CLASSROOM SUPPORT ACADEMY
Before class: a clear teacher-aide handoff
Original job aid CSA-JOB-001 | September 21, 2026

Use with the teacher and your organization's approved duties and procedures.
This is a communication aid, not a student record or intervention authorization.
Do not write student names, IEP content, or identifiable incidents on this copy.

BEFORE THE ACTIVITY
1. PURPOSE: What should students learn or do themselves?
2. SUPPORT: Which prepared support should I use? Can you demonstrate it and
   watch me rehearse if it is unfamiliar?
3. OBSERVATION: What should I observe, and which approved procedure should I use?
4. CHECK-IN: When and how do I get help? When will we review the activity?

ORIGINAL FICTIONAL EXAMPLE
"Which adjustment should I use while keeping the learning goal? What should
I observe, and when should I check back with you?"

TEACHER PRACTICE
Give a specific assignment. Model one step. Invite the aide to rehearse it.
Offer one specific piece of feedback. Confirm the help signal and check-in.
Instructional direction stays with the teacher/instructional team; aides
implement prepared supports and report assigned observations.

PRIVATE SELF-CHECK
- Did I clarify the task/support?
- Did I preserve the teacher's instructional decision?
- Did I identify a check-in/help point?
- Was my language specific and respectful?
This is self-reflection, not a scored or verified performance assessment.

ABOUT A WEEK LATER: RECALL BEFORE REREADING
You are supporting a reading group but do not know the prompt sequence.
What is your first question? Rehearse privately before reading the feedback.

FEEDBACK
Ask for a demonstration of the assigned prompts, a chance to rehearse,
and clarification about waiting and getting help. Do not invent a sequence.

TWO TO FOUR WEEKS LATER: TEAM CHECK-IN
Was the assignment clear? Was the agreed support used? What got in the way?
What one change will improve the next handoff? Keep any student details in
your organization's authorized systems, not in course feedback.
These intervals are pilot design choices, not proven optimal timing. This
follow-up adds time beyond the lesson. No automatic reminder is provided.

SOURCES AND SCOPE
Council for Exceptional Children. (2022, updated March 16).
Core Competencies for Special Education Paraeducators.
Preamble; S 1.8, S 3.5, S 4.1, S 5.2-5.3, S 7.2.
https://exceptionalchildren.org/standards/competencies/core-competencies-special-education-paraeducators
Professional guidance for supervised duties, clarification, and communication.
It does not authorize a locally restricted task. Reviewed September 21, 2026.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017).
Effective Teacher Professional Development. Learning Policy Institute.
Section: Defining and Studying Effective Professional Development.
https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Teacher-PD review informing models, practice, collaboration, and feedback;
not proof that this aide training improves outcomes. Reviewed September 21, 2026.

Full bibliography: https://training.kbkcustoms.com/references
Matching lesson: https://training.kbkcustoms.com/course/lesson/aides-contribution
Teacher companion: https://training.kbkcustoms.com/teacher/clear-assignments

CREDITS AND USE
Classroom Support Academy, AI-assisted original text. No copied research
figures, third-party media, identifiable students, or real records included.
Participants may keep and print this job aid for classroom-team use.
Sources do not endorse this program. Completion does not authorize restraint,
seclusion, medical care, therapy, diagnosis, or other locally regulated duties.