Paraprofessionals Roles, Preparation, Legislation and Supervision

1
Paraprofessionals Roles, Preparation,
Legislation and Supervision
2
National State Trends -

• Legislation
• Supply and Demand
• Training and Preparation
• Standards and Infrastructure Development
• Supervision

3
Definition -
MN 3525.0200 DEFINITIONS FOR SPECIAL EDUCATION
- Subp. 10a. Paraprofessional.
Paraprofessional means a district employee who
is primarily engaged in direct instruction with
one or more pupils for instructional activities,
physical or behavior management, or other
purposes under the direction of a regular
education or special education teacher or related
services provider.
4
Legislation -

• Special Education -
• Federal - 1997 Amendments to IDEA -
• State - MS125A.08(b)
• Title I -
• Federal - No Child Left Behind Act of 2002
• NEW in Minnesota -
• State - Regular Session Laws (2003), Chapter.
  129, Article 1,
• Section. 10

5
Legislation -
1997 Amendments to IDEA - A State may allow
paraprofessionals and assistants who are
appropriately trained and supervised, in
accordance with State law, regulations, or
written policy, in meeting the requirements of
this part to be used to assist in the provision
of special education and related services to
children with disabilities under Part B of the
Act. 34 CFR 300.136(f)
6
Legislation -

• MS125A.08(b) -
• (b) For paraprofessionals employed to work in
  programs for students with disabilities, the
  school board in each district shall ensure that
  --
• Before or immediately upon employment, each
  paraprofessional develops sufficient knowledge
  and skills in emergency procedures, building
  orientation, roles and responsibilities,
  confidentiality, vulnerability, and
  reportability, among other things, to begin
  meeting the needs of the students with whom the
  paraprofessional works

7
Legislation -

• MS125A.08(b) - continued
• 2. Annual training opportunities are available
  to enable the paraprofessional to continue to
  further develop the knowledge and skills that are
  specific to the students with whom the
  paraprofessional works, including understanding
  disabilities, following lesson plans, and
  implementing follow-up instructional procedures
  and activities and

8
Legislation -

• MS125A.08(b) - continued
• 3. A district wide process obligates each
  paraprofessional to work under the ongoing
  direction of a licensed teacher and, where
  appropriate and possible, the supervision of a
  school nurse.

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Legislation -
Sec. 10. 120B.363 CREDENTIAL FOR EDUCATION
PARAPROFESSIONALS. Subdivision 1.
RULEMAKING. The board of teaching must adopt
rules to implement a statewide credential for
education paraprofessionals who assist a licensed
teacher in providing student instruction. Any
paraprofessional holding this credential or
working in a local school district after meeting
a state-approved local assessment is considered
to be highly qualified under federal law.
10
Legislation -
Sec. 10. 120B.363 continued Under this
subdivision, the board of teaching, in
consultation with the commissioner, must adopt
qualitative criteria for approving local
assessments that include an evaluation of a
paraprofessional's knowledge of reading, writing,
and math and the paraprofessional's ability to
assist in the instruction of reading, writing,
and math. The commissioner must approve or
disapprove local assessments using these
criteria. The commissioner must make the
criteria available to the public.
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Legislation -
Continued. Sec. 10. 120B.363 CREDENTIAL FOR
EDUCATION PARAPROFESSIONALS. Subd. 2.
TRAINING POSSIBILITIES. In adopting rules under
subdivision 1, the board must consider including
provisions that provide training in students'
characteristics teaching and learning
environment academic instruction skills student
behavior and ethical practices.
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Legislation -
Continued. Sec. 10. 120B.363 CREDENTIAL FOR
EDUCATION PARAPROFESSIONALS. Subd. 3.
INITIAL TRAINING. Within the first 60 days of
supervising or working with students, a district
must provide each paraprofessional with initial
training in emergency procedures,
confidentiality, vulnerability, reporting
obligations, discipline policies, roles and
responsibilities, and a building orientation.
13
Legislation -
NCLB, 2002 - New Paraprofessionals Each local
education agency receiving assistance under this
part shall ensure that all paraprofessionals
hired after the date of enactment of the No Child
Left Behind Act of 2001 and working in a program
supported with funds under this part shall have
-- Title I, Section 1119/b
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Legislation -

• NCLB, 2002 -
• New Paraprofessionals, continued
• Completed at least 2 years of study at an
  institution of higher education
• Obtained an associates (or higher) degree or
• Met a rigorous standard of quality and can
  demonstrate, through a formal State or local
  academic assessment -
• Knowledge of, and the ability to assist in
  instructing reading, writing, and mathematics or
  
• Knowledge of, and the ability to assist in
  instructing reading readiness, writing readiness,
  and mathematics readiness, as appropriate. Title
  I, Section 1119/b
• Existing paraprofessionals must meet requirements
  within 4 years after enactment (by January 8,
  2006)

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Minnesota Paraprofessional Requirements for
meeting NCLB
NCLB requirements for paraprofessionals are met
by A Two years of study at an institution of
higher education Minnesotas standard A
minimum of 60 semester credits or the amount
required to complete two years of full time
enrollment as determined by the institution
attended. OR B An Associates degree
or Minnesotas standard An AA, AS, AAS (or
higher) degree. continued
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Minnesota Paraprofessional Requirements for
meeting NCLB Continued
OR C A demonstration, through a formal state or
local academic
assessment a. knowledge of and the ability to
assist in instructing reading, writing and math,
or b. knowledge of and the ability to assist in
instructing reading readiness, writing readiness
and mathematics readiness as appropriate
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Minnesota Local Assessment - cont

• Minnesotas standard
• A passing score on an assessment from the state
• approved list
• OR
• 2. Demonstrating all Minnesota Paraprofessional
  Core Competencies (1-8) by local district
  validation of a portfolio through transferable
  work experience, college courses,
  workshops/conferences, Para eLink and
  demonstration of skill using Para eLink or a
  similar curriculum that focuses on recent
  training addressed in Competency 9 of Reading,
  Math and Writing OR

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Minnesota Local Assessment cont

• a state approved local assessment. (criteria
  listed below)
• The ParaPro test has been approved for
  statewide use. The cut score for ParaPro is 460.

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Minnesota Local Assessment cont

• Criteria for Local Assessments
• A local assessment must satisfy the following
  criteria, and be submitted to MDE for approval
  reliable, valid, accessible, objective,
  comparable to two years of higher education, and
  able to measure knowledge and ability to assist
  in instructing reading, writing, and math (or
  reading, writing, and math readiness) in the
  language of instruction. Local Education Agencies
  interested in this option may choose to explore
  assessments, which meet local needs. Examples of
  current local choices include WorkKeys and
  Accuplacer. Requests for approval of a local
  assessment should be sent to the Commissioner.

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ParaPro

• The ParaPro Assessment, by ETS, is now available
  and the cut score has been established. A
  validation study was conducted in September,
  using volunteers from many districts across the
  state. From that study, a cut score of 460 was
  finalized by Commissioner Yecke and the Minnesota
  Paraprofessional Consortium.
• How a district can order the ParaPro test to use
  on site
• http//www.ets.org/parapro/ippform.html
• Where a district or individual can go to take the
  ParaPro test in Minnesota
• http//www.ets.org/parapro/pdfs/TestCenterList
  .pdf
• Questions may be directed to
• Diane Cirksena, Title I Area Director,
  651.582.8759, Diane.cirksena_at_state.mn.us or
• Barbara Jo Stahl, Special Education,
  651.582.8659, Barbara.stahl_at_state.mn.us

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Legislation -

• NCLB, 2002 -
• A little more..
• A paraprofessional works under the direct
  supervision of a teacher if the teacher plans the
  paraprofessionals instructional activities and
  evaluates the achievement of the students with
  whom the paraprofessional works
• The paraprofessional also would be required to
  work in close proximity of the teacher

22
Legislation -

• NCLB, 2002 -
• A little more..
• Paraprofessionals - an individual who performs
  instructional support duties and not to an
  individual performing only non-instructional
  duties
• All paraprofessionals must have high school
  diploma or equivalent
• Requirements do not apply to those working as
  translators (if paraprofessional is proficient in
  English and a language other than English) or
  paraprofessionals working solely on parental
  involvement activities

23
NCLB -

• What About Special Education?
• If a person working with special education
  students does NOT provide any instructional
  support (only personal care services), the person
  is not considered a paraprofessional and the
  requirements to not apply.
• If a person works in a Title I targeted
  assistance program and has instructional support
  duties and is paid with Title I funds, the
  requirements apply.
• If a person works in a Title I school-wide
  program (school) and has instructional support
  duties, the requirements apply without regard to
  the source of funding that supports the position.
  

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NCLB -

• What is included in Courses of Study?
• Paraprofessionals should be able to demonstrate
  knowledge and the ability to assist in
  instructing in the areas of reading, writing, and
  mathParaprofessionals are expected to have a
  working knowledge of these academic areas.
• Each State may determine what requirements, if
  any, it may choose to place on the coursework
  taken during the two years of study.

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NCLB -

• What is the purpose of the ASSESSMENT?
• The purpose of the academic assessment is to
  demonstrate that Title I paraprofessionals have
  the appropriate knowledge and ability to assist
  in instructing students and are competent in
  required instructional techniques and academic
  content areas.
• The paraprofessional assessment is expected to
  evaluate paraprofessional candidates at a level
  to the second year of college. Having skills at
  this level is the intent of the law.

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Paraprofessional Roles -

• The following is cited in NCLB as appropriate
  roles for paraprofessionals -
• Providing one-on-one tutoring for eligible
  students
• Assisting with classroom management (such as
• organizing instructional and other
  materials)
• Providing assistance in a computer laboratory
• Conducting parental involvement activities
• Providing support in a library or media center
  
• Acting as a translator
• Providing, under the direct supervision of a
  teacher,
• instructional services

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Paraprofessional Roles -

• The Study of Personnel Needs in Special Education
  (SPeNSE, 2001) found that while there were
  differences by region and district regarding the
  types of services paraeducators provided, the
  majority of special education paraeducators,
  nationwide, spend at least 10 of their time on
  each of the following activities
• Providing one-on-one instruction
• Providing instructional support in small
  groups
• Modifying materials
• Implementing behavior management plans
• Monitoring hallways, study hall, other
• Meeting with teachers
• Collecting data on students and
• Providing personal care assistance.

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Paraprofessional Roles -

• Some studies have found that paraeducators
  report being responsible for the instructional
  program of a student when that is the
  responsibility of the teacher (Giangreco,
  Edelman, Luiselli, MacFarland, 1997 Marks,
  Schrader, Leving, 1999 Wallace, Stahl,
  MacMillan, 2000).
• Paraeducators reported a high level of
  responsibility in their jobs, such as
  decisions regarding adaptations, behavioral
  support, and interacting with team members
  including parents (Downing, Ryndak, Clark
  2000).

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Paraprofessional Roles -

• Minnesota DATA -
• 1994 2000 2003
• Written job description 56 62 64
• Annual performance review 56 54 51
• Planning time w/licensed staff 28 47
  75
• (non- student contact time)
• Daily - 45 felt it is adequate
• Weekly - 24 felt it is adequate
• Monthly - 8 felt is is adequate

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Paraprofessional Roles -

• Minnesota DATA -
• The percent of paraprofessionals that reported
  the planning time they had with the teachers that
  direct their day to day work was adequate (45)
  was far lower that was reported in 1997 (77).
  One possible factor might be due to increased
  responsibilities for which may need additional
  guidance.

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Supply and Demand -
The National Center on Educational Statistics
reported a 48 increase in instructional
paraeducator employment compared to a 13
increase in student enrollment and an 18
increase in teacher employment between the years
1990 and 1998 (NCES, 2000).
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Supply and Demand Minnesota Trends -
33
Supply and DemandMinnesota Paraprofessional
Trends -
34
Training Preparation -

• Studies have found that paraprofessionals who
  report receiving inservice training or
  preparation report feeling better prepared to
  fulfill their job responsibilities.
• Minnesota 2000 48 and 2003 - 59 reported that
  the ongoing training prepared them to follow
  lesson plans.

35
Training Preparation

• Numerous recent studies and opinion pieces
  indicate that there is a scarcity of relevant
  training available to paraprofessionals.

36
Training Preparation

• The percent of paraprofessionals who reported
  receiving training in various content areas in
  2003
• 47 Reading
• 44 Math
• 32 Writing

37
Training Preparation -

• Minnesota 2003 -
• 67 have had opportunity to develop
  knowledge/skills specific to students with whom
  they work
• 68 feel that ongoing training offered prepares
  them to understand the needs of the students with
  whom they work
• 59 feel that ongoing training offered prepares
  them to follow lesson plans
• 60 feel that ongoing training offered prepares
  them to implement instructional procedures and
  activities for the students with whom they work

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Supervision -

• There is a difference between the person
  responsible for hiring and evaluating
  performance (an administrator), and the person
  directing day-to-day work with students (an
  educator or other licensed person).
• As early as the 1960s, there was evidence that
  supervision was needed for paraprofessionals to
  provide instructional services.
• Teachers must learn strategies for supervising
  paraeducators -- beginning in their teacher
  preparation programs. And, administrators must
  promote effective instructional supervisory
  relationships and create infrastructures that
  reward teams.

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Supervision -

• There is a need for administrators and teachers
  to find opportunities for licensed staff and
  paraprofessionals to be able plan together.
• Factors affecting self-esteem (Riggs Mueller,
  2001)
• being involved in team meetings for students
  with whom
• they work
• being provided with adequate break time
• having adequate substitute coverage
• being perceived as a team member working
  along
• side of the teacher

40
Supervision -

• Competencies for Teachers who direct the work
  of
• paraprofessionals (Wallace, Shin,
  Bartholomay,
• Stahl, 2001)
• Communication with Paraprofessionals
• Planning and Scheduling
• Instructional Support
• Modeling for Paraprofessionals
• Public Relations
• Training
• Management of Paraprofessionals

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SupervisionWallace, Stahl, Johnson (2003)

• Paraprofessionals were asked whether or not
• their job descriptions accurately reflected
• their duties. 53 (429) reported yes, 21
• (175) reported no and 26 (211) reported
• that they dont know.

42
Supervision Wallace, Stahl Johnson (2003)

• 64 of the paraprofessionals reported having a
  job
• description and only half reported having an
• annual performance review.
• While 17 of the paraprofessionals reported that
• they received no real consistent direction
  from
• the people intended to provide day to day
• direction in their work with students 67
• reported receiving specific or non specific
• instructions/suggestions for their work.

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MN Infrastructure -

• Legislation - Federal and State
• Minnesota Core Competencies
• Para eLink
• Portfolio/eFolio
• Para Pro Test
• Resource Web Site for teachers directing the
• work of paraprofessionals -
  ici2.umn.edu/para/teachers
• State Conference - April 30 - May 1, 2004
• Paraprofessional Trainer Conference
• Paraprofessional WEEK -Third week in January
• Paraprofessional Website - ici2.umn.edu/para/

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What is Minnesota Department of
Education doing to assist schools?
??Collaboration between Title 1, Special
Education, Career Technical Education, Indian
Education, Limited English Proficiency (LEP),
State Board of Teaching and Licensing and
Minnesota Paraprofessional Consortium in policy
and rule making. ??Providing a validation and
standard setting process for instruments that
could assist districts in assessing the knowledge
of reading, writing, and mathematics. Watch for
update on web site http//ici2.umn.edu/para
45
What is Minnesota Department of
Education doing to assist schools?

• ??The development of statewide paraprofessional
  competencies that further defines what
  paraprofessionals should know and be able to do.
• Core Competency Areas
• 1. Philosophical, Historical, and Legal
  Foundations of Education
• 2. Characteristics of Learners
• 3. Assessment, Diagnosis and Evaluation
• 4. Instructional Content and Practice
• 5. Supporting the Teaching and Learning
  Environment
• 6. Managing Student Behavior and social
  Interaction Skills
• 7. Communication and Collaborative Partnerships
• Professional and Ethical Practices
• Academic Instructional Skills in Math, Reading
  and Writing

46
What is MDE doing to assist?

• ??The development of a Paraprofessional Portfolio
  which is based on the MN Competencies that will
  assist paraprofessionals in documenting their
  transferable work experience, college course,
  workshops/conference and skill demonstration
  on website http//ici2.umn.edu/para
• The development of a Paraprofessional Skills
  Inventory on website http//ici2.umn.edu/para

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What Can Schools Do?

• Encourage Title 1, Special Education, Career
  Technical Education, Indian Education, LEP to
  coordinate paraprofessional training efforts.
• Explore Para eLink, by sending staff to Regional
  Facilitators training in the fall, 2003 updates
  will be posted on the web at http//ici2.umn.edu

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What Can Schools Do?

• Principal/ Districts determine local plan for
  meeting paraprofessional training requirements.
• Minnesota Options
• If you choose to create a Portfolio/eFolio (on
  website) to demonstrate work toward meeting the
  Minnesota Paraprofessional Competencies, conduct
  a needs assessment ( Core Competency Inventory
  Skills Check List) and begin to build strategies
  for unmet competencies.
• If you choose to use the ParaPro Assessment,
  consider having current paraprofessionals take
  the pre-test and focus on some of the supports
  available for test preparation.

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What Can Schools Do?

• Monitor the Paraprofessional Website dedicated to
  up to the minute information of this emerging
  field. Continue to check Website
  http//ici2.umn.edu/para

50
What Can Paraprofessionals Do?

• ??Contact school Principal to determine local
  plan for meeting paraprofessional training
  requirements.
• ? Contact website for updates and information
  http//ici2.umn.edu/para

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Resources - 1

• National Resource Center for Paraprofessionals
  (NRCP) nrcpara.org
• No Child Left Behind www.ed.gov/nclb/
• Study of Personnel Needs in Special Education
  (SPeNSE) Fact Sheets www.spense.org/Results.html
• Minnesota Paraprofessional Consortium
  ici2.umn.edu/para
• Paraprofessionals In the Education Workforce,
  National Education Association (NEA)
  www.nea.org/esp/resource/parawork.htm
• Center on Personnel Studies in Special Education
  (COPSSE) www.coe.ufl.edu/copsse/

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Resources - 2

• Paraeducator Support of Students with
  Disabilities in General Education Classrooms,
  University of Vermont www.uvm.edu/cdci/parasuppor
  t/
• Roles of Educational Paraprofessionals in
  Effective Schools, U.S. Department of Education
  www.ed.gov/pubs/Paraprofessionals/
• National Clearinghouse for Careers in Special
  Education, CEC www.special-ed-careers.org/research
  _library/paraeducators.html
• Standards for a Profession, American Federation
  of Teachers (AFT) www.aft.org/psrp/standards/
• Schools and Staffing Survey, National Center for
  Educational Statistics (NCES) nces.ed.gov/surveys/
  sass/

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Resources - 3

• Paraeducator-to-Teacher Programs, National
  Teacher Recruitment Clearinghouse
  www.recruitingteachers.org/become/paraprograms.htm
  l
• IDEA Practices Home Page - www.ideapractices.org/
• National Clearinghouse for Paraeducators
  Resources, Center for Multilingual, Multicultural
  Research www.usc.edu/dept/education/CMMR/Clearingh
  ouse.html
• National Joint Committee on Learning Disabilities
  www.uvm.edu/cdci/parasupport/
• Paraeducator Resources Northwest Regional
  Educational Laboratory /nwrac.org/links/paraed.htm
  l

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Discussion