At the beginning of the school year, a special education teacher reflects on best ways to collaborate with the classroom paraprofessionals. Which collaborative activity would best meet student needs?

Meeting weekly with paraprofessionals to review student learning goals is a highly effective collaborative activity for several reasons. This approach fosters ongoing communication and collaboration, ensuring that both the teacher and paraprofessionals are aligned in their understanding of each student's unique needs. Regular meetings create a space for discussing student progress, addressing any challenges, and modifying instructional strategies in real time. This ongoing dialogue allows paraprofessionals to provide feedback based on their observations in the classroom, and it encourages shared ownership of student outcomes.

Additionally, reviewing goals together helps to ensure consistency in the implementation of instructional strategies and reinforces the importance of everyone working toward common objectives for student success. Such collaboration is crucial in special education settings, where personalized instruction is key to meeting the diverse needs of students. It emphasizes teamwork and ensures that paraprofessionals are well-informed and actively engaged in the educational process, ultimately leading to better outcomes for students.