Transcript Paraprofessionals: Roles, Preparation, and Supervision

Paraprofessionals
Roles, Preparation, Legislation and
Supervision
National & State Trends Legislation
Supply and Demand
Training and Preparation
Standards and Infrastructure
Development
Supervision
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.
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
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)]
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 -1. 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;
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
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.
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 stateapproved local assessment is considered to be highly
qualified under federal law.
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.
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.
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.
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]
Legislation NCLB, 2002 New Paraprofessionals, continued
A.
Completed at least 2 years of study at an
institution of higher education;
Obtained an associate’s (or higher) degree; or
Met a rigorous standard of quality and can
demonstrate, through a formal State or local
academic assessment -
B.
C.
i.
ii.
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)
Minnesota Paraprofessional
Requirements for meeting NCLB
NCLB requirements for paraprofessionals are met by:
A: Two years of study at an institution of higher
education; Minnesota’s 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 Associate’s degree; or
Minnesota’s standard: An AA, AS, AAS (or
higher) degree.
continued…
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
Minnesota Local Assessment - cont…
Minnesota’s standard:
1. 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
Minnesota Local Assessment – cont…
3. a state approved local assessment. **(criteria
listed below)
* The ParaPro test has been approved for statewide use. The cut
score for ParaPro is 460.
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.
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,
[email protected] or
Barbara Jo Stahl, Special Education, 651.582.8659,
[email protected]
Legislation NCLB, 2002 A little more…..
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A paraprofessional works under the direct
supervision of a teacher if the teacher plans the
paraprofessional’s 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
Legislation NCLB, 2002 A little more…..
•
“Paraprofessionals” - an individual who performs
instructional support duties and not to an
individual performing only non-instructional duties
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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
NCLB What About Special Education?
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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.
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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.
NCLB What is included in “Courses of Study”?
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Paraprofessionals should be able to demonstrate
knowledge and the ability to assist in instructing in
the areas of reading, writing, and
math…Paraprofessionals 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.
NCLB What is the purpose of the ASSESSMENT?
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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.
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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.
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
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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
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:
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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.
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).
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
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.
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).
Supply and Demand
Minnesota Trends Special Education Trends in Minnesota
120,000
100,000
80,000
Child Count
60,000
Paraprofessional
s
Teachers
40,000
20,000
0
91
92
93
94 95 96 97 98
School Year Ending
99
0
1
Supply and Demand
Minnesota Paraprofessional Trends Title I
Special Ed
1988
3,000
3,000
2003
5,000
22,000
In 15 years, we have seen a 350%
increase.
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.
Training & Preparation
Numerous recent studies and opinion pieces
indicate that there is a scarcity of relevant
training available to paraprofessionals.
Training Topics
2000
2003
Building Orientation
Roles/Responsibilities
Confidentiality
Vulnerability
Reportability
Emergency Procedures
53%
67%
78%
30%
51%
77%
56%
75%
84%
41%
60%
85%
Training & Preparation
The percent of paraprofessionals who reported
receiving training in various content areas in
2003…
 47% Reading
 44% Math
 32% Writing
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
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.
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
o being provided with adequate break time
o having adequate substitute coverage
o being perceived as a “team member” working “along
side of” the teacher
o
Supervision 
Competencies for Teachers who direct the work of
paraprofessionals (Wallace, Shin, Bartholomay, &
Stahl, 2001)
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Communication with Paraprofessionals
Planning and Scheduling
Instructional Support
Modeling for Paraprofessionals
Public Relations
Training
Management of Paraprofessionals
Supervision
Wallace, 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 “don’t know.”
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.
MN Infrastructure 
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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/
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
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.
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9.
Core Competency Areas
Philosophical, Historical, and Legal Foundations of Education
Characteristics of Learners
Assessment, Diagnosis and Evaluation
Instructional Content and Practice
Supporting the Teaching and Learning Environment
Managing Student Behavior and social Interaction Skills
Communication and Collaborative Partnerships
Professional and Ethical Practices
Academic Instructional Skills in Math, Reading and Writing
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
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
What Can Schools Do?
 Principal/ District’s 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.
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
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
Resources - 1
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National Resource Center for Paraprofessionals (NRCP): nrcpara.org
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No Child Left Behind: www.ed.gov/nclb/
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Study of Personnel Needs in Special Education (SPeNSE) Fact Sheets:
www.spense.org/Results.html
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Minnesota Paraprofessional Consortium: ici2.umn.edu/para
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Paraprofessionals In the Education Workforce, National Education
Association (NEA) www.nea.org/esp/resource/parawork.htm
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Center on Personnel Studies in Special Education (COPSSE)
www.coe.ufl.edu/copsse/
Resources - 2
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Paraeducator Support of Students with Disabilities in General Education
Classrooms, University of Vermont www.uvm.edu/~cdci/parasupport/
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Roles of Educational Paraprofessionals in Effective Schools, U.S.
Department of Education www.ed.gov/pubs/Paraprofessionals/
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National Clearinghouse for Careers in Special Education, CEC
www.special-ed-careers.org/research_library/paraeducators.html
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Standards for a Profession, American Federation of Teachers (AFT)
www.aft.org/psrp/standards/
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Schools and Staffing Survey, National Center for Educational Statistics
(NCES) nces.ed.gov/surveys/sass/
Resources - 3
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Paraeducator-to-Teacher Programs, National Teacher Recruitment
Clearinghouse www.recruitingteachers.org/become/paraprograms.html
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IDEA Practices Home Page - www.ideapractices.org/
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National Clearinghouse for Paraeducators Resources, Center for
Multilingual, Multicultural Research
www.usc.edu/dept/education/CMMR/Clearinghouse.html
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National Joint Committee on Learning Disabilities
www.uvm.edu/~cdci/parasupport/
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Paraeducator Resources Northwest Regional Educational Laboratory
/nwrac.org/links/paraed.html
Discussion