Ramon J Sped854 m6 Coachingconvos

Title of Scenario: Elementary Educator in Need of Feedback and/or
Professional Development
Setting of Conversation: empty resource classroom, after school
Conversation:
Me (case manager): Hey, Ms. King, how are you?
Ms. King (paraeducator): Good!
Me: Good! Hows your son Ryan?
Ms. King: Hes fine. Hes excited about the weekend.
Me: Oh, yeah! Are yall doing something?
Ms. King: Were going to visit my mom in Houston.
Me: Awesome! Sounds like fun. Houston is so much fun. (Pause) I wanted to
talk with you about Susie. How do you think thats going? Any concerns?
Ms. King: Oh, Susie. Shes so cute. I love working with her. Shes very loving.
Me: Her mother just loves you. She told me the other day that she is very
happy with you. Was she able to share that with you?
Ms. King: Yes! Im happy that she did.
Me: Good. Me too. (Pause) Im happy with how hard you work and how much
the children love being with you.
Ms. King: Thank you!
Me: Youre welcome. (Pause) If you dont mind I do have one suggestion for
when you work with Susie. Can I share that with you?
Ms. King: Of course!
Me: The other day as I was walking by Mrs. Rays classroom, I saw that Susie
was sitting in your lap during carpet time. Does she do that normally?
Ms. King: Yeah. Thats a habit that I am trying to break. She started it one
day, and I didnt address it. Its a little bit of a problem now.
Me: Well, its not a horrible problem Its just something we dont want her
to get used to.
Ms. King: Yeah, I know.
Me: Our plan with any student is to weed way from inclusion in the upper
grades. Susies only in kindergarten, but we dont want her to get too used to
having you with her. Next year, we are thinking about having you see her
less. She seems to be figuring things out and working well on her own.
Ms. King: I totally agree.
Me: Also, we really want to protect her privacy.
Ms. King: What do you mean?
Me: I just mean that we dont want the other students, even parents when
they to visit, to see that Susie gets special services. Or for them to even
think that she is being treated better or kinder.
Ms. King: I didnt even think about that. I understand. Im really going to
need her to realize she cant sit with me like that anymore.
Me: Yeah. She needs to sit on the floor with her peers and interact. You can
sit near her.
Ms. King: Okay. Ill fix it.
Me: Thank you for understanding.
Ms. King: Youre welcome! See you tomorrow!
Me: Bye!
Title of Scenario: Assisting Families With an Elementary-to-Secondary

Transition
Setting of Conversation: conference room, 1:45 PM ARD (IEP Meeting)
Conversation:
Me (case manager): Now that we have spoken about Jonathans present
levels, we want to continue with his schedule of services for next year.
Jonathan (student): Middle school! Awesome!
Me: Hes not nervous at all. We are so excited for you. We think you are
going to do so well in middle school Johnny.
Mom: Im the nervous one.
Dad: I think hes ready, but I also have my reservations.
Me: What are they?
Dad: I just hope he fits in socially.
Me: Well, we have those concerns in general with any student. Middle school
is a different world.
Mom: (laughing) Oh, I know! We have a middle school nephew.
Me: So, Johnny will have relative in middle school next year?
Mom: He will. They are very close.
Me: Great! We wanted to talk to you about is one-to-one support for next
year.
Dad: Okay.
Me: As a committee, we need to decide on how much one-to-one support
Johnny will need.
Mr. Smith (gen. ed. teacher): I think Johnny will benefit from less support.
The amazing thing is that I was able to teach Johnny in both the second
grade and fifth grade. I also saw him regularly in the halls and after school.
He has grown so much and become so independent. Hes mister popular. We
love Johnny!
Me: Yes we do. Thank you, Mr. Smith. Many of us agree that Johnny doesnt
need so much support in class anymore.
Mom: Im just not sure. Hes so used to getting help. I feel that he will
struggle too much.
Dad: I read that the one-to-one model isnt the best for most middle school
students. Why is that? And does that apply to Johnny?
Me: We think so. As we said, middle school is so different. Socially different.
They go through the change.
Mom: (laughing) Not my Jonathan.
Jonathan: MOM!
Mom: Sorry!
Me: This is what we think He will have eight classes next year; three of
them will be electives. He already goes to P.E., music, and art on his own. He
will continue that. We will add Science and Social Studies to that list. For
ELAR and Math he will still have one-to-one assistance for twenty minutes
daily.
Mom: Im not sure about that.
Me: Other than us believing he is academically ready, can I also mention
other reasons?
Dad: Yes.
Me: We want Johnny to become independent and prepare him for his future.
Our goal is to get him ready for adulthood and the workforce. We think this
plan should really starts in middle school. We want to start weeding him
away from one-to-one assistance.
Mom: I think ELAR and Math isnt enough.
Me: Okay.
Mom: What about Science and Social Studies?
Dad: Twice a week?
Me: In middle school Science is very hands-on. In our experience, students
have become unnecessarily dependent and lose too much instruction in
Science if they have to have a paraeducator with them. Johnny will have two
lab partners that will be able to help him in all labs.
Dad and Mom: Oh, okay.
Me: We can meet again in the new school year, if we find that it isnt
working. One-to-one assistance in ELAR and Math: 5 days/20 min, Science:
0/0, Social Studies: 2 days/20 min, and Electives: 0/0.
Mom: Deal!
Dad: Sounds like a plan!

Jonathan: Cool!

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Title of Scenario: Elementary Educator in Need of Feedback and/or

Title of Scenario: Assisting Families With an Elementary-to-Secondary

Dad: Sounds like a plan!

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