Paraeducators play key role in supporting Cascade students

LEAVENWORTH — Teachers play important roles in shaping the next generation of students, from teaching core subjects to helping young people grow into confident, capable adults. However, there is another group that plays a vital supporting role: paraeducators.

“I think we're kind of like the cement that binds a lot of different departments together,” said Cascade High School library paraeducator Kathryn Praye.

As the Office of Superintendent of Public Instruction (OSPI) describes them, paraeducators “are critical to support the social, emotional, academic, and vocational success” of students from preschool through 12th grade.

They support students in the classroom under the direction of a certified teacher, assisting with classroom management, providing individualized instruction, and ensuring a safe and supportive learning environment. Paraeducators can provide extra for all students, especially those with disabilities, health needs or limited English proficiency.

“I will work with everybody. It doesn't matter. I spend most of my day in the classrooms, and I move around to different grades,” said Debbie Nelson, a special education paraeducator at Icicle River Middle School (IRMS).

Nelson works with students one-on-one, or will pull a small group of students to work together outside of the classroom. In a classroom of 20 or more students, Nelson said, this additional assistance can help ensure students feel seen and supported.

“It actually makes a really big impact, because they start feeling good about themselves,” said Nelson. “They are up to speed with their peers, and if they do something as a group, then they can actually contribute.”

Nelson said one of her favorite parts of the job is watching students gain confidence and find success. While helping break subjects down can make all the difference for some students, she said others benefit from the reassurance that someone believes in them and won’t give up on them.

“Now, four or five years later, they're graduating. They're getting straight A's. They're looking forward to college, and they're like, ‘You were right. I am smart,’” said Nelson. “They get the chance to realize, ‘I'm not stupid. I just needed a little more help.’”

That progress comes in part from the amount of time paraeducators spend with students, whether it’s in or out of the classroom. Paraeducators often provide additional support in between classes, such as overseeing the lunch room, supervising recess, or helping get students on and off the bus. 

As a result, they are often attuned to changes in individuals’ needs, and can communicate those to other staff members, such as the school nurse, counselor or teacher.

“Paraeducators see things from a different perspective than a teacher, because we have smaller groups, and we see them on the playground as well as in the classroom,” said Praye. 

Because of that, paraeducators are often someone students feel comfortable talking to, she said.

“[You] can be an ear for someone, or kids that have a hard time in a big group on the playground, maybe they want to tell you what's going on with their day,” said Praye.

“Just listening to them, it does make them feel good knowing that there is someone they can come to, and they can tell you anything,” said Nelson.

Taylor Caldwell: 509-433-7276 or taylor@ward.media