Paraprofessionals Roles, Preparation, Legislation and Supervision

National & State Trends - Legislation Supply and Demand Training and Preparation Standards and Infrastructure Development Supervision

Definition - MN 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 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 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 § (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 state- approved 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, 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, 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; or C.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)

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…

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…

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: Where a district or individual can go to take the ParaPro test in Minnesota: Questions may be directed to: Diane Cirksena, Title I Area Director, , or Barbara Jo Stahl, Special Education, ,

Legislation - NCLB, A little more….. 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, 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

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.

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 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? 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.

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

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.

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 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 -

Supply and Demand Minnesota Paraprofessional Trends - Title ISpecial Ed 19883, ,00022,000 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 % 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 & Preparation The percent of paraprofessionals who reported receiving training in various content areas in 2003…  47% Reading  44% Math  32% Writing

Training & Preparation - Minnesota % 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) o 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

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

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 8.Professional and Ethical Practices 9.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  The development of a Paraprofessional Skills Inventory – on website

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

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

What Can Paraprofessionals Do?  Contact school Principal to determine local plan for meeting paraprofessional training requirements.  Contact website for updates and information

Resources - 1 National Resource Center for Paraprofessionals (NRCP): nrcpara.org No Child Left Behind: Study of Personnel Needs in Special Education (SPeNSE) Fact Sheets: Minnesota Paraprofessional Consortium: ici2.umn.edu/para Paraprofessionals In the Education Workforce, National Education Association (NEA) Center on Personnel Studies in Special Education (COPSSE)

Resources - 2 Paraeducator Support of Students with Disabilities in General Education Classrooms, University of Vermont Roles of Educational Paraprofessionals in Effective Schools, U.S. Department of Education National Clearinghouse for Careers in Special Education, CEC Standards for a Profession, American Federation of Teachers (AFT) Schools and Staffing Survey, National Center for Educational Statistics (NCES) nces.ed.gov/surveys/sass/

Resources - 3 Paraeducator-to-Teacher Programs, National Teacher Recruitment Clearinghouse IDEA Practices Home Page - National Clearinghouse for Paraeducators Resources, Center for Multilingual, Multicultural Research National Joint Committee on Learning Disabilities Paraeducator Resources Northwest Regional Educational Laboratory /nwrac.org/links/paraed.html

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