Marion Bolden, Superintendent
Alyson Barillari, Associate Superintendent
Thomas Dugan, Director of Special
Education
A RESOURCE GUIDE
FOR INTEGRATING
TEACHER AIDES
INTO LESSON PLANS
Newark Public Schools
Office of Special Education’s
Professional Development Center
OUR GOAL IS
BEST PRACTICES IN NEWARK’S
SPECIAL EDUCATION PROGRAMS
Professional Development Staff
For Code & Procedure’s Questions, Call: Mitchel Gerry, Mary Hart,
Sakinah Springs, or Sandy Bruno at (973) 350-5811
For Technology Questions, Call Joe Fonseca at (973) 481-5398
1
TABLE OF CONTENTS
Acknowledgements
Code and Statutory Mandates
- Why do teachers have to
integrate teacher aides into
lesson plans?
Teacher and aide team
building
How do teachers integrate
teacher aides into lesson
plans?
Two templates for lesson plans
that integrate teacher aides
into lesson plans
Five sample lesson plans that
integrate teacher aides into
lesson plans
Teacher aides and classroom
management
Utilizing IEPs to guide the
integration of teacher aides
into lesson plans
Student observation and
monitoring forms that teacher
aides can utilize
Page 3
Page 4
Page 5
Pages 6 - 8
Pages 9 - 10
Pages 11 - 18
Pages 19 -20
Pages 21 - 23
Pages 24 - 27
2
ACKNOWLEDGEMENTS
Office of Special Education's Resource Guide Committee
Peter Altbuch, Supervisor
Vivian Brown, Resource Teacher Coordinator
Mitchel Gerry, School Psychologist
Kathy Greenwald, Resource Teacher Coordinator
Mary Hart, Learning Disabilities Teacher Coordinator
Sakinah Springs, School Social Worker
Holly Williams, Resource Teacher Coordinator
Glenda Wimberly, Resource Teacher Coordinator
Special thanks to Vivian Brown, Kathy Greenwald, Holly Williams, and
Glenda Wimberly for their sample lesson plans and templates of lesson
plans that can be utilized by staff as guides in this endeavor.
The following Resource Teacher Coordinators from the Office of Special
Education will be available to provide additional guidance on the process of
integrating teacher aides into lesson plans:
Bennett, Celeste
Brown, Vivian
Columbo, Nick
Greenwald, Kathy
Vasquez, Aida
Watts, Linda
Williams, Holly
Wimberly, Glenda
973-705-3777
973-733-6940
973-424-4339
973-424-4335
973-424-4334
973-733-6994
973-424-4499
973-424-4336
3
Code and Statutory Mandates
Why are teachers being required to integrate assigned teacher aides into lesson
plans?
The No Child Left Behind Act states that teacher aides must work “under the direct
supervision of a teacher”.
What does it mean that teacher aides must work under the "direct supervision of a
teacher"?
1. The teacher prepares the lessons and plans the instructional support activities the
paraprofessional carries out, and evaluates the achievement of the students with whom
the paraprofessional is working; and
2. The paraprofessional works in close and frequent proximity with the teacher.
*NOTE - teachers do not evaluate teacher aides, nor do they formally observe
teacher aides as part of the evaluation process!
How can teachers meet NCLB’s statutory mandate and improve special education
programs?
1. Teachers must fully integrate assigned aides (capacity, program, IEP) into all
lessons and activities, during which the aide is assigned. The aide's assigned
responsibilities must be aligned with students' IEPs, Title I's allowable activities,
best practices that improve student performance, and the district's grade level
curriculum.
2. By delineating teacher aide responsibilities on lesson plans for all daily subjects
and activities, possible conflicts between teacher & teacher aide will be
minimized. In addition, the lesson plans serve as a road map or guide, specifying
who will perform each daily responsibility, thereby ensuring NCLB’s mandate
that the teacher aide works under the direct supervision of the teacher. Clearly, by
collaborating with the teacher aide in delineating responsibilities, mindful of Title
1’s allowable activities, better ensures his/her buy-in and implementation.
The No Child Left Behind Act delineates the following allowable activities for
teacher aides:
1. One-to-one tutoring for eligible students, at times when students would not
otherwise be taught by a teacher;
2. Assist with classroom management, such as organizing instructional and other
materials (see classroom management activities pages xx-xx);
3. Provide assistance in a computer laboratory;
4. Conduct parental involvement activities (see parent involvement activities pages
xx-xx);
5. Provide support in library/media center;
6. Act as a translator;
7. Provide instructional services to students under the direct supervision of teacher.
4
Team Building Activities Before Teachers Integrate Teacher Aides Into Lessons
Teacher - Aide teams must decide on respective responsibilities before developing and
implementing lesson plans. They must meet regularly to plan for these activities. These
planning activities should seek to decide on each others strengths and weaknesses, with
the clear caveat that the teacher is the educational leader in the class who is legally
responsible for planning, directing, and implementing instruction.
Team Building Activities
Having two adults (teacher and teacher aide) sharing the same space requires specific
attention and responsibilities and duties to avoid conflicts. Therefore, to maximize team
effectiveness, the team must decide:
1. How to address each other?
2. Who does what, when, where and how?
3. How the workload will be shared?
4. What strategies for classroom management/discipline issues and positive behavioral
supports will be employed?
5. What to do when students need to be acknowledged?
6. Who is responsible for monitoring student movement within and outside the
classroom?
7. What classroom routines and procedures will be used for homework class work, school
supplies and materials, and tests?
8. How and when is it appropriate for teacher and/or aide to gain the other’s attention
respectfully and without undermining their respective positions?
9. How to share ideas?
10. How to provide accommodations for students who require it?
11. When will planning time for teacher/aide teams be scheduled to meet and collaborate
on the delivery of educational services to assigned and shared students?
12. How to address other issues that arise?
5
How would teachers integrate teacher aides responsibilities into lesson plans?
To illustrate this process, as well as provide a template and examples, we must first
determine the format of lesson plans. Although the format of lesson plans can vary from
district to district, schools within the same district, and teachers within the same school,
they generally include 4 sections and teacher aides can be integrated into any/all of these
sections as follows:
1. Objective
2. Activities to accomplish objective
3. Evaluation of whether lesson accomplished objective
4. Follow up activities
Objective stated in terms of what students will learn or be able to do after the lesson - If
teacher begins instructing one group of students, the teacher aide can be assigned
activities to prepare subsequent groups of students for the lesson. These teacher-selected
activities could tap students’ prior knowledge (e.g. skills, motivation, relevance,
academic and life experiences, etc.)
Activities to accomplish objective – Clearly, based on the objective and the nature of
the lesson, there are a huge number of activities the teacher aide can assist in. Two
activities that tend to transcend most lessons are:
1. Materials - Teacher aides can ensure that assigned student(s) have all required
materials for lesson (e.g. pencil, eraser, homework, textbook, notebook, eyeglasses, etc.).
If the student(s) doesn’t have these necessary materials the teacher aide can notify
parent(s) and track this preparation of student(s) on teacher-selected form(s). On the
lesson plan, teachers may want to use an abbreviation, such as “materials” and have it
reference a pre-selected list of activities teacher aide will assist in.
2. On task behavior(s) - The teacher aide can assist in increasing students’ time on task
during lesson with activities like the following. On the lesson plan, teachers may want to
use an abbreviation, such as “on-task” and have it reference a pre-selected list of
activities teacher aide will assist in.
a. Ensuring that students follow established classroom procedures for:
 Smooth transitions between activities;
 Routine housekeeping chores (e.g., requests for assistance, supplies, use
the bathroom, etc.) and
 Instructional tasks.
b. Preparing teacher-selected materials for lessons and ensuring that students have
needed materials for lessons;
c. Preparing student for lesson with clear, direct statement of expectations, restating
directions, giving additional examples, etc.
d. Requesting student to verbally repeat teacher instructions, before beginning
assigned written work;
e. Reviewing key words with student;
f. Checking that student has the correct text, place and materials;
6
g. Checking student's seatwork and providing ongoing feedback;
h. Providing encouragement and reinforcement for on-task student behavior;
i. Providing reminders and redirections for off-task student behavior; touching
student’s shoulder, sitting by student(s), signaling student(s) with prearranged
signal; and
j. Supervising the student on the computer as an extension of the lesson with
practice of the taught skill;
Evaluation of whether lesson accomplished objective - The teacher aide could work
with selected students during seatwork, when skills and/or information is reinforced, to
provide:
1. Timely, corrective feedback on student's short answer (e.g., multiple choice,
True/False, matching, etc.) class work, where the teacher provides the answer key.
2. Teacher- selected reinforcement (e.g. verbal praise, smiley face, points, etc.) when
student completes assigned class work and homework.
3. Encouragement for student’s accomplishments, the effort they expend, and their
personal gratification.
See also section on observation and monitoring forms
Follow-up activities - Teacher aide(s) can ensure that student(s) are aware of teacherselected follow-up activities and that they can assist student in recording in a consistent
place (e.g., homework pad). On the lesson plan, teachers may want to use abbreviations,
such as “homework” and “parent” and have them reference a pre-selected list of activities
teacher aide will assist in.
1. Homework Completion – Teacher aide can:
1. Ensure that student(s) copy all homework assignments in designated place (e.g.
homework pad) and bring home needed books and materials.
2. Check that all materials needed for homework are organized and placed in the
book bag;
3. Provide teacher-selected home learning ideas, materials, and guides to families in
how to help student(s).
4. Record each student's completion of assigned homework on a teacher-selected
form.
5. Provide timely, corrective feedback on student's short answer homework
assignments (e.g., multiple choice, True/False, matching, etc.), where the teacher
provides the answer key.
6. Provide positive verbal and/or visual feedback when the student completes
homework;
7. Model self-checking on homework chart when work is done daily;
2. Parental involvement - Teacher aides can play a significant role in increasing parental
involvement. They can:
a. Assist in providing information to families about their child's progress,
7
b. Share strategies that have proven successful in the classroom and gather
information from families about strategies that have worked at home;
c. Help families identify their concerns to share with the classroom teacher;
d. Assist a parent with limited English proficiency to communicate with the teacher;
e. Help the family identify and locate resources to assist them;
f. Assist teachers to develop periodic classroom newsletters for parents that contain
tips for helping children learn in the home, fun activities to do as a family, and
other useful ideas;
g. Contact parents periodically by phone or postcard, focusing on students’
successes and upcoming activities for students and families;
h. Establish a routine method for parents to review their children's work on a regular
basis (for example, using manila envelopes or folders to send student work home
each week with a place for parents’ comments on the front cover); and
i. Implement additional feedback opportunities for parents and family members
such as surveys on current program issues.
Clearly, the possible teacher aide responsibilities, which can be designated in each lesson
plan are only limited by Title I, the IEP, the curriculum, the teacher aide’s contract, and
teacher’s creativity. Since most of the teacher aide’s assigned responsibilities will be
frequently repeated in all lessons and activities, the teacher, aide and school-based
administrator should decide on agreed upon abbreviations, or codes, for selected
activities. For example, “TA routines, rules, on-task, etc.” could mean that the teacher
aide must ensure that assigned students adhere to classroom routines, rules, and remain
on task. (However, the first time an abbreviation is used, it must be spelled out.)
Should teacher aides be provided with the teacher’s entire lesson plan?
Clearly, in order for the teacher aide to know his/her assigned responsibilities for each
subject during the day, he/she needs something to refer to. The teacher may decide to
highlight the relevant sections of the lesson plan and provide the teacher aide a copy. Or,
the teacher may decide that giving each assigned teacher aide his/her own written
responsibilities, like the one below, may be easier for teacher and teacher aide.
Teacher Aide’s Name – Date(s)
LAL – Rdg.
8:30 – 9:15
List
Responsibilities
Mathematics
9:15 – 10:00
List
Responsibilities
Social Studies
10:00 – 10:45
List
Responsibilities
Science
10:45 – 11:30
List
Responsibilities
LAL – Wrtg.
1:00 – 1:45
List
Responsibilities
8
Two Lesson Plan Templates that Teachers May Want to Utilize and/or Modify
Lesson Plan Template 1
SUBJECT:
CURRICULUM CORRELATION:
TOPIC:
OBJECTIVE:
MATERIALS:
INSTRUCTIONAL STRATEGIES/PROCEDURES (teacher/teacher aide):
Teacher actions:
Teacher Aide actions:
ACTIVITIES (teacher aide/student):
ACCOMMODATIONS/MODIFICATIONS:
Teacher aide actions:
Student actions:
EVALUATION/ASSESSMENT:
FOLLOW UP/ENRICHMENT (i.e. Media Center, Tech Lab., Sci. Lab, etc, etc, etc):
HOMEWORK:
ADDITIONAL TEACHER AIDE ASSIGNMENTS:
9
Lesson Plan Template 2
Teacher
CCCS
Objectives:
Date
Goal
Grade
Topic
Teacher Guide
Teacher Aide
Guide
Subject
Materials:
Instructional Strategies/
Procedures:
Materials:
Activities:
Evaluation/Assessment:
Additional
Teacher Aide
Assignments:
Follow-up/Enrichment:
Additional
Teacher Aide
Assignments:
Homework:
Additional
Teacher Aide
Assignments:
10
Sample Lesson Plan #1: Elementary Reading
Teacher: ____________________________
Date: ____________
C.C.C.S.: 3.1G
Goal: 4.1
Subject: Reading
Grade: 3
Topic: Identifies Literary Elements
Objectives:
Students will be able:
- identify the main characters in a short story.
- analyze characterization by determining what a character is and does
from the character’s words, actions, and the author’s description of the
characters.
Materials:
Overhead projector, overhead transparency, overhead markers, chart paper, markers,
highlighters, pens, post-its, The Stories Julian Tells , sheet protectors, chart handout
Teacher Aide: Gathers, organizes, and prepares the materials necessary for the lesson.
Instructional Strategies/Procedures:
 Asks students specific questions about famous actors to determine what they
know about their appearances, traits, actions, and well-known sayings.
Remind them of story characters that they have read about as well.

Writes their responses on chart paper.

Provides guided practice with the first paragraph. Call on volunteers to identify
one of the main characters and an action. The teacher will notate their
responses on the transparency film.
Teacher Aide:
 Provides support to students by encouraging them to participate in the
discussion.

Monitors student off task and on task behavior.

Gives praise to those students who are on task.
11
Activities:

During silent reading, the students will highlight the main characters in the
short story using the sheet protector over the page in their textbook.

Next, students will write specific information about the main characters
regarding their appearance and their actions on the post-its. Then, each
student will record that information on his or her chart.
Teacher Aide:

Distributes highlighters, pens, charts, and post-its to each student.

Monitors the students by walking around the class to ensure that each student
is and remains on task.

Works with a target group to provides additional support.
Evaluation/Assessment:

Assesses through observation of each students’ learning by their comments
and their ability to answer questions effectively during discussion.
Teacher Aid:

Provides praise or acknowledge students when they are successful (e.g. pat
on the shoulder, a big smile, or a thumb up).

Grades the finish product of the students.
Follow-up/Enrichment:


Creates a Bio-Poem using one of the main characters in the story.
Uses a character graphic organizer to analyze another character in the story.
Teacher Aide:

Provides a sample of a completed Bio-Poem.
Homework:

Assigns another short story to provide additional practice and reinforcement
of the concepts taught.

Answers questions that relate to the main characters in the short story.
Teacher Aide:

Monitors the students to ensure that they have written their homework
assignments and that the appropriate books and/or handouts are
12
packed for home.
Additional Teacher Aide Assignments:

Maintains an on-going journal to write anecdotal notes pertaining to students’
behaviors during each lesson.
13
Sample Lesson Plan #2: Elementary Reading
Teacher: Mrs. Williams
CCCS: 3.1G
Date
Goal: 4.1
Grade: 3
Topic: Identifies
Subject: Reading
Literary Elements
Objectives: Students will:
- identify the main characters in a short story.
- analyze characterization by determining what a character is and does
from the character’s words, actions, and the author’s description of the
characters.
Teacher Aide
Teacher Guide
Guide
- Ask students
- Prepare the chart
Materials:
specific
questions
prior to the whole
Instructional Strategies/
about famous
group activity (e.g.
Procedures:
Overhead
actors to determine
Create the columns
projector,
what they know
and label them as
overhead
about their
instructed).
transparency,
appearances, traits,
actions, and well- Organize materials overhead
markers, chart
known
to distribute to
paper, markers,
sayings. Remind
students.
them of story
highlighters, pens,
characters that they
post-its, short
have read about as
- Provide support to story, chart
well.
students by
handout
- Write their
responses on chart
paper.
- Provide guided
practice with the
first paragraph. Call
on volunteers to
identify one of the
main characters
and an action. The
teacher will notate
their responses on
the transparency
film.
Activities:
encouraging them
to participate in the
discussion.
- Provide students
with verbal prompts
to assist them in
participating.
- Walk around the
room to monitor the
students during the
guided practice to
ensure on task
behavior.
- During silent
reading, the
students will
highlight the main
characters in the
story.
Materials:
- Distribute
highlighters, pens,
short story, charts,
and post-its to
each student.
- Next, students will
- Monitor the
14
Evaluation/Assessment:
write specific
information about
the main characters
regarding their
appearance and
their actions on the
post-its.
students by
walking around
the class to
ensure that each
student is and
remains on task.
- Then, each
student will record
that information on
his or her chart.
- Provide
assistance to
students as
needed.
- Assess through
observation of each
students’ learning
by their comments
and their ability to
answer questions
effectively during
discussion.
- Provide praise or
acknowledge
students when
they are
successful (e.g.
pat on the
shoulder, a big
smile, or a thumb
up).
- Provide a score
for the completion
of each student’s
written assignment.
- Grade the finish
product of the
students.
Additional
Teacher Aide
Assignments:
- Maintain an ongoing journal to
write anecdotal
notes pertaining to
students’ behaviors
during each lesson.
- Record the names
of the students who
completed their
assignments in a
designated area.
Give verbal praise
to those students as
appropriate.
- Calls to parents
regarding their
child’s incomplete or
missing homework
will be made and
documented
Follow-up/Enrichment:
Homework:
Create a Bio-Poem
using one of the
main characters
in the story.
Provide a sample of
a completed BioPoem.
Additional
Teacher Aide
Assignments:
Assign another short
story to provide
additional practice
and reinforcement
of the concepts
taught.
Monitor the students
to ensure that they
have written their
homework
assignments and
that the appropriate
books and/or
handouts are
packed for home.
Additional
Teacher Aide
Assignments:
Answer questions
that relate to the
main characters in
the short story.
15
Sample Lesson Plan #3: Elementary Math
SUBJECT:
3rd Grade Math (Everyday Math)
CURRICULUM CORRELATION: Standard 4.1
TOPIC: Place Value Through Ten-Thousands in Whole Numbers
OBJECTIVE: The student will read and write numbers to the ten thousands place.
MATERIALS: Everyday Math Textbook, Math Journal, Teaching Master, pg. 57 & 58;
Base 10 Blocks; Place Value Chart, calculators, highlighters, post-its
INSTRUCTIONAL STRATEGIES/PROCEDURES (teacher/teacher aide):
Teacher will: dictate #’s aloud, - present numbers in symbols and words; - present place
value chart on board/transparency; -write several 5 digit numbers on chart
Teacher aide will: -repeat #’s to individual/small group as needed; -point to/highlight
targeted value on chart
ACTIVITIES (teacher aide/student):
Students will: -count by 100s & 1000s; - display counts on calculators; -fill in digits on
Place Value Chart; - identify by saying and/or underlining digit said by tchr.
Teacher Aide will: -assist students by highlighting/pointing to targeted value; aid students
with calculator use; reinforce place value concepts with Base 10 blocks
EVALUATION/ASSESSMENT: Student will identify specified digit, -read and write
specified numbers through ten thousands; -add numbers with regrouping to the 10,000s
place
FOLLOW UP/ENRICHMENT (i.e. Media Center, Tech Lab., Sci, Lab, etc., etc., etc.):
Math Center Activity – “Continue the Counts”
HOMEWORK:
Home Link 5.1; Math Masters p. 263 (Frames and Arrows)
ADDITIONAL TEACHER AIDE ASSIGNMENTS: Assist students with on-task
behaviors, praise targeted students, re-direct individual if necessary.
16
Lesson Plan Sample #4 - (Secondary English)
Subject: English
CCCS: Standard 3.2 (Writing) Curriculum Goal: 4.1
Topic: Short Stories
Objective: The student will be able to define the elements of plot: exposition, inciting incident,
conflict ,climax, resolution.
Materials: Text-Prentice Hall Literature/Platinum Level, Overhead projector, writing journals, pencils
Instructional Strategies/Procedures – (Teacher/Teacher Aide):
- Teacher provides information through lecture/discussion on ‘elements of plot’.
- Teacher explains how our lives are made up of little stories, little episodes we tell other people about.
- Examples are what you did over the weekend, something exciting that happened to you at practice, what you
saw on TV, etc.
- Question: Can you think of ‘little’ stories from your life? (Illicit student responses)
- Teacher Aide: repeats question to student(s) (individual or small groups. Encourage student
participation.
- Teacher provides information through lecture and graphic organizers, identifying how
the story starts from the beginning, middle, and the end of the story. Authors of stories and novels tell
stories the same way, exposition, inciting incident, conflict, climax, and resolution. These things are
called ‘elements of plot’. Question: What are the ‘elements of plot’?
- Teacher Aide: repeats question to individual/small groups. Encourage student(s) participation.
Procedures: Teacher (modeling) outlines (on overhead) elements of plot as students provide ‘feedback’. All
students outline same in journals.
- Teacher Aide: assists individual/small groups with outlining in journals.
Activities: Students break up into pairs, each person will take turns telling a short story. The listener will jot
down: A) where story is taken place B) the events that lead to conflict C) intensifies
during the rising action D)the high point of interest or suspense E) the events leading to the conclusion.
Students will then label and share elements of his/her partner’s story. Teacher collects assignments.
Accommodation: (Scribe) Teacher Aide: assists student(s) as the ‘recorder’ of his/her story and guides
students in labeling the elements.
Evaluation/Assessment: Grades based on completion of assignment and oral presentation. Students will have to
recognize elements of plot on paper.
Follow up/Enrichment: Additional practice identifying elements in short stories. (working in groups,
think-pair-shares, with teacher-aide assistance.)
Homework: Watch a TV program and list/label ‘elements of plot’.
Additional Teacher Aide Assignments: monitor off- task behaviors, praise on-task behaviors.
17
LESSON PLAN SAMPLE #5 – SECONDARY
SUBJECT: Foundation Mathematics
CURRICULUM CORRELATION: CCCS: 4.5 - course proficiency 11
TOPIC: Total & Average Distance – One Dimension
OBJECTIVE: Students will be able to develop a rule or strategy for finding the location that
minimizes the total distance in any size linear village
MATERIALS: Text Book- Mathematics: Modeling Our World, over-head projector, graph
paper, pencils
INSTRUCTIONAL STRATEGIES/PROCEDURES:
THE TEACHER WILL:
a.) explain purpose
b.) preview vocabulary associated with linear villages
c.) illicit prior knowledge Re: patterns
d.) model-provide examples
e.) question to check for understanding
THE TEACHER AIDE WILL:
a.) circulate classroom for on task behavior
b.) assist students with locating patterns
c.) ensure students have supplies
d.) provide assistance with vocabulary
ACTIVITIES: Lesson 2 – Activity 2 Developing Linear Village pp. 19-21
- Students will examine fire station locations – begin with villages that have 2 houses
- Move the fire station to different locations
- Determine the total distance
- Change locations and repeat process
- Add more houses
- Look for patterns
- Present specific procedures and conclusions
- Be prepared t defend your rule & prove that it works for any size linear village
THE TEACHER AIDE WILL: Implement Accommodations/Modifications as directed by
teacher
a.) repeat directions given by teacher, in small steps ( in as few words as possible)
b.) number & sequence the steps in the task
c.) use enlarged graph paper to write problems
EVALUATION/ASSESSMENT: Design a linear village to give to another group to see if they
can find quickly the location that minimizes total distance
HOMEWORK: Draw a map of your neighborhood – using procedure learned in class calculate
total distance between your home and school
18
Classroom management activities
The successful implementation of lessons requires good classroom management. Teacher
aides can be an integral part in daily classroom management. For example, they can assist
in developing, monitoring, and enforcing classroom rules and procedures. Consequently,
the teacher’s daily lesson plans for any and all subjects/periods can reflect any, or all, of
the following activities for individual students, selected groups of students, and/or the
entire class. On the lesson plan, teachers may want to use abbreviations, such as “rules”
and “procedures” and have them reference a pre-selected list of activities teacher aide
will assist in.
1. Classroom rules
a. Facilitate the participation of student(s) in the development of classroom
rules;
b. Facilitate the participation of student(s) in printing and posting the
classroom rules;
c. Ask student(s) to recite classroom rules and procedures in his/her own
words;
d. Ask students to identify appropriate and inappropriate classroom
behaviors based on the rules;
e. Acknowledge and reward student behavior, which complies with
classroom rules and procedures;
f. Apply teacher selected sanctions to student behavior that violates
classroom rules;
g. Assist in contacting parent(s) to keep them informed about student's
adherence to classroom rules and routines;
2. Classroom procedures –
a. Storing personal belongings;
b. Using the bathroom or the water fountain;
c. Distributing and collecting materials and assignments;
d. Getting the teacher's attention;
e. Lining up;
f. Movement within the classroom or to other school areas;
g. The proper way to head papers;
h. Taking down assignments;
i. Handing in and returning homework, class work, projects, and tests;
j. Scheduling and monitoring routine classroom procedures smoothly and
with the least disruption as possible:
i. Greeting students as they enter the classroom to identify possible
problems that require interventions;
ii. “Before – Class – Starts Activities to facilitate transition
iii. Facilitating transitions (e.g., taking attendance, tardiness, leaving
the room, etc.)
iv. Bulletin boards,
v. Grades, make-up work, home work collection and distribution)
19
k. Rewarding students for a variety of reasons &/or to engaging them in the
overall process, the TA can will assist in assigning students to daily
classroom tasks he/she enjoys, such as collecting homework, book
inventory, operating audio-visual equipment, serving as classroom
reporter, area monitor, supply manager, or bus ticket monitor, providing
community service within the building (helping librarians clean and shelve
books), and engaging in peer tutoring;
20
Utilizing IEPs to Guide the Integration of Teacher Aides into Lesson Plans
Even if we agreed upon the format of the lesson plan, the teacher would have to search
the following IEP sections to help guide them in determining the specific responsibilities
of assigned aides (capacity, program, or IEP aides):
1. PLEP statement – other needs
2. Goals and objectives
3. Supplementary aids and services
4. Related services
5. Behavioral Intervention Plans
6. Test accommodations
7. Supports for school personnel
8. Statement of special education and related services, where the teacher aide’s assigned
schedule should be delineated.
Consequently, the NPS has a new form to request an IEP aide. This form delineates the
rationale for the teacher aide and all his/her responsibilities. When this form is filled out a
copy is given to the teacher and the assigned aide, which should minimize his/her
respective IEP searches for designated responsibilities.
Lesson plans for assigned teacher aides to help address behavioral problems
IEPs frequently include a teacher aide to prevent and/or address challenging student
behavior. Based on the IEP requirements, Teacher Aides can be utilized in an array of
activities, such as the following, for an individual and/or group of students:
1. Help student(s) identify the:
a. Factors, including events and/or feelings that may contribute to
inappropriate behaviors (utilizing ABC Form – see page xx);
b. Rule or procedure that the inappropriate behaviors violate and the
consequences
c. Off-task or otherwise inappropriate behavior, chart this behavior,
indicating the frequency, duration, time of day, period or circumstances
under which the behavior is most likely to occur, and interventions that are
most and least successful in avoiding or minimizing his inappropriate
behavior vs. those interventions that escalate the behavior;
d. Factors that support his/her ability to behave appropriately in the
classroom (utilizing ABC Form) and how they can be utilized to prevent
and address behavioral problems;
e. Goals, including alternative behaviors and reinforcements for achieving
goals;
2. Once the causes of misbehaviors are hypothesized, either in the IEP, or with the above
activities, a teacher aide can also perform the following activities to prevent and/or
address behavioral problems:
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a. Give attention, verbal cues, or non-verbal cue (e.g., thumbs up) for desired
behavior;
b. Provide opportunities for student movement throughout the day;
c. Help to restructure student's activity patterns to avoid settings and situations,
which lead to acting out behavior;
d. Use proximity as a tool, move close to the child before she becomes agitated;
e. Gently touch the child to help her stay on task unless otherwise specified in the
IEP;
f. Give direct verbal cue, quietly explain what is expected;
g. Offer a choice when possible;
h. Move the child into a different or smaller group &/or work with student
individually when possible problems could occur;
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Student Observation and Monitoring Forms that teachers can utilize when
assigning responsibilities to teacher aides
A teacher's aide can be indispensable in observing and monitoring challenging &/or
maladaptive student behaviors, if they are provided with the correct tools. In this section
of the “Resource Guide” we provide a few observation and recording forms that can be
modified to meet the specific needs of the teacher, aide, and students.
Challenging Behavior – Monitoring frequency and identifying possible causes Student’s Name:
Date:
ANTECEDENTS = A
Interval
Subject
CHALLENGING BEHAVIOR = B
Task
Challenging Behavior(s)
CONSEQUENCES = C
Gain
Avoid
Key - Based on the problem, a key should be set up identifying shortcut notes for each of the above categories.
The above observations can provide the teacher with baseline data on the frequency of
the challenging behavior (Behavior = B), what seems to precipitate it (antecedents = A),
and what the student may be seeking (consequences = C) by engaging in these
challenging behaviors. The teacher and aide will then be in a better position to develop
and monitor interventions that address these challenging behaviors utilizing &/or
modifying the traditional “ABC” perspective of behavior.
Off task behavior – Limits engaged academic learning and frequently disrupts the
teaching & learning process. The previous observation and recording form could help,
may be modified, with the following considerations, or different forms may be more
appropriate:
How do we Measure Off-task & On-task Behavior(s)?
On task behavior would indicate that the student is doing what he/she is
doing what was assigned (e.g. seat work, paying attention to lesson,
participating in class discussion, participating in group project, etc.) On the
other hand, off-task behavior can be divided into three broad categories and you may
want to include the descriptions as a "key" in the observation form:
1. Off-task motor (OTM) - Instead of working on assigned task, the student is out of seat,
constant and noticeable fidgeting, playing with objects (e.g. pencil, toys, etc.) and/or
other children, making inappropriate gestures, acting silly, hitting, biting, or throwing
things, fighting with others, etc.
2. Off-task verbal (OTV) - Instead of working on assigned task, the student is calling out,
talking to someone when prohibited, making noises, etc. and
3. Off-task passive (OTP) - Instead of working on assigned task, the student is looking
around, daydreaming, looking out window, coming to class late, delaying starting
assigned task, etc.
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We could have the aide record the occurrence of the on-task and off-task behavior at
predetermined units of time. For example, based on the above definitions, the aide could
record a student's off-task behavior for thirty 10-second intervals equally spread out over
five major subjects &/or types of assigned tasks. On a very simplistic level, forms like the
following, could be utilized daily by the teacher aide before intervention(s) to establish
baseline data and during/after the intervention(s) to determine the intervention(s)
effect(s):
Off-Task Behaviors - (2 minute observations)
Student’s Name Date Subject/Task
Beginning
Ending Time
On Task
Time
Behavior
OTM – Off task motor
OTV – Off task verbal
Off Task
Behavior
OTP – Off task passive
The teacher and aide can utilize the data collected to arrive at baseline data and the
possible impact of interventions by simply counting the numbers of on task and off task
behaviors, or comparing them, to arrive at rates of on and off task behaviors.
Daily Summary
The teacher aide can also summarize the daily incidents of targeted behavior for
individual and/or groups of students, utilizing a form like the following. The teacher &/or
the teacher aide could review this form daily with the student, providing appropriate
feedback on the student’s effort &/or progress.
CHART TO MONITOR DAILY AGGRESSIVE BEHAVIOR(S)
Challenging Behavior(s)
# of Incidents in A.M.
# of Incidents in P.M.
Aggressive physical (AP)
Aggressive verbal (AV)
Class work/homework/grades
By providing the teacher aide with a form like the one below, they can assist in
monitoring and providing meaningful feedback on students’ performance in an array of
academic areas:
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Student’s
Name:
Teacher
Aide’s Name:
Student Work Progress
Date:
Time:
Completed IncompleteAttempted
but
couldn’t do
IncompleteAttempted
but
couldn’t
complete
Subject:
IncompleteAsked for
help but
couldn’t
complete
Period:
Incomplete- Grade
Didn’t
attempt or
hand in
Class work
Homework
Tests &/or
quizzes
Summarizing and Providing Feedback on Observed Student Behavior
The data on observation and monitoring forms, like those cited above, could be
summarized at regularly scheduled intervals (e.g., weekly, biweekly, etc.) by the teacher
&/or the teacher aide to record progress and provide feedback to student and parents.
This progress report can be reinforcing alone but it can also be used to provide contingent
reinforcement to the student.
WEEKLY POINT TOTAL FOR TARGETED BEHAVIOR(S)
Monday
Tuesday
Wednesday Thursday
Friday
POINTS
Rating Scale: related to baseline data, such as average # of targeted incidents or
intervention goals –
4 = Great 3 = Average Progress 2 = Minimal Progress 1 = No real progress or
getting worse
The above chart(s), with a note like the following can be sent home regularly by the
teacher and the aide to keep parent(s) informed of the student’s progress:
Parental Notice of Student’s Progress in (FILL IN)
Date:
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Dear: (parent’s name)
Your child had a good week, as the included sheet indicates. The goal(s) for the targeted
behavior(s) was met. It would be appropriate for you to do something special for your
child to reinforce this good work.
Sincerely,
Classroom teacher:
Teacher aide:
Parental involvement and support for improved student behavior can be facilitated with
ongoing communication, using regular notes like the above that can be modified to meet
individual student’s and teacher’s needs.
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