Realistic
-Work in Setting III High School Program periods ​1-5.
-Help support ​willing​ students in academic
skills/lessons/homework.
-Supervise students while teacher leaves the room to:
work with students in crisis, follow/supervise students
who are not where they are supposed to be.
-Input teacher collected data using Class Dojo (Daily).
-Escort students around building when they are on “no
pass list.”
-Track specific student behaviors using a teacher
created tool.
-Take students on breaks to gym/outside.
-Ignore attention seeking behavior even if student is
“breaking the rules” (as long as student and others are
safe).
-Only intervene in student behavior if directed by
teacher. As long as students are safe, do not intervene
in student behavior if teacher is out of the room, just
document and report back to teacher when she returns.
-Do not take things students say personally, get feelings
hurt easily, or expect an apology from students.
Understand student behavior is communication and not
personal. Approach situations with compassion and not
judgement.
-Ask questions and work to understand the function of
student behaviors, as well as the manifestation of
student trauma in daily behavior.
-Drive school van on field trips/Friday Fun Day outings
Ideal
-Work in Setting III High School Program periods ​1-7.
-Help support ​all ​students in academic
skills/lessons/homework.
-Supervise students while teacher leaves the room to:
work with students in crisis, follow/supervise students
who are not where they are supposed to be.
-​Follow eloping students in crisis and implement
teacher created student behavior plan or
follow/supervise students who are not where they
are supposed to be.
-Input teacher collected data using Class Dojo (Daily).
-Escort students around building when they are on “no
pass list.”
-Attend mainstream classes with students who
need additional support.
-Track specific student behaviors using a teacher
created tool.
-Take students on breaks to gym/outside.
-Ignore attention seeking behavior even if student is
“breaking the rules” (as long as student and others are
safe).
-Only intervene in student behavior if directed by
teacher. As long as students are safe, do not intervene
in student behavior if teacher is out of the room, just
document and report back to teacher when she returns.
-Do not take things students say personally, get feelings
hurt easily, or expect an apology from students.
Understand student behavior is communication and not
personal. Approach situations with compassion and not
judgement.
-Ask questions and work to understand the function of
student behaviors, as well as the manifestation of
student trauma in daily behavior.
-Drive school van on field trips/Friday Fun Day outings