SJ/hc, Attachment 1 combined with monitoring compliance occur. pages 17-23 of this document. assist supervision. Most state education websites had a page dedicated to outlining requirements for paraprofessionals and some had additional resource guides focused on paraprofessionals. valid state certificate issued by the GaPSC. New Hampshire - PARA Center 13. 1119 c-g.). PDF Title I Paraprofessionals - U.S. Department of Education Subsection (1)(c) requires LEAs receiving assistance under this part of the No Child Left Behind Act to ensure that all new paraprofessionals or those employed prior to January 8, 2001 who work in positions funded by Title I have: In addition all new paraprofessionals employed after January 8, 2002 in programs funded by Title I must: Subsection (1) (d) requires LEAs to ensure that all currently employed paraprofessionals shall: GaPSC approved, accepted institution of higher education. Just as there have been reports of teacher shortages, some districts are also struggling to fill paraprofessional positions with low pay being cited as a primary reason for these staffing gaps. > Compliance with NCLB The Georgia Implementation Guidelines, The Elementary and Secondary Education Act Title II, Part A, Criteria for "Highly Qualified" Teachers and Paraprofessionals Hbook Section II Revised August, 2012 7.01 All paraprofessionals must have: Completed at least 2 years of study at an institution of higher education or Privacy Policy | All paraprofessional applicants must hold: an Associates Degree or higher in any subject; or, have completed two years of college coursework (60 semester hours); or. 7.04 A paraprofessional is an individual with instructional duties. The states with licensure/certification systems are found in Appendix 3. The program shall prepare paraprofessionals who: Demonstrate awareness of the diversity among children, youth, They are the fastest growing portion of the educator workforce, with their ranks more than doubling in size between 1993-2019. [5] Bisht, LeClair, Loeb, and Sun, Paraeducators.. Part C (section 635[a]) is concerned with personnel who work with infants and toddlers and their families and, Amendments that are destined to have an even a greater impact on paraeducator preparation, roles and supervision have been made to Title I of the NCLB Act of 2001. The amendments to these two federal laws call for higher standards for paraeducator preparation, improved supervision of paraeducators and opportunities for career development for paraeducators. teachers, as to the role and effective use of paraprofessionals. Schools and districts in many states- including Massachusetts, Michigan, North Carolina, South Carolina, Nebraska, and Mississippi have already adopted this program to meet NCLB requirements with a Paraprofessional Assessment. PDF Crisis Brewing? Paraprofessionals and the No Child Left Behind Act No Child Left Behind: An Overview - Education Week [15] These roles can be supported with funds from Title III, which is the only federal funding stream devoted exclusively to English learner and immigrant students. The requirements do not apply to This article describes a study which explored the perceptions of teachers and paraprofessional teams as to whether the paraprofessionals would be considered "highly qualified" and more specifically whether they were trained for and competent in carrying out various instructional duties. The work of the PreK-12 team would not be possible without the support of the Annie E. Casey Foundation, Bill & Melinda Gates Foundation, Carnegie Corporation of New York, Ford Foundation, Heising-Simons Foundation, William and Flora Hewlett Foundation, Joyce Foundation, Siegel Family Endowment, and Walton Family Foundation. The law was controversial in part because it penalized schools that didn't show improvement. Advisory Council, but older documents may be filed under paraprofessional. Notably, it is the only state with a Paraeducator Standards Board that sets requirements and policies for the certification, professional learning, and career advancement of paraprofessionals. All teachers: To become NCLB compliant you must complete the three requirements listed below. Paraprofessionals assigned to provide parent involvement or translation services are not required to meet any further education requirements beyond the high school diploma or a GED. Professional Development. This document establishes standards for the PSC-approved Paraprofessional diploma or GED equivalent. In the cases where this information was not readily available, memos, guidance documents, and even media reports were used as primary sources. Implement appropriate rules and procedural safeguards regarding the learning, self-motivation, and positive social interaction, and meet this need. Paraprofessional requirements are currently reported on the Title I, Part A Compliance Report (PR1000) as part of the NCLB Consolidated Compliance Report. The 1997 reauthorization of IDEA was the first federal legislation to proactively recognize the critical need to prepare paraeducators to assist with the delivery of special education services and the need to prepare teachers for their emerging supervisory roles. parents, and other members of the community to support students [17] Only a handful of states (Kansas, Minnesota, Oklahoma, Pennsylvania and Washington) offer and/or require training related to working with children who receive special education services. NCLB Teacher Requirements Resource Guide - PDCSD Page ii 3.2.2 Possession of a California credential appropriate for NCLB compliance . No Child Left Behind (NCLB) Paraprofessionals - Personnel Commission TEA Correspondence Item Do the paraprofessional requirements apply to persons paid with funds under Title I, Part B (Student Reading Skills Improvement Grants and all subparts, including Even Start), Part C (Education of Migratory Children), or Part D (Programs for Children and Youth who are Neglected, Delinquent, or At-Risk)? Paraprofessionals with instructional support duties who do not meet the paraprofessional Section 1119 requirements may not perform instructional support duties in a Title I, Part A program. [22] Taylor White and Amaya Garcia, Teacher Apprenticeship: What Is It and Why Now? EdCentral (blog), New America, February 8, 2022, https://www.newamerica.org/education-policy/edcentral/teacher-apprenticeship-what-is-it-and-why-now/. Data. These roles usually require only a high school diploma, but in California, these individuals must also pass a locally approved assessment of knowledge and skills in assisting instruction. It supported standards-based education reform based on the premise that setting high standards and establishing measurable goals could improve . application for recertification. Regents of the University of Colorado, Home All of the state-level sources used are linked directly in the database in the cells relevant to each particular state. (Note throughout this section we use the term paraprofessional, rather than paraeducator because that is the term used in the NCLB Act.). Clearly, there is room for additional research on paraprofessionals skill development and growth and the policies that can strengthen this essential part of the educator workforce. Know that students differ in their approaches to learning and assist Implement instructional and other direct services to all children A high school diploma or the equivalent and two years of college (48 units); or 2. Several more documents are linked to this page (click paraeducators For example, Nebraska requires paraprofessionals to have 12 undergraduate or graduate credit hours in child development or early childhood education, or equivalent experience. paraprofessional strengths and training needs. Indeed, a 2021 working paper by Biraj Bisht, Zachary LeClair, Susanna Loeb, and Min Sun examining the growth, diversity, and career trajectories of paraprofessionals revealed that patterns of hiring among districts likely reflect the influence of federal legislation and school funding on paraeducator workforce growth.[9]. This article describes a study which explored the perceptions of teachers and paraprofessional teams as to whether the paraprofessionals would be considered "highly qualified" and more specifically whether they were trained for and . 403.4. About Us Of these states, only Indiana offers additional options to meet qualification requirements under Title I, due to a waiver from the U.S. Department of Education that allows them to offer greater flexibility. B-9. The amendments set standards for the employment, preparation, and assessment of paraeducators, specify duties that may be performed by paraprofessionals, and require paraprofessionals who provide instructional services to be supervised by credentialed teachers. Document Previewed by Iris White, Education Consultant, Bureau of 403.6. Attachment 2 certification process. Recaps IDEA 2004, NCLB 2001, Connecticut Legislation for Paraprofessionals Working with Students with Disabilities, and Current Connecticut Paraprofessional Legislation. West Virginia stipulates that applicants for the permanent paraprofessional certificate complete at least three semester hours of college credit in special education. [24] Both federal and state policymakers are proposing legislation to boost the salaries of teachers, but few are considering the need to increase paraprofessionals pay. Paraeducator Behavior Modules, First Quarter Review of Saturday Mornings with the NRCP, Utah Paraeducator Behavior Summit (U-PBS), 2021-22 Regional Conference Leadership Meetings Summary, HOT TOPIC: The Seven Rs of Behavior: Dealing with Misbehavior Made Easy! While we cannot predict what the final outcomes of the Congressional debate will be, there are indications that the requirements for paraeducator roles, supervision and preparation will be the same or similar to those established by the NCLB Act of 2001. A sample form for the 2008-2009 report and instructions are included as Attachments 2 and 3. Employing school systems are responsible for ensuring that all applicable
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