A few years later, that changed as five of the incoming sixth-grade students had more complex academic, behavioral, and communication needs than the staff had experienced before. We thought we had done a thorough transition process, but when the school year started, we learned right away that the teachers and paraeducators were not as prepared as we thought to meet the needs of those particular students. The team recognized that they had a lot to learn in a short period of time and that they needed to build expertise. The team reassigned the duties of the paraeducators to support the needs of
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