Support staff a big support to local schools

    BRIGHTON – Any school paraprofessional is a vital help to teachers. But when Olivia Javalera and Lorie Holman enter a classroom, they face a barrage of challenges every day when they enter their classroom.

Photo by Emily Dougherty

From left, Vikan Middle School paraprofessionals Lorie Holman and Olivia Javalera provide instructional support and work as a team with teacher Nicole Shanahan to educate and encourage students with emotional and behavioral issues.

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    The two women do the typical work of paraprofessionals – supplemental instruction, classroom management and clerical support. But they also work in Vikan Middle School’s Significant Identifiable Emotional Disability Center. Students in the center are often emotionally-disturbed adolescents, which can often make for some difficult work days, but Javalera and Holman seem to approach each day with patience.
    As part of American Education Week, Nov. 16 was dedicated to the support professionals of School District 27J – paraprofessionals, clerical assistants, school bus drivers, custodians, food service workers, technicians, school nurses and security professionals.
    “They are two amazing women who have strong work ethic and caring hearts for special education,” said Principal Ana Mendoza.
    Nicole Shanahan agrees. She knows the caliber of Javalera and Holman first hand because she works directly with the two as a special education affective needs teacher.
    “I could not do my job without them,” Shanahan said.
    Shanahan has taught kids with behavior problems for 14 years. She’s been at Vikan for six years. To teach students with behavioral disorders, Shanahan said “you need a level of compassion, understanding and patience that I think is more of a God-given talent.”
    Holman has worked as a paraprofessional at Vikan for six years. Javalera has worked with her for four. The two have seen others come and go.
    “We know how to handle these kids,” Holman said.
    “They’ve developed a really good rapport with the teaching staff and with the students. Rapport is so incredibly important with these kids,” Shanahan said. “They both take the time to get to know the kids and what works best for each one. With this class, you can’t just look at the big group picture.”
    A big focus is letting the students know that they’re not alone.
    “We let them know that we’re humans too,” Holman said. “We have a life outside of class.”
    Only a certain kind of person would be able to diffuse situations, such as having a chair thrown at them or having to get a razor out of the hands of a student.
    SIED students might be diagnosed with bipolar disorder, Asperger’s Syndrome, attachment disorder or dealing with adoption, fostering or histories with physical or sexual abuse 
    Their goal is to staff-out the students, which means transitioning them from the center in to regular classrooms. They also do whatever they can to prepare their kids for high school.
    Despite the challenges, the two said the rewards outweigh any struggles, adding that their class has been such a success that students from two or three years ago still come back and see them.
    “I love my job. Some mornings you walk in and the kids are blowing up and you wonder if it’s going to be a bad day,” Javalera said. “Then, 10 minutes later, they come out of the quiet room and say, ‘I’m sorry Mrs. J.’”
    Holman agreed.
    “There’s times when they have straight 100s on their point sheet and we get all tingly. Seeing the change in them and knowing that we had a part in that is a reward all in itself,” Holman said. “To know that they have a chance out there…”
    Their responsibilities include organizing materials for the students to take to class, one-on-one tutoring, helping with lunch duties, data entry, paperwork and figuring out what triggers disruptions or outbursts.
    They play their different roles. Holman is a mother figure. Javalera focuses students on their lessons, and Shanahan is the authority.
    “Every year is different and every year a new set of challenges arise. They’ve always stepped up to each challenge or learning possibility without hesitation,” Shanahan said.
    A few other 27J principals thought their paraprofessionals had a lot to offer in classes as well.

(Editor’s Note: As part of American Education Week, this story spotlights the important work of support staff in School District 27)