Transcript SELECTING BETTER EMPLOYEES WITH CODESP

NO CHILD LEFT BEHIND
ACT ASSESSMENT
UPDATE
WHAT IS CODESP?
Cooperative Organization for the Development
of Employee Selection Procedures


A nonprofit consortium of over 660*
public school districts which was
formed in 1973 to combine resources to
develop classified test materials.
The Board of Directors consists of ten
members elected from and by the
members.
*Includes 312 small districts who have membership
through their COEs.
CODESP GROWTH
375
362
CODESP Membership History
Number of Member Districts
325
275
254
225
188
164
175
121
125
143 146
132
107
93
92
75
56*
49*
*average yearly membership
04
20
03
20
03
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20
02
20
02
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20
01
20
01
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20
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00
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99
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19
98
19
98
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96
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93
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84
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74
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83
25
** as of March 25 2004
CURRENT COUNTY OFFICE
MEMBERSHIP
Alameda, Alpine, Amador, Butte, Calaveras,
Colusa, Contra Costa, Del Norte, El Dorado,
Fresno, Humboldt, Imperial, Kern, Kings,
Lake, Lassen, Los Angeles, Madera, Marin,
Mariposa, Mendocino, Merced, Orange,
Placer, Riverside, Sacramento, San Benito,
San Bernardino, San Diego, San Joaquin,
San Luis Obispo, San Mateo, Santa
Barbara, Santa Clara, Santa Cruz, Shasta,
Sierra, Solano, Stanislaus, Sutter,
Trinity,Tulare, Tuolumne and Yuba.
“SMALL” DISTRICT
MEMBERSHIP
Districts with an ADA of less than
1,000 receive CODESP services
without charge when the county
office of education is a member.
 Currently, approximately 312 small
school districts are eligible to
receive CODESP services through
their county offices of education.

NO CHILD LEFT BEHIND
ACT OF 2001 H.R.1
Paraprofessionals must:
– (A) have completed at least 2 years
of study at an institution of higher
education; or
– (B) have obtained an associate’s (or
higher) degree; or
- (C) have met a rigorous standard of
quality that demonstrates, through a
formal academic assessment(i) knowledge of, and the ability
to assist in instructing reading,
writing, and math; or
(ii) knowledge of, and the ability
to assist in instructing reading
readiness, writing readiness, and
math readiness, as appropriate.
Title I, Part A Paraprofessionals
with Instructional Duties in Core Academic Subject Areas
No
Campus Receives
Title I, Part A funds?
Qualifications
Not Applicable
Yes
Targeted Assistance
or
Schoolwide Campus?
Targeted Assistance campus:
ONLY a paraprofessional with
instructional duties in core academic
subject areas whose salary is paid
with Title I, Part A funds.
Schoolwide campus: ALL
paraprofessionals with instructional
duties in core academic subject
areas without regard to the source of
funding of the position.
Paraprofessionals hired after January 8, 2002,
must meet ONE of these three criteria when hired
Paraprofessionals hired on or before January 8, 2002,
must meet ONE of these three criteria by January 8, 2006
Option 1: Two years
of study at an institution
of higher education.
Option 2: An associate’s
(or higher) degree.
Option 3: A rigorous standard of quality and can
demonstrate through a formal academic assessment,
knowledge of, and the ability to assist in, instruction of
reading (or reading readiness), writing (or writing
readiness), and mathematics (or mathematics
readiness), as appropriate.
EARLY CHILDHOOD
PROGRAMS
Individuals working in early childhood
programs such as Head Start, that are
physically located in a Title I, Part A
school but are not part of a schoolwide
program and are not funded with Title I,
Part A funds are NOT required to meet
one of the NCLB requirements.
 However, paraeducators with
instructional duties in Title I, Part Afunded early childhood programs MUST
meet one of the NCLB requirements.

DIRECT SUPERVISION
DEFINED
The teacher plans the instructional
activities that the paraprofessional
carries out;
 The teacher evaluates the
achievement of the students with
whom the paraprofessional is
working; and
 The paraprofessional works in close
and frequent physical proximity to
the teacher.

WHAT ABOUT CALIFORNIA?
The State Board of Education (SBE) was
left to decide on how to administer and
comply with NCLB requirements, using
guidance from the NCLB Liaison
Committee.
 Jack O’Connell (State Superintendent of
Public Instruction) released a letter to
the County and District Superintendents,
announcing the SBE’s policy on
paraprofessional requirements.

IS THE CDE PLANNING TO DEVELOP
OR SELECT ONE STATEWIDE
ASSESSMENT, OR TO POST A LIST OF
ACCEPTABLE ASSESSMENTS FOR
THE NCLB PARAPROFESSIONAL
REQUIREMENTS?

No, because the State Board of Education
decided that the selection or development
of an assessment is to be determined
locally, it would not be appropriate for the
CDE to do so.

California Dept. of Ed. Website
WHAT WE ALREADY KNEW
Local Education Agencies (LEAs)
receiving Title I funds shall also ensure
that paraprofessionals, hired on or before
January 8, 2002, and working in a
program supported with Title I funds,
must meet these requirements by January
8, 2006.
 Effective January 8, 2003, all
paraprofessionals, regardless of hire
date, must possess a high school diploma
or its recognized equivalent.

ABILITY TO ASSIST
OPTION

To meet the third option (C) of
demonstrating knowledge and ability to
assist in instruction, the development of
an assessment is determined by each
LEA.

In other words, the state will not be
approving one specific assessment.

LEAs are responsible for justifying their
choice of assessments.
IN ADDITION…..

SBE decided that each LEA may
determine whether or not to
accept another LEA’s assessment
results for determining a
paraprofessional’s qualifications.
CALIFORNIA DEPARTMENT
OF EDUCATION WEBSITE
www.cde.ca.gov
NCLB contact: Penni Hansen
[email protected]
CODESP’S
INSTRUCTIONAL AIDE
TEST MATERIALS
What is included in the
“Sample Test” and
additional options?
CODESP’S “SAMPLE TEST”
 CODESP staff developed a sample test
and optional items to assist school
districts in complying with federal
regulations regarding the testing of
new Instructional Aides.
 There is not just ONE TEST that
CODESP provides for districts—each
district selects from the sample test
and options, choosing which items to
include on their own customized test.
MORE ON CUSTOMIZED TESTS



Why customize? Varying difficulty levels,
content validity to your district, district buyin.
Some districts use the same test as other
member districts- but each LEA is
responsible for determining if they feel the
test meets the rigors of NCLB and fits the IA
jobs in their district.
Some districts also create a “base” IA test,
and then smaller tests to supplement for
specific positions (Special Ed, Bilingual,
Computer Lab, etc.)
IA TEST DEVELOPMENT
HISTORY
Initially CODESP was asked to assist in a
consortium made up of school district
Title I and Curriculum Specialists, IO
Psychologists, HR Professionals and
CSEA representatives from Los Angeles,
San Diego and Orange Counties.
 Several meetings took place to discuss
interpretation of the NCLB Act’s IA
Assessment requirements.

ADDITIONAL TEST
DEVELOPMENT RESEARCH
Test questions were developed by
reviewing current California high school
graduation standards, community college
placement exams, and other standardized
tests currently administered in California.
Recommendations from subject matter
experts were also valuable in this process.
Existing job studies for the position of
Instructional Aide were also analyzed
especially in the development of the
Ability to Assist portion.
ROLE OF IAs CONSIDERED
Roles include:
 Instructing individual and small groups of
learners using plans and strategies
developed by teachers/providers.
 Documenting data about learner behavior
and performance and participation in
other learner assessment activities under
the supervision of teachers/providers.
 Implementing teacher/provider-developed
behavior management and disciplinary
procedures.
MAIN SOURCE MATERIAL
National Resource Center for
Paraprofessionals in Education and
Related Services: Strengthening and
Supporting Teacher/ProviderParaeducator Teams: Guidelines for
Paraeducator Roles, Supervision, and
Preparation
400 paraeducators, teachers, principals,
State and local education personnel,
college faculty, parents, and others,
responded to the validation survey.
Authored by Anna Lou Pickett, 1999
CALIFORNIA HIGH
SCHOOL EXIT EXAM

June 2003
– Test is postponed until 2006. A report
found that 20% of the class of 2004
would fail the math portion.

November 2003
– The state Board of Education voted to
remove some of the more difficult math
and English questions on the test.
TYPICAL CODESP TEST
Members report that the average number
of items on their test is 93.
 CODESP suggests that candidates are
allowed a generous amount of time to
complete the test.
 Test cost: $1,750 but includes ALL
membership services including test
materials for all classified positions.
 Tutorial: NO cost to members or to
member district trainers.

CODESP’S SAMPLE TEST
CONTAINS THREE OVERALL
CONTENT AREAS
English/Language Arts
 Math
 Ability to Assist in Instruction

Districts can choose to have three
separate tests made (one for each
section) to allow ease of retesting.
TYPES OF ITEMS IN
ENGLISH/LANGUAGE ARTS




Reading
Comprehension (up
to 12th grade level
available)
Logical Sequence
of a Paragraph
Main Theme of a
Paragraph
Multiple Word
Meanings




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Punctuation
Capitalization
Spelling
Correct Word Usage
Correct Sentence
Combination
TYPES OF ITEMS IN MATH






Fractions
(addition,subtraction,
multiplication,division,sim
plifying,converting from
decimals)
Word Problems
(multiplication, division,
percentages)
Estimation
Statistics
Probability
Exponents



Pre-Algebra/Algebra
(word problems, order of
operations, simplifying
expressions, equationsequivalents, prime
factorization, greatest
common factor, least
common multiple,
factoring)
Coordinates (grid graphs,
slope coordinates)
Geometry (basics,
squares, rectangles,
circles, triangles)
TYPES OF ITEMS FOR THE
ABILITY TO ASSIST IN
INSTRUCTION
Instructional Aide
 Following
Worker Qualities
Directions
 Student Discipline/  Assisting in an
Behavior
Instructional Game
 Reading Charts
 Assisting in
Interpreting
 Following a Lesson
Instructional
Plan
Material

WRITING SAMPLE OPTION

Although writing skills are addressed
in portions of the English/Language
Arts segment, a writing exercise with
a scoring rubric is included in the
sample test materials for districts
who would like to include this option
with their test.
HOW DISTRICTS CAN HELP
QUALIFIED CANDIDATES
SUCCEED ON A TEST
Give candidates resource
materials, including CODESP
tutorial materials, to prepare for
the test.
 Allow retesting.
 Conduct tutorial sessions.

PARAEDUCATOR/
INSTRUCTIONAL AIDE TUTORIAL
 Member’s can download a tutorial
to assist candidates in preparing
for the IA test.
 Contact CODESP for the password
to enter the “Member’s Only”
portion of the website where this is
located.
CODESP IA TUTORIAL
SAMPLE
6 (2 + 4a)
Remove parentheses and multiply
each term by six (6 × 2) + (6 × 4a)
Answer 12 + 24a
CURRENT AIDES: STRUCTURED
OBSERVATION EVALUATION


CODESP has developed a structured observation
evaluation with a series of rubrics to assess
current (veteran) aides.
The CDE has stated: “The original proficiency
exams were intended to address basic skills
proficiency at the level of high school seniors in
each district. Some districts are using their
proficiency exam and adding a structured
observation component; others are adopting new
tests that cover both subject knowledge and
ability to assist in instruction. There are also
commercial exams available that test subject
matter knowledge and the ability to assist in
instruction.”
Demonstration of
Proficiency in Reading

EXCEEDS REQUIREMENTS: Exceeds the
required knowledge and ability to:
 MEETS REQUIREMENTS: Meets the basic
knowledge and ability to:
 DOES NOT MEET REQUIREMENTS: Is
unable to:
locate and understand written information;
identify the main idea or essential message in a
text; identify relevant details and facts; infer and
locate technical vocabulary; clearly and
concisely read materials aloud to students.
SOURCES OF FUNDING
FOR MEMBERSHIP

Local Educational Agencies must
spend at least 5% of Title I, Part A
(capped at 10% for 2002-03) for
professional development activities to
ensure that teachers and
paraprofessionals meet the
requirements.
FEDERAL FUNDING
Title I, Part A funds may be used to support
ongoing training and professional
development to assist teachers and
paraeducators working in a program
supported with Title I, Part A funds.
 Title II, Part A funds may be used to
provide professional development
activities that improve the knowledge of
teachers and principals and, (continued on next

screen)
FUNDING CONT’D
in appropriate cases, paraeducators
concerning effective instructional
strategies, methods and skills and use of
challenging content standards to improve
teaching practices and student academic
achievement.
Title V, Part A (Innovative Programs) funds
may be used to provide professional
development for teachers and other
school personnel as a part of reform
strategy.
CODESP PROVIDES SO
MUCH MORE THAN NCLB
ASSESSMENT MATERIALS
READ ON…………….
WHAT CAN MEMBERS DO
TO IMPROVE THEIR
DISTRICT’S EMPLOYEE
SELECTION PROCESS?
KNOW THE
JOB
CONDUCT A JOB
REVIEW/ANALYSIS
 Ask
questions of employees
and supervisors.
 Identify job related essential
skills, knowledges, abilities
and personal characteristics.
EXAM PLANNING PROCESS
 Job
Review/Analysis
 Job Description Edit/Development
 Posting/Advertising/Recruiting
 Examination Planning
 Test Construction/Administration
 Item Analysis/Recruitment Review
INFORMATION FROM JOB
ANALYSIS IS USED TO:
Write job descriptions and
announcements.
 Determine test methods.
 Validate tests (determine job
relatedness).
 Determine accommodations for
disabled applicants/employees.
 Determine rating criteria.

Training
Performance
Appraisal
Selection
JOB
ANALYSIS
Classification
Compensation
LEGAL
REQUIREMENTS
UNIFORM GUIDELINES STATE:
 ALL selection processes are
tests.
 “Adverse impact” must be
considered.
 Validation required.
 Documentation required.
 Alternative selection procedures
must be considered.
VALIDATION
Gives meaning to test
scores.
CONTENT VALIDITY
Test items should be relevant to,
and measure important
requirements and qualifications
for the job.
TYPES OF CODESP TEST
MATERIALS AVAILABLE
 Supplemental
applications
(training and experience
evaluations).
 Multiple choice test questions.
 Interview questions.
 Writing samples.
 Performance examinations.
CUSTODIAN: WILLINGNESS TO
PERFORM DUTIES
X
DUTIES
Operate machinery such as shampooer, vacuums, high/low speed buffers, etc.
Collect trash from various areas and haul trash to dumpsters.
Wash walls, woodwork, doors, etc.
Clean and maintain lavatories/restrooms-wash stools, seats, sinks, walls, urinals, mirrors and
sweep and mop floors.
Work alone during the night shift.
Work around students who may use abusive language and/or talk back to you.
Read instructions and mix cleaning solutions according to directions.
Use industrial chemicals and cleaners which may have strong odors and require safe handling.
Clean up vomit, blood and other unpleasant substances which may have a strong odor.
Unplug toilets and sinks.
SUPPLEMENTAL
APPLICATION
FORM
Special Education
Aide
SAMPLE MULTIPLE
CHOICE TEST
ITEMS FROM C-CIB
Refer to the following Family Budget graph to answer questions 00 - 00.
FAMILY BUDGET
Misc
10%
Clothing
15%
Car/Gas
20%
Mortgage
30%
Food
25%
_____________________________________________________________________
1. Question Name: Question F0363
Instructional Aide
Type: MC
Objective: Instaide1 Objective
Item Bank:
According to the Family Budget, if the family income is $1,200 per month,
what amount will be budgeted for Car/Gas?
A.
* B.
C.
D.
$180
$240
$264
$360
Correct Answer: B
_____________________________________________________________________
2. Question Name: Question F0364
Instructional Aide
Type: MC
Objective: Instaide1 Objective
Item Bank:
According to the Family Budget, if the family income is $1,498 per month,
what amount will be budgeted for Mortgage?
A.
* B.
C.
D.
$430.00
$449.40
$475.50
$501.68
Correct Answer: B
____________________________________________________________________
Use the following figure to answer questions 00 - 00.
CUSTODIAN TOOLS
________________________________________________________________
1. Question Name: Question F0371
Custodian
Type: MC
Objective: Custodia Objective
Item Bank:
Using the Custodian Tools figure, which one of the following is a push
broom?
A.
B.
* C.
D.
5
6
9
10
Correct Answer: C
With the help of
SME’s, members
select the test
items for the exam.
After the form is
completed it is
faxed or emailed to
the CODESP office
where a printerready test is
produced and
emailed back.
SAMPLE TEST
When a district orders a test they
receive:




Cover Page (options: logo, time limit)
Examination Instructions
Test
Key
TEST RESULTS
CODESP will scan the Scantron
answer sheets and provide your
district with a detailed item
analysis at no extra cost.
MORE ON TESTS
By
using one or more tests in
combination with other screening
devices, the quality of final
selection can be greatly improved.
Each
test tends to focus narrowly
on only one of the many factors
that determines job success.
HOW DO MEMBERS
ORDER MATERIAL?
 Members
log on to our website at
www.codesp.com and complete a
C-CIB Request Form
 Test materials are sent to
members through password
protected email.
TO BECOME A MEMBER
Copy the necessary forms posted
under JOIN CODESP on our website.
 Return a completed Application,
Membership Agreement and Security
Agreement with a Purchase Order for
$1,750.
 Services begin as soon as paperwork
is received.

COUNTY OFFICE’S ROLE
To include “small districts” the
Membership Paperwork is completed by
the county office.
 Once it is submitted to CODESP, the
county office informs their districts with
an ADA of 1,000 or less that they are
eligible to receive CODESP services and
that they must submit security
agreements to begin services.
 They then may log on to our website to
submit a request form using the county
office name/their district name.

VISIT OUR WEB PAGE AT
www.codesp.com