frightening for them. His lack of language
skills often caused social conflicts, and when overwhelmed by the environment, Jonathan would melt
down (crying loudly and rocking back and forth). A meltdown would take several days for Jonathan to
recuperate from, and he would be quite nonverbal following such an incident. Avoiding these meltdowns
became Jon and Cindy’s primary goal for Jonathan. The preschool did not offer one-to-one paraeducator
assistance, but the number of paraeducators available in the classroom was numerous, so someone was
always available to support Jonathan. The elementary school did not offer that many paraeducators per
classroom, so Jon and Cindy demanded one-to-one support for Jonathan. The school agreed with this oneto-one decision because the knowledge and skills to educate a student with Jonathan’s needs were limited.
It was easiest to allow the one-to-one assignment because the infrastructure to support a true team
approach for Jonathan was not in place
Setting of Conversation: Empty special education classroom during the school day.
Conversation:
Me (happy): Hello Jon and Cindy how are you today?
Jon (happy): Hello, Ms. Harshbarger we are fine. Thank you for taking this time to meet with us.
Me: I am glad we are able to get together prior to Jonathan’s transition IEP to discuss some of your
concerns.
Cindy (nervous): Yes, this is a big transition and we are very unsure of what is best for Jonathan.
Me: A transition from elementary school to middle school is a big transition. You said you are unsure of
what is best for Jonathan, what do you mean by this?
Cindy: Jonathan is very use to having a one-on-one paraprofessional with him all day. He is very fond of
Miss Jane. With Miss Jane’s support he has very few melt downs and is doing okay academically.
However, Jonathan does not have many friends and he talks about Miss Jane like she is his best friend.
Katina Harshbarger
SPED854-M6-Coaching Conversation
Jon: Also, we know that Miss Jane will not always be around. So maybe Jonathan should still have oneon-one but with another person.
Me: From what you are telling me is that you are okay with Miss Jane not being one-on-one with
Jonathan but you still want someone to be one-on-one with him. Is this correct?
Jon: Yes, the one-on-one model has worked so well for Jonathan.
Me: What is your biggest fear for Jonathan if one-on-one support was support was not an option?
Cindy: We feel that Jonathan would fall apart. We cannot go back to the days of meltdowns. It would
take Jonathan days to get over his meltdowns and that affected us all. Also, middle school is a scary place
for a child without a disability. Jonathan lacks some social skills and we are afraid that he will be bullied.
Miss Jane has always done such a great job keeping him safe and calm.
Me: So you are scared that Jonathan will start having meltdowns again and that he will be bullied. Is that
correct?
Jon: Yes.
Me: Those are very real fears. What does Miss Jane do that prevents Jonathan’s melt downs?
Jon: She just can read him and tell when things are becoming too much. She would then take him out of
the classroom and walk with him until he was calm.
Me: Did you know that at the middle school we have a wonderful sensory room? I currently work with
three students that use this room on a daily basis. We have worked with the students and taught them
how to request a sensory break.
Cindy: We did not know this but Jonathan has a hard time expressing himself. What happens if he cannot
ask for the break?
Me: We could work breaks into his schedule. Also, Jonathan will not be in classes unsupported. He will
have either a special education teacher or paraprofessional in each class so everyone that will work with
Jonathan will be trained reading his signs.
Jon (frustrated): We know he won’t be in classes by himself but how can one person work with multiple
kids with disabilities and take care of all their needs?
Me (calm): The middle school is committed to the team approach and all staff works together to support
every student. At the start of school we will have a team meeting that you are welcome to be a part of
where we will talk about Jonathan’s support needs and how we will meet those needs.
Cindy (nervous): But will he be safe?
Me (reassuring): Yes, Jonathan’s safety will always a number one concern. You have said earlier that
Jonathan does not have many friends and you are scared he will be bullied do to his social skills. What
did the elementary school do to help with this?
Jon: Not much.
Me: Here at the middle school we have a club called Circle of Friends that brings students with and
without disabilities together to do fun activities. The group works together to plan weekly activities. Do
you think this is something Jonathan would like?
Katina Harshbarger
SPED854-M6-Coaching Conversation
Cindy: Yes, he likes being around others it is just hard.
Me: Also as part of his curriculum we will be working on social skills. Have you ever thought that
having Miss Jane around may make it hard for Jonathan to make friend?
Jon: Yes and we know he is very dependent on her. We know that he needs to gain independent.
Me: Have you asked Jonathan if he wants a one-on-one support?
Jon: Yes and he says he likes having Miss Jane around because he feels safe but he really doesn’t know
any other way.
Me: How can I make you feel better about Jonathan not having one-on-one support?
Cindy: I think we would like to see what with team approach looks like in action.
Me: Setting up a tour and seeing the team approach would be a great idea. We can set that up before you
leave today. I would also suggest bringing Jonathan with you. I would also love for you to see Circle of
Friends so maybe we can set the tour up for Thursday when the club meets.
Jon (happy): A tour would be great. We will stop by the office on our way out. I think talking with you
today has also calmed our minds a little. We can see that you are willing to work with us and listen.
Me: This cannot be an easy decision but I want to ensure you that we here at the middle school want
nothing but what is best for Jonathan. I will be his case manager while he is at the middle school. You
will always be part of the team.
Cindy (happy): Thank you for your time. We look forward to working with you. We will set up the tour
and see you at the IEP meeting.
Me (happy): It was wonderful to meet you and I too look forward to working with you and Jonathan. See
you soon.