history of paraeducation

Presenter Anna Lou Pickett (Emeritus) [email protected]

Anna Lou Pickett [email protected] 1

mailto:[email protected]

1950’s In Response to shortages in all program areas administrators turned to teachers aids

1960’s New programs introduced to meet the needs of children who lived in poverty (Title 1 & Head Start) or came from diverse language & cultural backgrounds

1970’s Passage of PL 94-142 Required SEA’s & LEA’s to provide services to leaners with disabilities


In 1961—approximately 5,000 teachers aides across the country

Late 60’s and early 70’s—surged to over 100,000 due to Title 1, Head Start and other compensatory programs

2009-present—over 1,000,000 paraeducatorsworking in school system


Who assist with the delivery of either instructional or other direct services to students and /or their parents

Who work under the supervision of teachers or other professional staff who are responsible for designing, implementing, and evaluating education and related services programs and student progress


No attention paid to the need for standards for

Job Description

Roles /Responsibilities

Supervision

Preparation of Paraprofessionals


Lack of preparation of teachers for their supervisory responsibilities

In-service and Pre-service training NEEDED but NOT established

Few articulated programs to facilitate career advancement

Economy & cutbacks in funding


That was then(1960-1990s)

…..this is now

(2000 to present)


Court ordered, and federal and state legislative mandates

Changing demographics nationwideExpanding need for compensatory (remedial

education) Increased employment of one-to-one

paraeducators for students with severe disabilities


WHAT IS THE IMPACT OF THE STATE/LOCAL

ECONOMY ON EMPLOYMENT OF

PARAEDUCATORS IN YOUR AREA


Part B—Section 300.156 (b) (I) (iii)* Allows paraprofessionals and

assistants who are appropriately trained and supervised in accordance with state law, regulations or written policy to assist in the provision of special education and related services under this part to children with disabilities


IDEA Part D----Section 635A state is required to ensure that all personel

(including both professionals and paraprofessionals who provide special and general education, related and early intervention/childhood services) have the skills and knowledge necessary to meet the needs of children and youths with disabilities


Under the Law

ALL Title I paraprofessionals employed after the passage of the legislation will be

“highly qualified”

This means that paraprofessionals working in classroom(s) or other educational agencies receiving Title 1 assistance are required to demonstrate evidence that they have one of the following


Completed at least 2 years of study at an institution of higher education: or

Earned an Associate’s (or higher) Degree : or Meet a rigorous standard of quality and can

demonstrate through a formal state or local academic assessmentKnowledge of, and ability to assist in the instructing,

reading, writing and mathematics or

Knowledge of, and ability to assist in the instructing, reading, writing and mathematics readiness, as approprriate


Under the Law

A secondary school diploma, or its equivalent is necessary for all paraprofessionals but not sufficient to satisfy the requirements of the legislation


Paraprofessionals working in a program supported with Title 1 funds may be assigned to:

Provide one-on-one tutoring

Assist with classroom management

Conduct parental involvement activites

Act as a translator

Assist in a computer laboratory,and

Provide assistance in a libray or media center


No Shared definition of paraprofessional/paraeducator with NCLB

Elimination of CSPDRefers to the “supervision of paraeducators”

but not definedNCLB is a Gatekeeper….no more no lessEssentially just qualifying standards for hiring

paraeducators


No provision for continuing education & career development

Does not encourage the development of state or local systems & personnel pratices

Uses the term “direct” supervisionbutnot defined


Supervision of ParaprofessionalsTitle 1 paraprofessionals may NOT provide any

instructional service to a student unless they work under the direct supervision of a qualified teacher


In the private sector the position of a paraprofessional is defined by that industry (ie para legals ,paramedic,ots and pts and speech lanuage also hsve Para aids and assistants.

Why Not Recognize Para Educators and train them for these positions


PLAN AND SCHEDULE PARAEDUCATOR ASSIGNMENTS

DECIDE WHAT TASKS MAY BE DELEGATED APPROPRIATELY TO PARAEDUCATORS

PROVIDE ON-THE-JOB COACHING/FEEDBACK

SHARE RELEVENT INFORMATION ABOUT PARAEDUCATOR PERFORMANCE WITH PRINCIPLES


Congress is going to return to the original title that covered all areas of education

The Senate has issued a draft copy of the ESEA and it is now under discussion, the house has its own ideas about how to improve education


Administrative personnel in SEA’s & LEAs have operational responsibility for establishing and carrying out personnel practices connected with:

Paraeducator employment

Preparation

Evaluation

Supervision, and

Retention


Develop paraeducator job descriptions and performance criteria

Determine placementAssess overall performanceEnsure that teachers are aware of and

prepared for their roles as supervisors of paraeducators

Provide opportunities for paraeducatorprofessional development


Develop standards for paraeducator roles, preparation & supervision

Provide opportunities for paraeducatorprofessional development

Ensure teachers are prepared for their roles as supervisors of paraeducators

Build articulated degree programsDevelop credentialing systems or other

methods that ensure paraeducators have met competencies


Preparation of highly qualified paraeducators

Preparation of highly qualified teachersPreparation of teachers to effectively

supervise paraeducators


Level 1 Paraeducators: Are directed by one or more teachers and do not

act independentlyLevel 2 Paraeducators: Responsiblities are similar to Level 1 but with

greater emphasis on instructionLevel 3 Paraeducators: Work in transition & inclusive settings,may modify

learning activites in consultation with their supervising teacher(s)


Are directed by one or more teachers and do not act independently. They……

Prepare materials

Monitor learners in different settings

Assist teachers to provide supportive,safe and healthy learning environments

Maintain learning centers

Reinforce learning experiences planned & introduced by teachers/providers


Responsibilities are similar to Level 1 but with greater emphasis on instruction. They assist with Monitoring student performance

Conducting individual or small group instruction

Assisting with informal assessment

Preparing instructional materials

Implementing classroom management strategies & behavior plans

Participating in team meetings


Work in transition & inclusionary settings,they may modify learning activities in consultation with their supervising teacher(s). Paraeducators may: Document data using functional assessments

Implement programs appropriate to learner’s needs

Make onsite decisions while coaching learners in the community or on the job

Provide feedback & make recommendations regarding kearner performance to supervisor


* Mandated ? * Offered ?


Systematic On-the-Job Coaching

Structured On-the-Job Inservice

Opportunities for Advancement to Professional ranks based on Career Preference


---OR HAVE BEEN AT ONE TIME

George Seides


Experimental and Educational requirments for Entry Level positions

Distinctions in Roles and Duties for Different Levels of Paraeducator positions

Skills/kmowledge Required for Advancement Opportunities for Advancement to Professional

Ranks Based on career Preference Standards for Staff Development Including

Systematic on-the-Job Coaching

Structured On-going In Service


Learners will be better served and the quality of education and related services will improve with availability of a better prepared paraeducator workforce

Certification will ensure that paraeducatorshave skills that are required to support teacher programs and administrative functions


Certification established

Clear distinctions in the roles and responsibilities associated with different paraeducator positions

Realistic opportunities for upward mobility through career pathways

KEY QUESTION :

IS CERTIFICATION WORTH THE PAIN


Certification recognizes the contributions that paraeducators make to education and related services


How Do We Get There ?

COLLABORATE…COLLABORATE…….

COLLABORATE


1. A comprehensive, large scale study addressing the effectiveness of paraeducators must be conducted

2. Systematic opportunities for career development for paraeducators needs to be developed

3. Address the need to train teachers as supervisors both at a preservice and in service level


ITS TIME TO GET INVOLVED

GET INVOLVED


Various State Web PagesWashingtonhttp://www.k12.wa.us/paraeducators/Utahhttp://utahparas.org/Check your local States Web Site to Find out

new information about paraeducatorsUnion Reps are Valuable ResourcesAFT / NEA


http://www.k12.wa.us/paraeducators/

http://utahparas.org/

history of paraeducation

Education

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disabilities anna lou

present anna lou pickett

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status of paraeducators

related services programs

supervision of teachers