Para Dashboard™
3
Assigned Students
7
Support Tasks Today
2
Data Points Needed
📋 Today's Support Priorities
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Student A — Extended time reminder for 2nd period reading assessment
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Student A — Graphic organizer ready before Social Studies
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Student B — Sensory break at 10:15 AM (before transitions)
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Student B — Visual schedule review at start of each class
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Student C — Job site prep — transportation vocabulary review
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Student C — Record community work data (frequency count)
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End of day — log communication notes for all students
💬 Teacher Messages
Ms. Martinez: Student A has an ARD on Friday — please note any behavior observations this week.
Mr. Thompson: Student C starts job site Tuesday. Review workplace vocabulary card before Monday.
🎯 Quick Access
👤 Para Snapshot™
👤
Student A
7th Grade · SLD/Dyslexia · Reading Level: 4th Grade
Generated by SPEDGenie™
Always review before use
Always review before use
💪 Strengths
Visual learnerStrong oral responsesCreativeSelf-advocacy
⚠️ Needs
Reading comprehensionWritten expressionDecoding multi-syllabic words
✅ Accommodations
Extended time (1.5×)Small groupGraphic organizersRead aloud
🎯 Prompting Recommendations
Start with visual promptAllow wait time (10 sec)Gesture before verbal
🎯 Goal Areas
Reading ComprehensionWritten Expression
🚫 Things to Avoid
Do not rushDo not complete work for studentAvoid over-prompting
📝 Teacher Notes for Para
This student responds best to visual supports presented before verbal directions. Allow processing time before repeating a prompt. If the student appears frustrated, offer a break before re-engaging with the task. Graphic organizers should be pre-filled with the first example before the student begins. Check pacing every 10 minutes during independent work. Do not hover — proximity should be arm's length unless student requests closer support.
⚠️ Draft support only. Review with your supervising teacher before use. SPEDGenie generates instructional support — final guidance comes from the licensed SPED teacher.
☑️ Daily Support Plan™
🌅 Before Class — Prepare
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Print graphic organizer for Social Studies reading (Main Idea template)
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Confirm extended time arrangement with classroom teacher for period 2 test
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Prepare read-aloud materials for morning ELA assignment
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Check that student has all materials (binder, pencils, planner)
📚 During Class — Support
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Sit at arm's length — allow independence before stepping in
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Use visual prompt first (point to graphic organizer) before verbal prompt
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Check pacing every 10 minutes during independent work
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Remind student of extended time quietly — do not announce to class
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If frustrated — offer 3-minute break before re-engaging
📊 After Class — Data & Notes
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Record prompt level used during reading task (Independent / Visual / Verbal / Physical)
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Note: Did student complete the graphic organizer independently?
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Log any behavior observations or concerns in Communication Log
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Report data to supervising teacher by end of day
✅ Accommodation Guide™
Each accommodation below is explained in plain language — what it means, how you help, and what NOT to do. This guide is specific to the selected student's IEP accommodations.
⏱ Extended Time (1.5×)
What it means
The student gets 1.5 times the normal amount of time to complete assignments and assessments. If the class has 30 minutes, this student gets 45 minutes.
How you help
Check pacing quietly. Give a "10 minutes left" reminder. Arrange a quiet space if the class finishes and student needs more time. Keep the student calm and focused.
Common mistakes
❌ Don't rush the student
❌ Don't complete work for them
❌ Don't announce it to the class
❌ Don't complete work for them
❌ Don't announce it to the class
👥 Small Group Setting
What it means
The student takes tests or works on assignments in a smaller group (usually 3–5 students) away from the full classroom.
How you help
Escort student to the small group location. Keep the environment quiet and distraction-free. Monitor focus without hovering.
Common mistakes
❌ Don't skip it — student is entitled to this
❌ Don't allow distractions in the small group
❌ Don't read test questions aloud unless specified
❌ Don't allow distractions in the small group
❌ Don't read test questions aloud unless specified
📋 Graphic Organizer
What it means
The student uses a visual template to organize their thinking before writing or answering questions. Helps with structure and reduces the blank-page problem.
How you help
Have it printed and ready before class. Pre-fill the first example box to show how it works. Remind student to use it — don't let them skip it.
Common mistakes
❌ Don't fill it in for them
❌ Don't forget to have it ready
❌ Don't let student skip it saying "I know it"
❌ Don't forget to have it ready
❌ Don't let student skip it saying "I know it"
🔊 Read Aloud for Directions
What it means
You read the directions (and sometimes the questions) aloud to the student. This removes the reading barrier so the student can show what they actually know.
How you help
Read in a neutral tone. Don't emphasize words that hint at the answer. Ask student to restate in their own words after you read. Check comprehension of directions.
Common mistakes
❌ Don't read the answers
❌ Don't emphasize correct-answer hints
❌ Don't do this during a reading fluency test
❌ Don't emphasize correct-answer hints
❌ Don't do this during a reading fluency test
🎯 Prompt Hierarchy Guide™
⚠️ Always start at Level 1. Move up only if needed. Goal: independence.
1
Independent
No prompt. Student does it on their own.
"Student picks up pencil and begins writing without any help."
GOAL
2
Visual Prompt
Point, gesture toward materials, or show a picture/symbol card.
"Para points to the graphic organizer on the desk."
Start here
3
Gestural Prompt
Nod, hand signal, tap the task, or gesture toward what to do next.
"Para taps the 'Main Idea' box on the graphic organizer."
If visual fails
4
Verbal Prompt
Give a spoken cue, question, or partial prompt.
"What does the passage say the main idea is?"
Use sparingly
5
Model Prompt
Show the student exactly what to do — do one example yourself.
"Watch me — I'll write the main idea in this box. Now you try the next one."
When stuck
6
Physical Prompt
Hand-over-hand or physical guidance. Use only when necessary and with permission.
"Para guides student's hand to begin writing. Only with teacher and student consent."
Last resort
Rule of Least Prompting: Always use the least intrusive prompt that produces the correct response. Over-prompting creates prompt dependence — the student learns to wait for you instead of trying independently. Fade your prompts as the student gains confidence.
📋 Para Data Collection™
Trial-Based Data
Tap the result for each trial attempt
No trials recorded yet
—
Frequency Count
Tap each time the behavior occurs
0
Prompt Level Used
Record the highest prompt level needed
Selected: —
Duration Timer
Track how long a behavior or task lasts
0:00
💬 Communication Log™
Student A completed the graphic organizer independently without prompting during Social Studies. First time this week with no verbal prompt needed.
Student B needed two sensory breaks during morning block. Transitions between classes continue to be challenging. Visual schedule helped — student calmed within 3 minutes.
Student A appeared frustrated during writing task and asked to stop multiple times. Offered break — student returned and completed 2 of 3 sentences. Teacher notified.
Teacher reviews and approves all log entries. Do not include student PII in any entry.
🖼️ Visual Supports™
Visual Schedule Cards
Daily routine in picture form — First, Then, Next
First / Then Cards
First [task], Then [preferred activity]
Break Cards
Student uses card to request a break
Help Cards
Student uses card to request help
Transition Cards
Visual support for moving between activities
Calm-Down Cards
Self-regulation visual strategy sequence
Choice Boards
Visual options for student decision-making
StoryGlyph™ Story
Symbol-supported text for any lesson
Symbol Boards
AAC and communication boards
📚 Para Training Library™
Accommodations vs. Modifications
What's the difference and why it matters
Prompt Hierarchy
How to prompt without creating dependence
Autism Supports
Sensory, social, and communication strategies
Dyslexia Supports
Reading and decoding support strategies
Behavior Supports
De-escalation, prevention, and response
Executive Function
Organization, planning, and self-regulation supports
Data Collection Basics
How to collect and record accurate data
Transition Supports
Employment, community, and independent living
💼 Transition Job Coach Mode™
For transition paras & job coachesRetail
Food Service
Hospitality
Office / Business
Health Science
Custodial
💼
Select an industry above
Workplace expectations, career vocabulary, task analysis, and visual supports will appear here.