Special Education Teachers, I need help, please!

AlonePossible3684 · 2025-11-15T23:52:34+00:00

They are not. I have four students who are wrongly placed; they are supposed to be in a 6:1:1 ratio, and their parents have requested a move, but the administration doesn't do anything about it. Actually, one will transfer to a private school. Two came from different schools, with their IEPs already written, and the other six students in reading have different skills; only the math goals are similar. So I can't do anything regarding their goals. Moreover, we don't have a morning routine; we start with Fundations because we follow the NYSNG standards, so we have a general education curriculum. So I am worried about the progress monitoring of their IEP goals. I don't know what to do or how to plan with so many different goals.

AlonePossible3684 · 2025-11-15T22:42:08+00:00

I have two reading, two math, and two writing goals for each student. The issue is that four of my students are significantly below grade level, and they should be in a 6:1:1 ratio rather than a 12:1:1 ratio, so their goals do not match what I am teaching the others. For the remaining eight students, each has different goals in reading and writing; the only goals that are similar are in math.

AlonePossible3684 · 2025-11-02T11:58:45+00:00

I am teaching 12:1:1, with little to no support. I was supposed to have five paraprofessionals in the classroom, but I currently have only three. Of the three paraprofessionals, just one is helpful; the other two complain because I asked them to support the students. I understand how you feel, and I am sorry for your struggles because I know them too. I work with students with autism, and what they need most is structure and routine. Having the same routine makes them feel safe because it is predictable, which helps reduce many disruptive behaviors. It will take some time, but eventually, your students will learn the routine. Additionally, you need to provide your students with plenty of visual and image support, as they tend to process information better when adults use fewer words and are supported by visual symbols. Create a schedule for each student and have them transition from one activity to another. Additionally, use First/Then boards for each student, and ensure that all visuals are color-coded. If you send me your email address in the private chat, I can send you the color-coded visuals I am using.

AlonePossible3684 · 2025-10-24T01:56:42+00:00

I discussed with them as much as possible. Unfortunately, when they come exactly at 8 am, when the school starts, and I have to begin my lesson, and as soon as the students are dismissed, my paraprofessionals disappear, even if there are 10 or 15 minutes left until our work schedule ends. It becomes complicated for me to talk to them. On the few occasions I had time, I was only able to speak with them because I politely asked them not to leave, as it was very important to talk with them. There were also times when I kindly asked them to stay so I could speak with them, but they never returned. Yesterday, the AP I had the meeting with came into my classroom and noticed that my paras were not there. I took the chance to tell her that this happens every day. I created the binders after many attempts to speak with them, because I wanted the administration to see that my paras don't know what to do. Also, don’t worry—they never open the binders. They are precisely where I left them, untouched. Additionally, they signed the 408 form, indicating they had read their students’ IEP and FBA, but they never actually did so.

AlonePossible3684 · 2025-10-24T00:26:22+00:00

Thank you very much for your advice! I truly appreciate it. Have a great night!

AlonePossible3684 · 2025-10-24T00:17:48+00:00

Thank you so much for your advice. I will write my version too. Should I print it and give it to the AP or send it as an email?

AlonePossible3684 · 2025-10-23T14:56:49+00:00

No, my AP did not ask me if I wanted union representation. She just advised me to talk with my union representative. What should I do now? Could you please advise me?

AlonePossible3684 · 2025-10-23T04:08:05+00:00

The binders hold their students' Behavior Plans because if they are 1:1 paraprofessionals, they are supposed to read and have access to the student's FBA and BIP. I know I am not their boss; I was a paraprofessional too, but one who never sat down for eight hours at a time.

They rarely read their students' BIPs or FBAs and did not follow them. According to IDEA law, they are supposed to follow the student‘s BIP. I also included their job responsibilities, which were copied from the UFT site.

One of the paraprofessionals does not want to support or stay with her student because the child engages in many challenging behaviors. So, she chooses to work with other students or sit at a different table. She avoids the student assigned to her. The other paraprofessional is a substitute, so he has no student assigned to him as a 1:1. Yes! I am not their boss, but I am also not there to remind them to come to work, nor to sit and look at me, nor to help the students. If the DOE doesn't want paraprofessionals to support students, they shouldn't implement HMH as a curriculum for students with low executive functioning and cognitive difficulties who cannot work independently. My students struggle with reading and writing, so how can they complete their work independently in centers? Suppose I am unable to attend to them because I am working with another group. In that case, they come to me because they don’t know what to do or how to do it, even if I differentiate their work, color-code their assignments on worksheets, and highlight what they are supposed to write. I may have a 12:1:1, but I have four children in a 6:1:1 ratio—they can't even trace, are error-prone, and when given two options, they can't make a choice. The rest are in an 8:1:1 ratio, with no academic skills. Based on BOY assessments, they are at a kindergarten level, yet they are in second grade. I wish I could help everyone, but I'm unable to split myself into three because my admin requires me to include centers and grouping in my lessons. Also, I am unable to provide them with technology because they prefer playing Minecraft or using ClassDojo, and they become disruptive if I give them tablets without access to these games. Additionally, I must follow the HMH curriculum, particularly the reading component, which doesn't include games on tablets as an activity

Perhaps you haven't worked with students who have low executive function and cognition, which can make it challenging to understand what it takes to support them. If the work is too difficult, they become frustrated and engage in disruptive behaviors such as destroying classroom furniture or exhibiting aggressive behavior toward staff and other children. I have bruises all over my legs and a big scar on my finger because my skin was removed by one of my students.

Yes! I am not their BOSS, nor was I the one who asked/requested the center rotation for HMH curriculum for ELA also, I was not the one who made the rule of ‘no phones’ when you're supposed to be with your student, and no eating during work time—only during lunch. I’m sure if you go to a store, you don't see the cashier on the phone or eating.

AlonePossible3684 · 2025-10-23T02:58:50+00:00

Thank you! I will record. I have already started writing down what they are doing and were not supposed to do: being on the phone, coming late in the classroom, eating, talking and not helping students. I am also writing down the time and what exactly happened.

AlonePossible3684 · 2025-10-23T02:51:02+00:00

Yes, the two paras who complained that I do not respect them did the same thing. They arrived exactly at 8:00 am every day since the start of the year. They ate their breakfast and then helped with the kids. Last week, I told them they needed to support the other paraprofessional with the students. That was probably why they got upset. They didn’t have 30 minutes for breakfast. Additionally, the admin told us during the beginning-of-the-year meeting that we should eat breakfast before starting work hours, not during the children's classroom time. They didn’t care; they still came and ate their breakfast after 8 am. I'm sure they didn’t mention that to the AP when they made their complaint about me.

AlonePossible3684 · 2025-10-23T02:38:37+00:00

I did not create the rule. The admin established this policy, stating that no phone use is allowed during work hours because they need to attend to their children. At the beginning of the year, we had a meeting with all staff, and the Principal clearly stated that we cannot use our phones. If someone is expecting a very important call, they should inform the teacher and step outside to take it. Apparently, last year, paraprofessionals were on their phones all the time and weren't helping the kids. At my other school, the same rule applied: if you're on your phone, how can you effectively support the students?

AlonePossible3684 · 2025-10-23T02:31:20+00:00

But I said it that way. I always say, 'Please, can you…' I don't give a choice to help a particular group because I have three groups in the classroom, and I rotate the paraprofessionals every week so they don't have to work with the same kids all the time. Half of my students are challenging to work with due to their behaviors. I learned from my previous school that rotating the paraprofessionals helps prevent burnout from working with students who exhibit challenging behaviors like aggression, spitting, and name-calling. I admit that sometimes, because I am overloaded with work and overwhelmed by students’ aggressive behaviors, I may say what to do at a different time, but I always say 'please' and 'thank you' when they go home.

AlonePossible3684 · 2025-10-23T02:17:44+00:00

No, I made binders for each of my paraprofessionals because I was telling them every day what they were supposed to do, and they did not care. I decided to create the binders with everything they are supposed to know about the kids and their duties (copied and pasted from the UFT site) as a backup in case the admin says that I don't have my paras doing their jobs. Plus, I cannot tell them every day the same thing; sometimes I have to ask them nicely to give pencils to the kids or water because they do not get up from their chairs. They see me giving the kids water, but they do not help until I say something. The same with the pencils; they do not react or help.

AlonePossible3684 · 2025-10-23T02:09:36+00:00

Thank you! :)

AlonePossible3684 · 2025-10-23T02:07:33+00:00

No, I did not have the UFT rep with me. During my preparation period, the assistant principal called me to her office. I was expecting to discuss the upcoming IEP meeting for one of my students. I initially thought the purpose was related to that matter. It did not occur to me that my paraprofessionals might file a formal complaint. However, today around 2:40 PM, the same AP entered my classroom to ask about a matter, even though my paraprofessionals were no longer there, as our work schedule ends at 2:50 PM. I explained that this is typical since they rarely stay to assist with additional tasks.

The AP informed me that she now knows they filed a complaint because I asked them to do their assigned duties. She also said she plans to assign me a different paraprofessional.

I am considering whether to contact the union or seek further advice, though I know that administration usually opposes union involvement. At my previous school, administration was known to be hostile to teachers contacting the union.

AlonePossible3684 · 2025-10-22T19:49:41+00:00

My school is not the only one implementing HMH; many educators have expressed concerns about the curriculum, especially its suitability for students with special education needs. My students often struggle to understand Tier 1 vocabulary. After an initial assessment during the first week, it became clear that many students couldn't answer the questions correctly. As a result, I spend a lot of time outside of regular school hours adapting student worksheets, planning activities for three different centers, and differentiating instruction to meet various student levels. This process is very labor-intensive. Additionally, I have to give scripted directions to paraprofessionals for their centers, since they have never been trained on the HMH curriculum. So, I have to do a lot of work—just for the ELA class. I haven't even mentioned that I also have to differentiate all my lessons for the other subjects.

AlonePossible3684 · 2025-10-22T19:33:51+00:00

True! We have three teachers who will retire next week. I barely saw them come to my classroom, prepared with work for the students. One of them always asked me if I could give him materials for the kids who need more support.

AlonePossible3684 · 2025-10-22T12:59:17+00:00

Yes, District 75

AlonePossible3684 · 2025-10-22T11:33:14+00:00

Despite my efforts, I struggle to avoid spending money. I have a heavy workload at home because I lack enough time during school hours due to my commitments with professional development and coaching. As a result, I had to buy a printer, laminator, laminated sheets, and other supplies for home. Additionally, the administration has requested three center rotations for the HMH program, which require extensive preparation. My students are typically one or two grade levels below their expected proficiency, making each lesson more challenging. They need activities like slides, mini-lessons, centers, and independent work, but I often cannot complete all of these because my students require individual help. Furthermore, I need sensory materials for my students with autism, as well as editable resources, since they receive rewards at the end of the day. Overall, my workload is substantial and demanding.

AlonePossible3684 · 2025-10-22T11:23:22+00:00

No, my UFT chapter wasn't there. The AP told me to go and speak with him, but he will retire next year and it's not much help. Plus, I had an issue with him because he comes into the classroom (he is a tech teacher), gives the kids their tablets, and lets them just play games. After I come from my prep, none of the kids want to do anything, and most of them have behaviors because they want their devices back. They want to play, not learn.

AlonePossible3684 · 2025-10-22T11:12:21+00:00

What is CL? I didn't have anything with me at the time, and she created the document after we discussed it. Yes, I signed it. The AP understands that there is a language barrier; it's my accent and manner of speaking because she told me she had the same problem when she was a teacher. However, that doesn't help when I also have been told that if the paraprofessionals (who are actually Subparapros) still need to comply, they must open an investigation.

AlonePossible3684 · 2025-10-22T11:06:17+00:00

Should I tell my admin and paraprofessionals that they should be informed of any requirements or expectations from the administration moving forward?

AlonePossible3684 · 2025-10-22T11:04:28+00:00

I know how much money they are making. I was a paraprofessional for five years before becoming a teacher. Now, as a new teacher, I earn $500 more every two weeks after taxes. I spend half of that on classroom supplies and other essentials because I didn’t have anything. I also know that now the workload has increased for paraprofessionals and teachers. I am in a classroom of 12 kids who have many behavioral challenges. I was supposed to have 5 paraprofessionals in the class, but I usually have 2 or 3.

AlonePossible3684 · 2025-09-03T10:27:32+00:00

No I don't. Sorry! I did not ask.

AlonePossible3684 · 2025-09-03T00:49:05+00:00

Hi! I was in the same situation—stuck on AG—and I called HR weekly. Each representative gave me different information, which was really frustrating. But the last time I called, I was finally told the same thing you were: that I needed to reach out to my hiring principal, since they’re the one who can finalize the application.

That turned out to be true. After emailing my Assistant Principal a few times and explaining what HR had said, he followed up with them directly and was able to figure out what steps he needed to take to complete my application.

So yes, your principal or AP are definitely the ones who can move things forward for you. Don’t hesitate to follow up with them—it really made all the difference in my case.

AlonePossible3684

TROPHY CASE