What should a special education teacher do first if a para-educator is not following a student's behavior support plan?

When a special education teacher finds that a para-educator is not following a student's behavior support plan, the most appropriate first step is to meet with the para-educator to review the plan. This approach fosters open communication and collaboration, which are essential in special education settings.

By directly addressing the issue with the para-educator, the teacher can clarify any misunderstandings or gaps in knowledge regarding the behavior support plan. This meeting provides an opportunity to discuss the specific strategies outlined in the plan, ensure that the para-educator understands these strategies, and emphasize their importance for the student’s success. Additionally, this collaborative dialogue can lead to shared problem-solving, where both parties can discuss what is working and what adjustments may be necessary.

Checking the para-educator's experience with behavior support plans, simplifying the plan without first addressing the issue directly, or escalating the matter to the principal without first attempting to resolve it collaboratively are less constructive approaches. These options could lead to misunderstandings or a lack of support for the para-educator, who may just need additional guidance or clarification. Thus, meeting directly to review the plan promotes a supportive and professional atmosphere, which is crucial for effective teamwork in educational settings.