Aides Make the Connections

Strong adult-student connections at school predict academic success, according to a recent program developed by the Center for Disease Control and Prevention (CDC).  Through these relationships with a non-parent adult, students develop academic, emotional, and social skills necessary to succeed in school.  PAUSD elementary schools, together with PiE dollars, focus on creating these critical classroom partnerships.

Every PAUSD elementary school receives PiE funding to pay for instructional aides in all elementary school classrooms.  These aides lower the student-teacher ratio, provide extra support to students, and allow teachers time for one-on-one instruction.  Districtwide, PiE pays for an average 75% of the cost of classroom aides.

Fairmeadow Kindergarten Teacher Sara McNinch describes her aide, Pam Markevitch, as an invaluable asset.  “Pam is my right hand in the classroom,” McNinch explains.  “She is intuitive and thoughtful in her work with the students.  Whether I ask her to do one-on-one follow-up work with a student striving to understand beginning literacy skills, direct her to work with a small group of students, or ask her to supervise the painting center at recess, she always does it with a smile and a kind word for the children.  I would not be able to teach as effectively if it weren't for Pam's outstanding assistance.”  Cheryl Tsuruda, a 3rd grade teacher at Fairmeadow, observes that even though the aides are only in the classroom for the equivalent of one hour per day, some kids form a special connection with the classroom aide.  She recalled one of her students who, when having trouble, would often, “plop himself down at the table with Helen [Lee]” to get the help he needed.

Instructional aide time has decreased dramatically over the past decade.  Fortunately, PiE dollars ensure there is an aide for every elementary school classroom on a regular basis.  Their presence significantly impacts the way teachers work.  When an instructional aide is in the classroom, teachers have more flexibility to work one-on-one with students as needed.  Robin Kozina-Carlson, a 1st grade teacher at Fairmeadow, talks about the valuable role of her aide, Patty Sakuma, “Just yesterday, I was busy with a small group of students and another student approached me for help.  I told her to leave her book here and I would help her when I was done.  Later, after my group was finished, I told her I was ready to help.  She replied, ‘I already did it.  Mrs. Sakuma helped me!’”  A former Duveneck student, now a 7th grader at JLS, still remembers one instructional aide who, in addition to her classroom duties, often provided lunch and recess supervision, making sure that games ran smoothly and intervening if there were any conflicts on the playing fields.  “Whatever you needed, she’d be there. I felt a connection with her because she was so helpful and positive.”

Instructional aides not only improve the student-teacher ratio in the classroom, but also allow teachers more time for smaller reading and math group instruction.  In this way, teachers can more readily identify students who may need additional academic assistance.  And if a child needs extra support, PAUSD and PiE funds contribute to the cost of specialists, such as Reading Specialist Kaisey Hake at Escondido and Primary Language Tutor Coordinator Megan Cox at Nixon.  Hake uses her training in the Reading Recovery program, the internationally recognized standard for early literacy intervention, to identify students who struggle with reading.  “I can provide additional instruction very early, before too much time is wasted,” Hake remarks.

In addition to reading specialists, PiE dollars contribute to supporting Primary Language Tutors at Nixon, who augment the district-funded English Language Development Program (ELD) for non-English speaking students.  Primary Language Tutors collaborate with teachers in the classroom, to ensure all students have access to the core curriculum.  “Our goal,” explains Coordinator Megan Cox, “is that the non-English speaking student will be able to comprehend the curriculum and contribute to the class in full, as he or she would most likely do in the absence of a language barrier.”  Additionally, tutors meet with individual students outside of class time, help new families with school communications, and provide a context for learning a new language, culture, and school routine. Cox believes the program is a critical component to integrating new, non-English speaking students on campus. “Imagine moving to a foreign-speaking country and having to enroll in school and participate and learn, knowing you might get English assistance for your first 18 hours and then you're on your own?  It can be terrifying for kids.”