Paraprofessionals Roles, Preparation, and Supervision

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Paraprofessionals Roles, Preparation, and
Supervision

• Teri Wallace, National Resource Center for
  Paraprofessionals (NRCP) and University of MN
• Barbara Jo Stahl, Minnesota Department of
  Education, Division of Special Education

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AGENDA for TODAY -
Paraprofessional Requirements under NCLB and
IDEA Highlights from 1 State Roles of
Teachers and Administrators Questions and
Discussion
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A little bit about NRCP -

• The purpose of the NRCP is to build partnerships
  that address the preparation, management,
  supervision, deployment, and career development
  of paraprofessionals.
• Co-Directors Marilyn Likins (Utah State
  University) and Teri Wallace (University of
  Minnesota)
• Founder Anna Lou Pickett
• National Conference May 1-3, 2003 in San Diego
• Web site nrcpara.org

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Legislation -

• Special Education -
• Federal - 1997 Amendments to IDEA -
• Title I -
• Federal - No Child Left Behind Act -

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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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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
• Completed at least 2 years of study at an
  institution of higher education
• Obtained an associates (or higher) degree or
• Met a rigorous standard of quality and can
  demonstrate, through a formal State or local
  academic assessment -
• 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)

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Legislation -

• NCLB, 2002 -
• 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

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Legislation -

• NCLB, 2002 -
• A little more..
• A paraprofessional works under the direct
  supervision of a teacher if the teacher plans the
  paraprofessionals 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

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Legislation -

• NCLB, 2002 -
• A little more..
• When Hired?
• Must be newly hired by district
• If in another school in district, not new
• If laid off and recalled every year?
• Not new, if continuous year of employment
• Does it Apply to Preschool Paraprofessionals?
• Yes, if working in program supported with Title I
  funds
• Not Head Start

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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.
  

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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
  mathParaprofessionals 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.

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More about Two Years of Study

• State definition on full time study
• HEA (Higher Education Act) definition of
  institution of higher education
• Admits only HS graduates, or equivalent
• Legally authorized by state
• Bachelors or 2 year credit toward
• Public or other non-profit institution
• Accredited
• Course of study?
• Working knowledge of reading, writing, math
• State determines any additional requirements

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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.

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More about Assessment

• State or local assessment
• Knowledge of and ability to assist in instructing
• Reading, writing, math, or readiness
• Need not be paper pencil test
• Must be valid, reliable, documented
• No USDE approval, but SEA approved
• Not just basic competencies
• Rigor second year of college

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New Professional
Development Set Aside

• LEAs must spend at least 5 of Title I, Part A to
  help teachers AND paraprofessionals meet the
  requirements
• Capped at 10 for 2002 and 2003
• Unless a lesser amount is sufficient to ensure
  that the LEAs teachers and paraprofessionals
  meet the requirements

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A little background National Report
In a report to the Office of Special Education
Programs (OSEP), six overarching themes were
identified by a cross-partnership (IDEA
Partnerships, including ASPIIRE, FAPE, ILIAD and
PMP) sponsored forum of thirty-five
representatives of professional associations,
high education, federal, state and local agencies
and special projects, and individual professional
practitioners, paraeducators/assistants, and
families.
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A little background National
Report to OSEP

• Confusion and misunderstanding about roles,
  responsibilities and supervision of
  paraprofessionals and assistants by professional
  practitioners, administrators, families
• Lack of clear federal, state and local policies
  and standards
• Need for consensus about who/what is a
  paraprofessional
• Inadequate training for administrators,
  professional practitioners, and
  paraprofessionals/assistants regarding
  appropriate roles, responsibilities, and
  supervision
• Inadequate opportunities for instructional/related
  services teams to plan, collaborate, and support
  one another's efforts
• Need for systematic infrastructures and
  administrative support for training, team
  collaboration/planning, and utilizations of
  appropriate practice.

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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

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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.

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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).

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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).
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Training Preparation -

• Studies have found that paraeducators 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 paraeducators.
• Perceptions regarding need for training differ
  among administrators, teachers, and
  paraprofessionals.

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Training Preparation -

• Topic listed in the literature for Paraeducator
  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

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Training Preparation -
With rare exceptions, policies, standards, and
systems for improving the performance and
productivity of teacher and paraeducator teams
are almost non-existent. Paraeducator training,
when it is available is usually highly parochial
and sporadic, does not recognize the similarities
in the core skills required by the vast majority
of paraeducators, nor is it competency based, or
linked to systematic opportunities for their
career development. State education agencies
and/or other state agencies responsible for
developing and administering teacher
credentialing systems have not joined forces with
institutions of high education to establish
standards for licensure to ensure that teacher
have the knowledge and skills they require to
supervise paraeducators. Moreover paraeducator
issues have yet to be addressed by various reform
initiatives concerned with empowering teachers
and increasing the accountability and
effectiveness of education systems and
practices. (Pickett, Likins, Wallace, 2002).
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Standards Infrastructure

• Since the 1997 Amendments to IDEA, a renewed
  interest, and requirements for developing
  standards and certification, has re-emerged.
• Some associations Council for Exceptional
  Children (CEC), the American Speech, Language and
  Hearing Association (ASHA), American Physical
  Therapy Association (APTA), American Occupational
  Therapy Association (AOTA) have established
  knowledge and skill competencies for
  paraprofessionals. CEC has a set for
  paraeducators.
• ASHA, APTA and AOTA require community college AA
  Degrees for certified therapy assistants.
• 249 community colleges offer AA degrees to OT
  and PT assistants.
• In 1997, ASHA recognized an AA degree for SLP
  assistants. In response, there are already 10
  accredited programs and another 50 in
  development.

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Standards Infrastructure

• Continued -
• Eleven states have identified competencies or
  standards for paraeducators.
• Thirteen states have credentialing systems,
  ranging from multi-level licensure/certification
  credentials that define roles, training and
  career advancement criteria to one-dimensional
  systems that do not specify role or training
  requirements.
• Approximately, 198 community colleges offer
  either two-year AA degrees or one-year
  certificate programs to paraeducators working in
  inclusive special and general education,
  bilingual/ESL, Title I, and early childhood
  programs. (NRCP)
• Paraeducator-to-Teacher programs - Career
  ladders - Ongoing training opportunities.

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Standards Infrastructure

• Career Ladder -
• Some states have established a career ladder
  approach to the recruitment, preparation and
  ongoing development of paraeducators.
• The idea is to recruit high school students into
  2-year programs leading to paraeducator
  preparation and/or continued development
  ultimately leading to a teaching certificate.
• A person might work on a certificate of
  competence, a specified diploma, a two-degree,
  articulate to a 4-year program and pursue a
  teaching certificate.
• This approach has been promoted by LeTendre
  (1998) as a way to encourage Title I
  paraeducators to become teachers.

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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 (Esbenson, 1966,
  Blessing, 1967).
• 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.

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Supervision -

• There is a need for administrators and teachers
  to find opportunities for licensed staff and
  paraprofessionals to be able plan together.
• Often reported as reasons why paraeducators leave
  their positions
• Lack of advancement opportunity
• Poor salary
• Lack of administrative support
• Lack of respect
• Factors affecting self-esteem (Riggs Mueller,
  2001)
• being involved in team meetings for students
  with whom they work
• being provided with adequate break time
• having adequate substitute coverage
• being perceived as a team member working
  along side of the teacher

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Supervision -

• Six major themes associated with respect,
  appreciation, and acknowledgement of
  paraeducators (Giangreco, Edelman, Broer, 2001)
• Nonmonetary signs and symbols of appreciation
• Compensation
• Being entrusted with important responsibilities
• Noninstructional responsibilities
• Being listened to
• Orientation and support
• Competencies for Teachers (Wallace, Shin,
  Bartholomay, Stahl, 2001)
• Communication with Paraprofessionals
• Planning and Scheduling
• Instructional Support
• Modeling for Paraprofessionals
• Public Relations
• Training
• Management of Paraprofessionals

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In the final analysis, schools cannot adequately
function without paraeducators, and paraeducators
cannot adequately function in schools that lack
an infrastructure that supports and respects them
as viable and contributing members of
instructional teams (Daniels McBride, 2001).
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Resources - 1

• National Resource Center for Paraprofessionals
  (NRCP) nrcpara.org
• No Child Left Behind www.ed.gov/nclb/
• Study of Personnel Needs in Special Education
  (SPeNSE) Fact Sheets www.spense.org/Results.html
• Minnesota Paraprofessional Consortium
  ici2.umn.edu/para
• Paraprofessionals In the Education Workforce,
  National Education Association (NEA)
  www.nea.org/esp/resource/parawork.htm
• Center on Personnel Studies in Special Education
  (COPSSE) www.coe.ufl.edu/copsse/

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Resources - 2

• Paraeducator Support of Students with
  Disabilities in General Education Classrooms,
  University of Vermont www.uvm.edu/cdci/parasuppor
  t/
• Roles of Educational Paraprofessionals in
  Effective Schools, U.S. Department of Education
  www.ed.gov/pubs/Paraprofessionals/
• National Clearinghouse for Careers in Special
  Education, CEC www.special-ed-careers.org/research
  _library/paraeducators.html
• Standards for a Profession, American Federation
  of Teachers (AFT) www.aft.org/psrp/standards/
• Schools and Staffing Survey, National Center for
  Educational Statistics (NCES) nces.ed.gov/surveys/
  sass/

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Resources - 3

• Paraeducator-to-Teacher Programs, National
  Teacher Recruitment Clearinghouse
  www.recruitingteachers.org/become/paraprograms.htm
  l
• IDEA Practices Home Page - www.ideapractices.org/
• National Clearinghouse for Paraeducators
  Resources, Center for Multilingual, Multicultural
  Research www.usc.edu/dept/education/CMMR/Clearingh
  ouse.html
• National Joint Committee on Learning Disabilities
  www.uvm.edu/cdci/parasupport/
• Paraeducator Resources Northwest Regional
  Educational Laboratory /nwrac.org/links/paraed.htm
  l

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Resources - 4

• State Level Initiatives Related to Training and
  Supervision of Paraeducators, Project FORUM
  National Association of State Directors of
  Special Education 1800 Diagonal Road, Suite 320
  Alexandria, VA 22314 Tel [phone], ext.
  333 FAX [phone] Please contact Joy
  Markowitz at joy_at_nasdse.org or by calling
  703-519-3800 (ext. 335).
• Additional copies of the IDEA Partnerships
  PARAPROFESSIONAL INITIATIVE Report to the U.S.
  Department of Education, Office of Special
  Education Programs (OSEP) may be obtained from
• Council for Exceptional Children, 1110 North
  Glebe Road, Suite 300
• Arlington, VA 22201-5704,Voice 1-877-232-4332
  (toll free),TTY 866-915-5000
• FAX [phone], E-mail ideapractices_at_ideapract
  ices.org
• IMPACT Feature Issue on Paraeducators
  Supporting Students with Disabilities and At
  Risk. Published by the Institute on Community
  Integration (UCEDD) and the Research and Training
  Center on Community Living, College of Education
  and Human Development, University of Minnesota
  Volume 15 Number 2 Fall 2002 -
  http//ici.umn.edu/products/impact/152/default.htm
  l

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Discussion