Training Paraprofessionals:

What Teachers and

Administrators Need to Know

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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

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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)]

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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.

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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;

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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

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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.

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Subdivision 1. [RULEMAKING.] 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 -

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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 -

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.

Continued…

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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

A. Completed at least 2 years of study at an institution of higher education;

B. Obtained an associate’s (or higher) degree; orC. Met a rigorous standard of quality and can

demonstrate, through a formal State or local academic assessment -

i. Knowledge of, and the ability to assist in instructing reading, writing, and mathematics; or

ii. 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; 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…

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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 Paraprofessional Requirements for meeting NCLB

Continued…

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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 – continued

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Minnesota Local Assessment – continued

3. a state approved local assessment. *(criteria listed on the next page)

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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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ParaProThe 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.htmlWhere 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@state.mn.us or Barbara Jo Stahl, Special Education, 651.582.8659, Barbara.stahl@state.mn.us

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Minnesota Core Competencies Statewide paraprofessional core competencies further define

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

8. Professional and Ethical Practices

9. Academic Instructional Skills in Math, Reading and Writing

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Training & Preparation -

Studies have found that paraprofessionals who report receiving more inservice training or preservice preparation report feeling better prepared to fulfill their job responsibilities

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

Perceptions regarding need for training differ among administrators, teachers, and paraprofessionals.

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Training & Preparation -

Wallace, Stahl, & Johnson (2003)

67% of the paraprofessionals reported that they have had an opportunity to develop knowledge/skills specific to students with whom they work

68%of the paraprofessionals feel that the ongoing training offered, prepares them to understand the needs of the students with whom they work

60% of the paraprofessionals reported having training that prepared them to implement follow up instruction and activities.

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Training & Preparation -Wallace, Stahl, & Johnson (2003)Table 27: Training in Various Areas as Function of Program Area in Which

Paraprofessional Works

 Content of Training

  

Program Areas WhereParaprofessionalsWork

n

Special Education 716 86% 54% 74% 83% 43% 60% 45% 37% 34% 28% 4% 36% 4% 11%Title I 220 82% 54% 76% 80% 27% 55% 23% 79% 73% 47% 9% 39% 1% 10%Limited EnglishProficiency (LEP) 25 80% 48% 76% 76% 32% 60% 40% 52% 52% 44% 32% 60% 0% 4%

Other InstructionalAssistance 90 83% 52% 80% 82% 42% 63% 40% 56% 48% 33% 7% 43% 6% 16%

Transition/ Job Coaching 40 98% 58% 65% 88% 65% 75% 43% 38% 33% 33% 5% 40% 3% 13%Health 32 91% 63% 88% 91% 59% 75% 59% 50% 53% 31% 13% 50% 0% 19%

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Training & Preparation -

Wallace, Stahl, & Johnson (2003)

Table 28: NCLB Awareness and Information

NCLB Yes NoA. Are you aware of the paraprofessional

requirements in the Title I/N o Child LeftBehind federal legislation? (N=907)

74%(674)

26%(233)

B. Are you aware how the paraprofessionalrequirements in the Title I/N o Child LeftBehind federal legislation impact yourposit ion? (N-903)

60%(544)

40%(359)

C. Do you need more information about theTit le I / No Child Left Behind federallegislation? (N=900)

58%(520)

42%(380)

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MN Infrastructure -

Legislation – Federal and State Minnesota Core Competencies Para eLink Portfolio / eFolio Para Pro Test Resource Guide on Directing the Work of Paraprofessionals Paraprofessional WEEK, January 19- 23, 2004 Paraprofessional Trainer Conference, March 1 - 2, 2004 State Conference, April 30 - May 1, 2004 Paraprofessional Website http://ici2.umn.edu/para/

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What is Minnesota Department of Education doing to assist schools with NCLB?

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 state recommended assessments that could assist districts in assessing the knowledge of reading, writing, and mathematics. The state validated assessment, at this time is ParaPro - cut score is 460.

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What is Minnesota Department of Education doing to assist schools with NCLB?

The development of a Paraprofessional Portfolio or E-folio 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 – located 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/ 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. Score - 460

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

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Questions to ask to avoid ethical dilemmas regarding preparation and training

(Heller, B. and Gerlach, K. (2003). Paraeducators in Education Settings: Ethical Issues, in Pickett, A.L., & Gerlach, G. Paraeducators in Education Settings: A Team Approach. Austin, TX: Pro-ed)

1. Have knowledge and skills required by paraeducators and assistants to work in different positions, programs, and across disciplines been identified and developed?

2. Are there systematic competency-based opportunities for personnel development and career advancement?

For paraprofessionalsFor administrators who manage paraprofessionalsFor educators and other professionals who supervise paraprofessionals

3. Does the training content provide paraeducators and their supervisors with an understanding of the roles of professionals as team leaders, diagnosticians, program planners and supervisors of paraprofessionals?

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Questions, continued…

4. Have the team leadership and supervisory roles been identified and the knowledge and skill competencies developed to prepare the professionals for these roles?

5. Does the training content demonstrate respect for children and youth with disabilities and their families, as well as for those who come from diverse ethnic, cultural and language backgrounds?

6 Does the training content include information on the ethical, legal and team-based roles of professionals and paraeducators in the delivery of education and related services?

7. Do licensed/certified professionals involved in the training of paraeducators have knowledge of and respect for the distinction in professional and paraeducator roles?

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Questions, continued…

8. Is sufficient time and opportunity provided for orientation, initial training, and continued competency development?

9. How can different constituencies (e.g., professional associations, provider agencies, IHEs) contribute to the appropriate efforts to improve the quality of teacher/provider-paraeducator staff development?

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Training & Preparation -

Topics listed in the literature for Paraprofessional Training -

Positive behavioral supports Specifics about disabilities Teaching strategies Communication and problem solving strategies Transition related information and job coaching Early childhood special education and child development Special Education Law, confidentiality Use of computers and accommodations Inclusion Health and safety Development of independence and mobility Observation and data collection strategies

What is happening in your district?

Discussion & Questions