about what level of support a student might need. She was able to focus her sup-
port on building understanding of the mathematical ideas of the lesson instead of
rushing her students to keep the same pace as the rest of the class. Over time, I
found that she needed less direction from me during the lessons. Unfortunately,
she will be moving on with her students as they go to third grade, and I’ll have to
start the cycle all over again next year with a new paraprofessional. I will build on
what I learned from my collaboration with Pam, about how to accommodate stu-
dents’ learning styles, and about how to make the big mathematical ideas explicit
in supervision.
Collaborative Planning