Module 3: Partnering to Support Student Success

The JONAH strategy offers educators a guiding framework drawn from the biblical story of Jonah. It reminds us to create Just Opportunities, support students in taking New Actions, and hold fast to the power of Hope to transform lives. These principles rest on grace, accountability, and the conviction that every learner can grow.

• Just Opportunities = Providing equitable teaching, accountability, second chances, and supportive environments.
• New Actions = Teaching and reinforcing better behaviors through structure, coaching, and care.
• Hope = Trusting in the potential of every student to succeed through grace, persistence, and encouragement.

In the JONAH Strategy, “Just Opportunities” means more than simply giving students access to learning. It also means ensuring students have access to the supports they need to succeed. In some classrooms, those supports may come through a team that works together with purpose and consistency. Modules 1 & 2 focused on launching the JONAH Strategy through positive behavior support and making instructional choices that reflect best practices. This module turns to the power of collaboration. Paraeducators and co-teachers play a critical role in creating classrooms where students can thrive by working in partnership to provide a unified, intentional approach to teaching. In this way, students experience instruction and supports that are aligned, dependable, and designed to maximize their success. As seen in the opening quotation for this module, God’s love so often reaches us through the presence and care of another human being.

The word para means “next to” or “alongside,” which reflects the essential role of paraeducators in schools. Paraeducators work alongside teachers, supporting their efforts to effectively educate all students. They play a vital part in supporting instruction by reinforcing classroom routines, facilitating student learning, and helping teachers meet individual student needs. They serve in both general education and special education settings, providing academic, social, behavioral, physical, and sometimes medical support to students. Depending on the needs of the classroom, the responsibilities of a paraeducator may include providing one-on-one support to individual students, working with small groups of learners, or offering general classroom support.

Although schools may use a variety of titles for paraeducators such as instructional aides, educational assistants, teacher aides, paraprofessionals, classroom assistants, or instructional assistants, these educational partners play a vital role in helping teachers effectively educate all learners. Paraeducators always work under the supervision of a certified teacher. In addition, to ensure they are prepared for these types of responsibilities, the Every Student Succeeds Act (ESSA) requires paraeducators to demonstrate competency by completing at least two years of college coursework, by earning an associate’s degree, or by passing an exam that verifies their ability to assist with reading, writing, and math instruction.

Paraeducators play an important role in extending and reinforcing classroom instruction through a wide range of tasks. At times, paraeducators may provide pre-teaching of important concepts, terms, or ideas to prepare students for upcoming lessons and to support students in previewing material in ways that can help build both background knowledge and confidence before tackling new content. At other times, they may work with students to review and reinforce the key content, vocabulary, and ideas that have already been taught in order to help them practice and retain what they have learned. They may also re-teach material when additional support is needed for understanding.

In addition to previewing and reviewing academic content, paraeducators may also support students to develop executive functioning skills, such as organization and task management, which are critical for student independence. During classroom instruction, a paraeducator might provide targeted assistance to an individual or a small group of learners, deliver immediate feedback to individual students to help keep them engaged and motivated, or run a station during small-group rotations. Another important role paraeducators can play is collecting data on student progress toward academic or behavioral goals, giving teachers valuable information so they can adjust instruction as needed. When used thoughtfully, paraeducators can help reinforce teacher instruction, provide individualized support, and enhance the overall learning environment for all students.

Outside of the classroom, paraeducators also play a vital role in supporting teachers by assisting with a variety of planning, clerical, and preparation tasks that help keep instruction running smoothly and make it accessible for all students. They can take on responsibilities such as making copies of classroom materials, enlarging texts for students who need that accommodation, and preparing adapted resources designed by the teacher. Paraeducators can also help create engaging learning tools, such as vocabulary or math games, that reinforce key concepts. In addition, they can support students’ success by breaking complex directions into smaller, manageable steps and preparing modifications that the teacher has planned, ensuring that each learner can participate meaningfully. By handling these essential behind-the-scenes tasks, paraeducators allow teachers to dedicate more time to instruction and individualized support.

Paraeducators can also play a valuable role in student supervision, helping to maintain safety and order in a variety of school settings beyond the classroom. They may ride the bus with students, ensuring safe behavior and offering assistance when needed. On the playground, paraeducators often monitor play to encourage positive interactions, resolve conflicts, and keep students safe during physical activity. In the cafeteria and hallways, they can help students follow routines, transition smoothly, and make respectful choices in these busy environments. During field trips, paraeducators play an important role in keeping groups together, reinforcing expectations, and supporting individual student needs in new settings. Through these supervision tasks, paraeducators create a safe, structured, and supportive environment that allows students to learn and grow in all areas of school life.

Paraeducators are often called on to provide essential support with personal care tasks that help students maintain dignity, independence, and comfort throughout the school day. For example, they may assist students with dressing after physical education, ensuring they are prepared to return to class promptly. This type of support can also include helping students put on or take off outdoor clothing, such as coats, boots, or gloves, particularly during transitions to and from recess or during arrival and dismissal. In addition, paraeducators may help students with grooming needs, such as brushing, combing, or fixing hair, to ensure they feel confident and ready for class. When needed, they may provide assistance with restroom use, offering support in a respectful and discreet manner that promotes the student’s privacy and independence. These personal care responsibilities are critical to helping students fully participate in the school day and feel safe and supported in their learning environment.

It is important for teachers to communicate clearly with paraeducators about their roles and responsibilities so that expectations are understood and carried out effectively. While paraeducators play an essential role in implementing educational and behavioral supports, it is the teacher who makes the instructional decisions and designs the plans that guide the paraeducator’s work. Because students have different needs, the ways paraeducators provide support may vary from one student to another. Supports may also look different in different settings and at different grade levels. Ongoing communication helps ensure that paraeducators know exactly how the teacher would like them to assist each student, creating consistency and ensuring alignment with the teacher’s instructional goals. (Causton & Macleod, 2021; Friend & Barron, 2022; Council for Exceptional Children, 2022; Garcia, 2023).

Causton and Macleod (2021) highlight some questions for teachers to consider:

• What types of general classroom supports should the paraeducator provide in this classroom?
• What individualized supports do specific students need?
• What should the paraeducator do while the teacher is providing a whole group lesson?
• What should the paraeducator do while the teacher is working with a small group or with individual students?
• What should the paraeducator do while students are engaged in individual reading of the text? Completing a worksheet? Taking notes? Working on the computer? Taking a test?
• What should the paraeducator do while students are working on a small group learning activity? Participating in a discussion? Working on a group project?

Student A: moderate intellectual disability

Student B: cerebral palsy, uses a wheelchair

Student C: ADHD and behavior challenges

• Teacher: Leads the greeting activity, models language, ensures the flow of the activity.
• Paraeducator will:

  Support Student A by prompting with sentence starters (“Good morning, ___”) or visuals to participate.

  Assist Student B with positioning if needed. Ensure that the wheelchair is in circle and materials are within reach.

  Provide quiet proximity support for Student C, reinforcing positive behavior with a smile, nod, or quick comment. Redirect behavior with a gentle prompt.

• Teacher: Chooses 2–3 students to share; models listening and questioning.
• Paraeducator will:

  Help Student A organize a short sharing statement using picture cues.

  Redirect Student C if calling out or distracting peers, using agreed-upon strategies (e.g., quiet reminder, choice card).

• Teacher: Leads an activity such as a movement game, song, or math/word game.
• Paraeducator will:

  Work with Student A to break down directions into smaller steps, providing hands-on guidance if needed.

  Encourage Student B’s participation by prompting adapted movements (e.g., arm motions instead of standing jumps).

  Stay in close proximity to Student C, praising participation and offering a quick break card if behavior escalates.

• Teacher: Reads and writes the morning message with the class, reviews the calendar and daily schedule.
• Paraeducator will:

  Support Student A by scaffolding reading (pointing to words, repeating directions).

  Help Student B by holding or supporting the holding of materials (pointer, marker) if fine motor activities are challenging.

  Reinforce positive behavior for Student C by providing behavior specific praise when he/she raises a hand or stays engaged.

• Proactive support: Circulate quietly to give prompts, visual cues, or redirection without disrupting flow.
• Encouragement: Provide behavior specific praise (“I like how you greeted your friend with eye contact”) to all students, not just those with identified needs.
• Communication with teacher: Note any patterns (e.g., Student A needed repeated prompts, Student C stayed focused with proximity support).

Student A: moderate intellectual disability

Student B: cerebral palsy, uses a wheelchair

Student C: ADHD and behavior challenges

• Teacher: Introduces today’s art concept (e.g., perspective drawing, color mixing), explains steps, and models briefly.
• Paraeducator will:

  Student A by breaking down directions into smaller, manageable steps using visuals.

  Ensure Student B has clear sightlines, space for wheelchair, and adapted tools within reach (e.g., larger or adapted handles, tape to stabilize paper).

  Provide proximity support for Student C, reinforcing respectful listening and helping the student stay seated and attentive.

• Teacher: Directs students to gather supplies and begin their projects.
• Paraeducator will:

  Provide Student A with a checklist of the steps for the activity and direct student to the first step (“Draw your outline first, then add details”).

  Help Student B gather and transport art materials safely (paint tray, brushes, water cup) while encouraging independence where possible.

  Support Student C in transitioning smoothly, offering a structured choice (“Do you want to start with pencil or colored pencils?”) to prevent off-task behavior.

• Teacher: Circulates, provides feedback, and monitors overall classroom progress.
• Paraeducator will:

  With Student A: Give gentle prompts to stay on task, help decode written instructions, and provide vocabulary support (e.g., “That’s called shading when you press lightly”).

  With Student B: Assist with fine-motor adaptations (stabilizing paper with tape, offering modified grips, or helping with clean-up of spills). Maintain respect by asking first before assisting.

  With Student C: Monitor engagement, reinforce on-task behavior with immediate positive feedback, watch for signs of frustration and provide short break opportunities as needed.

  With General class: Circulate as a second set of eyes, help with distributing/collecting supplies, and support any student needing extra reminders.

• Teacher: Leads students in cleaning up and briefly reviews learning goals.
• Paraeducator will:

  Support Student A by breaking the clean-up task into steps (“First put away your brush, then wipe your table”).

  Help Student B transport materials safely to sinks or supply tables.

  Supervise Student C closely to keep clean-up safe and provide positive encouragement, praising quick and responsible choices.

  Assist all students as needed while ensuring safety during a busy transition.

• Adapt materials: Prepare enlarged templates, adaptive tools (e.g., specialized scissors, larger handles, adapted grips), or pre-cut paper if the teacher requests.
• Supervise transitions: Especially important in art where movement to supply tables, sinks, and drying racks can be chaotic.
• Promote independence: Support students with specific needs without doing the work for them. Encourage effort, creativity, and pride in their own projects.
• Collaborate with teacher: Share quick observations (e.g., “Several students finished early and could benefit from an extension activity,” “Student C focused better with a choice card”).

Student A: moderate intellectual disability

Student B: cerebral palsy, uses a wheelchair

Student C: ADHD and behavior challenges

• Teacher: Posts a journal prompt or quick grammar practice (e.g., “Write 3 sentences describing today’s weather using imagery”).
• Paraeducator will:

  Help Student A by reading the prompt aloud and offering sentence starters.

  Ensure Student B has materials positioned for access (journal stabilized, access to assistive technology if needed).

  Provide proximity support to Student C to encourage a calm, productive start.

• Teacher: Introduces literary concept (e.g., symbolism in Of Mice and Men) with short lecture and examples.
• Paraeducator will:

  Support Student A by taking notes, rephrasing the teacher’s language into simpler terms, or providing prewritten notes or adapted visuals to help guide focus (guided notes, pre-highlighted passages, graphic organizer) as planned by the teacher.

  Monitor Student B’s access to text (support in turning pages, access to a digital copy).

  Watch Student C for signs of restlessness; use non-verbal cues to redirect before behavior escalates.

• Teacher: Reads a passage aloud, then asks students to annotate for symbolism and figurative language.
• Paraeducator will:

  For Student A – break down directions: (“First underline key words, then circle symbols”). Provide a word bank of common symbols.

  For Student B – offer physical support for annotation (using sticky notes, digital highlighting, or assistive technology).

  For Student C – encourage student to stay engaged, and redirect respectfully if peers become distracting.

  For general class>: circulate to check on annotation progress, offer quiet clarification.

• Teacher: Places students in pairs or small groups to discuss symbolism in the text, then prepare a short response.
• Paraeducator will:

  Drop in on Student A’s group to scaffold contributions, prompting with guiding questions (“What does the river stand for?”).

  Ensure Student B’s group members accommodate Student B’s participation by helping with access to materials and by scribing Student B’s ideas if motor skills make writing difficult.

  Support Student C’s group by reinforcing positive peer interaction, stepping in to redirect if frustration or off-task behavior emerges.

  Help groups stay on time and transition smoothly to share-out.

• Teacher: Assigns short written response (e.g., “In 3–4 sentences, explain the symbolism of the river”).
• Paraeducator will:

  Provide Student A with sentence frames or a graphic organizer to structure the response.

  Support Student B by setting up adaptive tech (speech-to-text, keyboard) if needed.

  Encourage Student C to complete the writing in short steps with quick check-ins (“Finish the first sentence, then I’ll check”).

  Monitor all students to ensure completion and assist where necessary.

• Teacher: Asks 2-3 students to share responses then summarizes key idea of symbolism, collects exit slips.
• Paraeducator will:

  Encourage Student A to share aloud if comfortable

  Assist Student B in turning in work and navigating safe dismissal.

  Reinforce Student C’s positive participation with immediate behavior specific praise.

  Help manage hallway transition, especially with wheelchair navigation and behavior monitoring.

• Instructional Support: Break down abstract concepts into concrete steps (simplify directions, use visuals).
• Material Adaptation: Provide enlarged texts, highlighted passages, sentence starters, graphic organizers and other adaptations as planned by teacher.
• Supervision: Maintain calm transitions, watch for behavioral triggers, and ensure safe movement (especially in crowded hallways).
• Independence: Encourage students to do as much as possible themselves, scaffolding only when necessary.
• Collaboration: Share quick feedback with the teacher (“Student A needed sentence frames,” “Student C is distracted by nearby peers and might need a seat change”).

• Beliefs about inclusion
• Classroom management approaches
• Roles and expectations during lesson delivery
• Roles and expectations for student assessment

God did not come to me through a mystical experience, but through a human being, a neighbor, an agent of his love.