Empowering Paraeducators: Unifying and Unveiling Functional Academics with Deborah Frazer

Introducing SDES Functional Academics Program Trainer, Deborah Schlomer-Frazer -  A journey highlighting Deborah's inspiration and expertise in special education in her work with paraeducators.  Deborah shines a guiding light on the Functional Academics curriculum. As a fresh doctoral graduate, she shares the intricacies of fostering autonomy and enthusiasm among students with moderate to severe disabilities. Her transition from initial overwhelm to mastery in curriculum implementation is not just a story—it's a testament to the resilience and dedication special educators bring to their craft daily. Her anecdotes also serve as beacons for those tracking their own progress, both educators and students alike, underlining the profound influence of self-awareness in education.

Step inside the classroom and beyond with us as we navigate the vast landscape of special education, highlighted by Deborah's ambitions to ascend into leadership roles. This episode isn't just about the triumphs and challenges faced within the walls of high-need schools; it's a broader conversation on bridging the gap between cutting-edge research and hands-on classroom practice. Throughout each story and reflection shared, Deborah underscores the power of evidence-based strategies and their transformative impact on the lives of those who teach and learn. Join us for a discussion that's not only enriching but also packed with insights that promise to support and advance our collective understanding of this essential field.

Support the show

Barbara Beck is the host of the FAST 15 Podcast. She is a highly dedicated Disability Advocate and Special Education Consultant specializing in IEP Transition Services. Barbara has an extensive background as a special education teacher spanning nearly 30 years. She has dedicated her career to empowering transition-age youth and fostering positive post-school outcomes.

Barbara's expertise lies in providing comprehensive support and guidance to students with disabilities, ensuring their successful transition from school to adult life. She possesses a deep understanding of secondary services and possesses the skills to develop tailored strategies that maximize individual potential.

For more information and resources on special education school-to-adulthood transition planning and independent living, visit www.mykeyplans.com. Join us on social media for updates, behind-the-scenes content, and discussions about special education, inclusion, and disability advocacy. Follow us on Facebook, Instagram and LinkedIn and use #IEPLaunchpadPodcast to join the conversation. Thank you for tuning in to the IEP Launchpad Podcast! 🎧🎙️#IDD #teaching #specialed #specialneeds #InclusionMatters #DisabilityAdvocacy #EmpowerVoices #edtech, #education #edtech, #teachers

Episode Transcript

Speaker 1 (00:01):
Welcome to the Fast 15 podcast offering game
changing tips, advice andmotivational tools for special
educators designed to transformyour special education classroom
in a quick 15 minute format.
Our podcast includes authenticstories from amazing educators
like you and is proudlysponsored by the publishers of

(00:21):
the Functional Academics Program, specially designed education
services.
Join us as we endeavor totransform the landscape of
special education.
In this episode, we'rewelcoming Deborah
Schlomer-Fraser.
Deborah has a doctorate inspecial education curriculum and
instruction from LibertyUniversity.
She is a high school specialeducation teacher serving a

(00:44):
classroom of students who areprofoundly impacted by their
disabilities within a high needschool.
She enjoys finding creativeways to help students be
independent and she has suchgreat insight on how to
prioritize the importance ofteaming and gaining critical
perspectives from paraeducatorsin the classroom.

(01:05):
Join me in welcoming her to theFast 15.
Hi, deborah.
Hi, this is Deborah Fraser andshe is one of our incredible
trainers with S-D-E-S and we'rejust really privileged to have
you actually in the studio todayand getting a chance to hear
from you.
We had a chance to be with youall day today for a conversation

(01:29):
and some previews of some ofthe amazing work that Suzanne
Fitzgerald's working on withFunctional Academics, and that
sneak peek was really fun.
I really loved it and if youhaven't checked out Functional
Academics, you can go to S-D-E-Sworkscom and get some idea of
what that whole reallycomprehensive curriculum is all

(01:52):
about.
And there are teachers outacross the country and really
across the world who are usingthe program and really making a
difference in the lives of youngadults with disabilities, all
the way from elementary tosecondary.
And, deborah, you're one of thetrainers that gets to spend
time with teachers helping themknow how to use the program

(02:13):
themselves and getting themintroduced to it, but then also
coaching them along in theprogram.
Yes, it's great, it's awesome.
I'm really enjoying thattraining, that position being a
trainer with S-D-E-S.

Speaker 2 (02:26):
I just started, in June of last year.

Speaker 1 (02:30):
Okay, but you've had experience with it in your own
classrooms.

Speaker 2 (02:35):
Yeah, I've been using Functional Academics for quite
a few years now.

Speaker 1 (02:39):
Okay, and when you first started I think that's
really what I want to know fromyour perspective when you first
started with it, for me itseemed really overwhelming.
It did at first.

Speaker 2 (02:53):
But I had a fellow teacher friend who I really
trusted and she was so investedin it and really trusted it so I
was like let's give it a shot.

Speaker 1 (03:04):
She trained you and introduced you to it.
She did, and you picked it upand ran with it.
Was it a slow build or was it?
It was?

Speaker 2 (03:13):
Okay, yeah, but once I got going with it, I really
saw how amazing it is for ourstudents and how functional it
is.

Speaker 1 (03:24):
Okay, and how does that play out practically for a
teacher?
Can you describe what thatlooks like or feels like?

Speaker 2 (03:33):
Yeah, it's an opportunity for students to
really buy into it because theycan see the functionality of it.
And so them buying into it.
It just you watch them growbecause they feel that it's
functional to themselves.

Speaker 1 (03:47):
And one of the things that I noticed from some of the
things that you've written isthat you like to have them see
their own data yes and how theirprogress is being monitored
across the program.

Speaker 2 (04:01):
Yeah, and students can see that they are making
growth themselves.
They get excited and they buyinto it more and they're more
willing to just Speaking of newthings.

Speaker 1 (04:10):
I know you mentioned that you are on your own journey
of going through.
Becoming an administrator inthe future is the hope, but you
got your doctorate last June.
You graduated, got yourdoctorate and you're absolutely
committed to this field andthat's obvious.
How's that going, that wholeprocess of getting your

(04:31):
doctorate and deciding to gointo it's?

Speaker 2 (04:35):
definitely opened up more opportunities than I knew
were possible.
I've gotten to see specialeducation from new lenses, new
leadership opportunities, seeingthe background to why we do
things the way we do them.

Speaker 1 (04:50):
Right and following along in other people in their
footsteps and getting to mentorunder other directors.
I know you mentioned a fewthings about that.
Can you highlight just whatthat vision, or what that view
is from that perspective?

Speaker 2 (05:05):
Yeah, I always knew that the special education
administrators do more than weknow what they do, but it's been
really interesting and uniqueto see their perspectives, being
in meetings, next to them andthem guiding me and explaining
why things are the way they areand how they get to make new

(05:27):
opportunities for students inways that the teachers don't
even hear about, but it trulymakes a difference.

Speaker 1 (05:33):
I'm really interested in the research to practice,
the gap that's often there and Iknow when you go and get your
doctorate and you get into theresearch and then you're in the
field with teachers and howthings actually play out.
What's your perspective on thatgap between research and what

(05:54):
higher ed is doing in clinicalresearch and then how that comes
down to practice?
I know often it's hard forteachers to stay on top of
what's the current research outthere, unless you're going to
conferences and really seeingwhat's being newly researched
and discovered.
What do you see about that gap?

Speaker 2 (06:15):
There does seem to be a gap.
A lot of teachers don't haveaccess to the research or the
time, the time to go and lookinto it and then apply it.
Sometimes you hear the greatresearch and then you go back to
the classroom and there's somuch going on.
You have to figure out howyou're going to implement it.

Speaker 1 (06:36):
You're just trying to get through day to day, yeah,
and being aware of the research,I think that's one of the
things that I'd like to deliver,even on our podcast is to be
able to get some currentresearch and then just talk
about it and have a dialogueback and forth with people who
are doing that.
So, yeah, let's try and closethat gap a little bit more, in

(06:58):
small ways and hopefully inbigger ways that make more of an
impact.
Yeah, so what are you seeing asfar as what teachers are doing
with paraeducators?
This is one of the things Iknow you've spent a lot of time
diving into that relationship,the teacher and paraeducator

(07:18):
relationship.
I wanted to pinpoint some ofthose ideas that you have as far
as getting them the supportthat they need, helping them
understand from a teacher to aparaeducator perspective.
How do you best supportparaeducators so they feel a
part of the classroom community,a part of really their

(07:41):
contribution, because a lot oftimes our paraeducators spend
more time with our students thanwe get a chance to maybe out in
general ed situations or out inthe community.
What is your view ofparaeducators and the
relationship between a teacherto a para Paraeducators are so

(08:01):
important.

Speaker 2 (08:01):
They're what keeps our programs together and
they're there because they careabout the kids and so I think
just having that teacherparaeducator communication is
what's going to keep programsgoing strong and the
relationships.
But also reminding them of howappreciative you are as a
teacher, saying thank you allthe time, I appreciate you, it's

(08:24):
going to really make adifference in that para teacher
relationship and then that'sgoing to trickle down into the
student programs, absolutely.

Speaker 1 (08:33):
I have always wanted my paraeducators to feel like
they're coming into a space thatthey own, that they feel like
they're at home in the classroomwhere they're serving students
and having weekly meetings whereyou really hear from the paras,
getting their perspective,asking for feedback for any
program changes that need to bemade or adjustments, that type

(08:55):
of thing.
So what are some routines thatyou've done with paras?

Speaker 2 (09:00):
Yeah, I would say having those regular meetings,
and when I get busy I send outsurveys to them.
Okay, asking, how are thingsgoing?
Do you need anything?
Does something need to bechanged?
And then I even offer it to beanonymous, in case they're not
real comfortable bringing it upyet.

Speaker 1 (09:18):
I like that a lot.
That's one thing that I'vealways wanted as well.
When I know that we're alwaysso busy and there's always so
many things coming at us, fromwhatever direction it can be,
from day to day, you can'tpredict what's gonna happen.
But I always want my Paris tofeel like they're being heard,
and so I said, hey, if I can'tGive you attention at the time

(09:41):
that you need it color coding, asticky note if it's really
important, put it on, you know,a red sticky note, a note to me,
so I can drop whatever I'mdoing and get to that problem.
And if it's hey, need to talkto this, talk about this
relatively soon, yellow or Whiteif it's just hey, just
something to remember later, andthat's so.

(10:03):
That's one strategy that I'veused, and but I'm always just so
interested about how otherpeople are managing that, that
connection and that opencommunication and making sure
that, if you have, you couldhave seven pairs in the
classroom.

Speaker 2 (10:17):
Yeah, I had that many before, have you, or yeah?

Speaker 1 (10:20):
And to make sure that everybody's taken care of.
Yeah, that's very challengingwhen you're trying to meet the
needs of all your students atthe same time.
We do have with sds works comm.
You can find some resources forsupporting para educators a
manual that would help that willlink to the to that in the show

(10:41):
notes and Make sure that peoplecan get that resource.
Is there anything else that youcould share with listeners
about?
Para?
Educators are really about Justencouraging teachers out there
for functional academics anddata collection and all those
things.

Speaker 2 (10:56):
Anything that comes to mind that you want to Share a
lot of new special educationteachers aren't trained to
manage paras, they're trained toteach students.
So just remembering to valuethat relationship and Create an
outline for each other of whatyou need, what you expect for
each other, is Really importantand noticing the strengths that

(11:18):
that everybody brings to theteam.

Speaker 1 (11:20):
Yeah and you can.
When you identify thosestrengths, you can start to fit
people into different areas andsupport each other Exactly yeah,
and so we want to encourageeverybody to be doing that for
sure.
And, and I wanted to tell youthank you so much for being
willing to be on our podcasttoday and the work that you're
doing to support teachers outthere and Anybody who's

(11:43):
listening needs more support.
As far as doing teachingfunctional academics really well
in your classroom, we haveamazing continual professional
development and trainersconnected to functional
academics and the speciallydesigned education services and
Want to make sure that everybodyhas access to that.

(12:05):
You're welcome to to ask andcall no, probably don't call,
but email.
Email is the best way tocommunicate those Concerns or
those needs that are out there.
But also, things are going well.
We want to hear that for sure,and and thank you for the
support that you do for teachers.
Thank you, great to have youtoday.

(12:27):
Well, friends, our time isalmost up for this episode of
the fast 15, but real quick.
Let's recap some of the keytakeaways from our time together
with Deborah Frazier.
Number one be sure to embracePersonal growth and your own
continued learning.
Deborah is a true leader in thefield of special education.

(12:48):
She's evolved from a dedicatedteacher to a doctoral student
and trainer and her journey.
It really showcases the powerof continuous growth in the
often difficult field of specialeducation, where many teachers
sadly burnout.
Educators like Deborah embodythe motivation and the

(13:09):
transformation that can comewith embracing new roles and
pursuing ongoing learningopportunities.
And Number two make sure tokeep your finger on the pulse of
current research.
Our conversation with Deborahshines a light on the gap
between research and practice inspecial education.
Deborah's dedication topursuing latest research really

(13:34):
demonstrates the impactpractically in the classroom.
It can really be such a gamechanger.
Accessible research insightsare like fuel for an educator.
It can be.
It can really be effective inempowering the Implementation of
the ever-evolving methodologiesin the classroom.

(13:54):
And number three this is reallyimportant cultivate strong
teacher-para educatorpartnerships.
Deborah emphasizes the pivotalrole of open communication and
collaboration in teacher-paraeducator relationships.
Think about having regularmeetings, feedback loops and
recognizing each team memberstrengths.

(14:16):
These elements will craft foryou a positive and collaborative
learning environment, andAcknowledging and harnessing
your para educator strengthsreally can be the secret sauce
to success in a specialeducation program.
Well, thanks so much for hangingout with us on the fast 15.
Be sure to stick around formore real-world connections and

(14:39):
insights into the world ofspecial education.
Our journey together is reallyexciting for me and I hope it is
for you as well, and it reallyis just getting started.
We'll talk to you soon.
Take care and have a great day.
A heartfelt thank you to ourgenerous sponsors.
Specially designed EducationServices.

(14:59):
Publishers of the functionalacademics program, please take a
moment to learn more about theonly true comprehensive
functional academics programthat enables students with
moderate to severe disabilitiesto improve their ability to live
independently and showmeaningful growth, both
academically and personally,while creating accountability

(15:21):
with data-driven, evidence-basedresults.
Visit Sdesworkscom to learnmore.