Title of Scenario: Elementary educator in need of feedback and/or professional development

Setting of Conversation: After school in the empty kindergarten classroom

Conversation:

[Me] (Smiling and Happy): Good Afternoon Ms. Tina, how was your day today?

[Tina (paraeducator)] (Smiling Back Confused and Nervous): Good. How was your day?

[Me] (Smiling and Happy): My day was good. Thank you for asking. I wanted to see if you had any
questions or concerns? I also wanted to know how you think Susie is doing.

[Tina] (nervous): I think things are going okay. I love working with Susie and she really likes to stay by my
side.

[Me] (Smiling and Happy): I am so glad that you love working with Susie and that she trusts you. I can
tell how much you care and love Susie. I know orientations was a lot of information and quick for you. Is
there anything that you think you would like help to improve upon?

[Tina] (a little nervous but feeling calmer): There was so much information at orientation, and it was so
quick that I am not sure if I got all of it. There was a lot of information about the three students with
disabilities in this kindergarten classroom. I am not sure if I am doing everything I can for all the
students. I know Susie trust me and I love working with all the students. It would be nice to have
another meeting to go over some of the ways to best help the students in here. Susie is not catching on
to the information the teacher is covering in her lessons, and I am not sure how to help her. I have also
noticed that she is struggling to interact with her peers even though she is such a sweetheart.

[Me] (Smiling and Happy): You bring up some great information. I am sorry orientation was quick and
yes, I think it’s a great idea to have a follow up meeting for all paraeducators just to discuss ways to best
serve our students. Susie does seem to love working with you and I can tell that you love the students as
well. I walked by early today and saw how wonderful you do with the students. Susie may be distracted
while the teacher is teaching and that is causing her to miss the information being given. Her peers may
see her as a little more immature and different than them. What do you think?

[Tina] (Thinking): Susie sits in my lap when the class is doing whole group learning. I let her sit with me
to help her focus on what the teacher is doing. Maybe that is why Susie peers think she is different and
seems to be immature. She does rely on me to do many things. What else can I do to help her focus and
make friends?

[Me] (Smiling and Happy): When I walked by, I did see that Susie was sitting in your lap and was very
calm and happy about it. I have had students that want to sit in my lap to snuggle but they tend to be
distracted because they are focused on the snuggle. I would often find that they would being staring of
into space or playing with hair than what was going on in the room. What does Susie do when she sits
with you?

[Tina] (thinking): You know I do find that Susie seems to be staring off into space when she is sitting with
me. Maybe she is not paying attention like I thought. What can I do to help her focus? What did you do?
[Me] (happy): You could try many things. You could have her sit next to you and a have a friend sit on
the other side. This would help her be more independent and having a peer next to her helps her copy
what they are doing. This would help her not seem so different as well. What do you think of trying
that?

[Tina] (Smiling): I am willing to try it. It would also allow me the ability to help the other students in
here. This would be something great to go over in a meeting after orientation.

[Me] (Smiling and Happy): I agree that this would be important information that would help all
paraeducators be more effective. Let’s talk to the principal about setting up a professional development
meeting for all the paraeducators.
Title of Scenario: Assisting Families with an Elementary-to-Secondary Transition

Setting of Conversation: Conference Room at the elementary at a Time Parents Can Meet (Me, Cindy,
Jon, Mrs. Taylor, Ms. Tina)

Conversation:

Me (cheerfully): Good morning, Mr. and Mrs. Appleseed, thank you for taking the time to meet with us.
How are you doing today?

Cindy (pleasant): I am good. Thank you for meeting with us. How are you?

Me: I am doing well thank you. Let’s do introductions quick. I am Allie Reilly, and I am the special
education teacher here.

Mrs. Taylor (cheerfully): I am Susie Taylor, and I am the sixth-grade special education teacher at the
middle school. It is so nice to meet you Mr. and Mrs. Appleseed.

Ms. Tina (cheerful): I am Ms. Tina, and I am the paraeducator that helps Jonathan during the school day.
It is so nice to see you again.

Cindy (cheerful): I am Jonathan’s mom, and it is so nice to meet you Mrs. Taylor and so nice to see you
Ms. Tina.

Jon (cheerful): I am Jonathan’s dad, and it is nice to see everyone.

Me (cheerfully): I just wanted to bring everyone together to discuss Jonathan’s transition to middle
school. I know that mom and dad have concerns and ideas about supports for Jonathan for next year. I
wanted Mrs. Taylor here to share about the middle school and how the special education setting works.
I also wanted Ms. Tina here because she works with Jonathan every day for most of the day and she has
great knowledge about Jonathan as well that will be helpful as we discuss Jonathan’s transition to
middle school. Jonathan is doing great with regulating emotion and interaction with peers. He is a very
sweet and kind young man who tries his absolute best. Thank you for sharing your sweet boy with us.
Mom or dad would either of you like to go first and share a little bit about Jonathan and what supports
you would like to see in place for middle school next year.

Cindy (cheerful): Jonathan has made wonderful progress over the years and has done great this year.
We would like to see his support stay with a one-to-one model to ensure the best support is given to
Jonathan in middle school.

Jon (cheerful): He has done well and if we keep everything the same then he should continue to make
progress.

Me (cheerful): Okay I heard that you would like for Jonathan to continue to have a paraeducator one on
one next year so that he will continue to make progress. (Pause 3 seconds) Ms. Tina what supports do
you feel he needs next year to make progress.

Tina (Cheerful): Jonathan is doing a wonderful job and is starting to show some independence. I agree
that he still requires paraeducator support.
Me (Cheerful): Wonderful thank you for sharing Ms. Tina. I have also seen Jonathan showing some
independences here at school which is wonderful news. I have been researching what some of the best
supports are for students going to middle school. I know that the middle school does things differently
than elementary so Mrs. Taylor could you share what supports and plan you typically have in place for
students in middle school.

Mrs. Taylor (Cheerful): I would love too. Students can pick three elective class and the other four courses
are core subjects. He will of course have English, Math, Science, and Social Studies. One of his electives I
will unfortunately take up. This will be the direct instruction time that I will have with him. We do have a
para in each of the core classes. In those classes we typically put other students who also require para
support in the academic areas. That way the para can help a group of students at one time.

Me (Cheerful): That is what I have found in my research studies. Cindy, Jon, what are your thoughts?

Cindy (Thinking): in Preschool he did not have a para one on one but there were enough paras in the
room to help all of the students during those cores academic time. Jonathan did well and made
progress. I am just worried that if he does not have a paraeducator one on one that Jonathan will feel
overwhelmed and have meltdowns. We do not want him to be coming nonverbal for any period. It will
already be an adjustment for him going from elementary to middle school.

Jon (Thinking): I agree that he needs support but what impacts will this have socially if we keep someone
with him all day? I remember middle school and how boys picked on others that were different.

Cindy (Thinking): What has your research said about supports in middle school?

Me (Cheerfully): So far what I have found in my research is that yes there are benefits to having a para
but for middle and high school the one-to-one model is not in the best interest for students. The
research showed providing an infrastructure in place to support Jonathan using his special education
team provides the right amount of help in the rights ways. This way students do not stand out and they
are able to develop more independent life skills for the future. This would be more like the support he
had in preschool. It is hard to imagine Jonathan not being here in elementary because he has made a
wonderful impact on all of us here. I cannot imagine how this transition must feel to you. I want to
provide you will information about middle school introduce you to Mrs. Taylor so that if you have any
questions, you can reach out to her before we come back together to make a plan for Jonathan’s
transition to middle school.

Mrs. Taylor (Cheerful): Here is my information please feel free to reach out to me and I will help in the
best way that I can.

Me (Cheerfully): What are your thoughts right now?

Cindy (Thinking): I would like to talk to his medical team and do some research of my own. It is hard
having my baby transitioning to middle school. I just worry so much and want what is best for him. This
has been a long journey so far.

Jon (Thinking): Thinking back to middle school and high school it makes sense not to have a
paraeducator with him every minute. It also makes sense to start giving him independence to learn
more life skills for the future. I want him to have a future where he has a job and can enjoy doing things
a little bit more independently. Thank you for the information and I am sure we will have questions so
we will be reaching out to all of you.

Cindy (Thinking): I agree with Jon it is great information and we still have time to make sure we have the
best plan in place to support Jonathan in middle school. I look forward to meeting again.

Me (Cheerful): Thank you for taking time to meet with us. I will reach out in a few weeks to see how
things are going and schedule a meeting if you would like. We can collaborate on the information gained
and what your dreams are for your child. We have plenty of time before he transitions to middle school.

Mrs. Taylor (Cheerful): It has been so nice to meet you! I look forward to working with Jonathan. He
sounds like an amazing young man.

Ms. Tina (Cheerful): I think Jonathan is going to have a wonderful time in middle school. I will miss him
when he does transition. Please let me know how I can help. It’s been great to see you!