Are You a "Highly Qualified" Paraprofessional?

The Elementary and Secondary Education Act (ESEA), also known as The No Child Left Behind Act, requires that all paraprofessionals who work in programs funded by Title I prove that they are “highly qualified.” There are three ways that paraprofessionals may prove they are highly qualified:

We have created a short interactive quiz to help you determine:

• Whether or not you are required to meet the ESEA's standards of a "highly qualified" paraprofessional, and
• Whether you meet the highly qualified standards through your education.

Take the online quiz

If the online quiz does not determine that you are qualified, you should know that states and local school districts have adopted a variety of ways for paraprofessionals who do not have an associate degree and who have not completed two years of college to demonstrate that they are highly qualified. Many districts are using the ParaPro Assessment test developed by ETS.

On this Web site we have created three short interactive refresher tests in math, reading and writing, based on the kinds of questions asked by the ETS test.

Go to the refresher tests

Go back to the main Refresher test page.

Go back to the main Refresher test page.

Go back to the main Refresher test page.

Seat Belts, School Buses and Safety

At first blush, the question of whether seat belts should be required on school buses seems obvious. Seat belts save lives in cars, so it seems logical that they would make school buses safer. It appears a lot of people agree with this logic: the results of an on-line poll conducted by NEA Today magazine found that 53% of respondents favored seat belts, while 47% were opposed.

But it turns out that the question isn't so simple. When the NEA members with the most hand-on experience in bus safety — bus drivers — are asked, most of those who have expressed an opinion on the question are strongly opposed to seat belts. And the National Highway Transportation Safety Administration has found that seat belts would not add to the safety of school bus passengers. So what's going on here?

Bus Drivers' Concerns

Some of the concerns that drivers express about seat belts are:

• Students can and do use the heavy belt buckles as weapons, injuring other riders.
  
• It is next to impossible to make sure that all students keep their belts properly fastened, so that they are not injured by the belts in an accident.
  
• If a bus has to be evacuated in an emergency, such as a fire, panicked or disoriented students might be trapped by their belts.

When drivers balance these concerns against the many safety features already built into the design of school buses, they conclude that given the way buses are presently operated, they are safer without seat belts.

The Bigger Issues

To understand the question of school bus seat belts, one really has to look at the larger questions of student supervision, discipline, and safety on and around buses. There has been a lot of recent attention given to the problems that disruptive, or even violent, students can cause in schools. Bus drivers must contend with these same students.

Unlike teachers, bus drivers must care for up to 50-70 student charges at a time, while manuevering a large vehicle, contending with traffic, bad weather, and adverse road conditions. And do it all with their backs turned to the students!

Most school districts do not provide bus aides, who can help with discipline and safety (such as ensuring that seat belts are properly worn, or evacuating a bus in an emergency), except on special education buses. Also, many bus drivers complain they are not supported by administrators when they encounter student discipline problems on their buses.

Bus drivers feel strongly that students' time on the bus needs to be considered a part of the school day, and point out that the ride to school in the morning sets the tone for the entire day.

The bottom line? Many drivers feel that strong administrative support for their efforts to maintain discipline, and bus aides to assist the drivers, would do a lot more to protect students than would a "quick fix" like seat belts.

The NHTSA Position

The National Highway Transportation Administration (NHTSA) has issued a position statement on seat belts on school buses, concluding that "there is insufficient reason for a Federal mandate for seat belts on large school buses." The statement points out that:

"School bus transportation is one of the safest forms of transportation in the United States. We require all new school buses to meet safety requirements over and above those applying to all other passenger vehicles. These include requirements for improved emergency exits, roof structure, seating and fuel systems, and bus body joint integrity. These requirements help ensure that school buses are extremely safe."

NHTSA feels that the best way to provide crash protection to passengers is through "compartmentalization," in which "buses provide occupant protection so that children are protected without the need to buckle-up. Occupant crash protection is provided by a protective envelope consisting of strong, closely-spaced seats that have energy-absorbing seat backs."

Read the NHTSA statement, "Seatbelts on School Buses"

Privatization: Other Privatization Web Sites

  Other Unions

• AFSCME — "Privatization: The Public Pays"
  The privatization site of the American Federation of State, County and Municipal Employees.
• AFT — Center on Privatization
  The privatization site of the American Federation of Teachers.

  Academic and Policy Organization Sites

• National Center for the Study of Privatization in Education
  The Center, at Teachers College, Columbia University, describes itself as an "independent, non-partisan source of analysis and information on privatization in education."
• Economic Policy Institute – Privatization Papers  
• Education Commission of the States Privatization Page  

ESEA: Title I Paraprofessional Non-Regulatory Guidance

November 15, 2002
Draft Guidance from the U.S. Department of Education

E.  Funding Issues

E-1.  What funds are available for helping paraprofessionals in Title I schools meet the new requirements?

A number of key ESEA programs authorize funds that can be used to improve teacher quality:

• Under section 1119 of Title I, an LEA must use not less than five percent or more than ten percent of its Title I allocation in the school years 2002-2003 and 2003-2004 (and not less than five percent in subsequent years) for professional development activities to ensure that teachers and paraprofessionals meet the qualification requirements in section 1119 [section 1119(l)].
•   LEAs also may use their general Title I funds “to support ongoing training and professional development to assist teachers and paraprofessionals”  [section 1114(b)(1)(D) and section 1115(c)(1)(F) and (d)].
• Schools and LEAs identified as needing improvement must also reserve funds for professional development and these funds may be used for paraprofessionals [sections 1116(b)(3)(A)(iii) and 1116(c)(7)(A)(iii)].
• Title III, Part A, the English Language Acquisition, Language Enhancement, and Academic Achievement Act, authorizes LEAs to use formula grant funds for professional development of teachers and other instructional personnel providing instruction to students needing English language acquisition and language enhancement [section 3111(a)(2)(A)].
• Title V, Part A, Innovative Programs, authorizes LEAs to use funds innovatively in certain areas for teachers and other school personnel [section 5131(a)].
• Title VII, Part A, the Indian Education Program, requires a comprehensive program for meeting the needs of Indian children that, among other things, calls for professional development opportunities to ensure that teachers and other school professionals have been properly trained [section 7114(b)(5)].

E-2.  May an LEA use the Title II, Part A Improving Teacher Quality State Grants funds to provide training for paraprofessionals?

Yes.  The law allows LEAs to use these funds to provide professional development activities “that improve the knowledge of teachers and principals, and, in appropriate cases, paraprofessionals” concerning:

• One or more core academic subjects that teachers teach, or
• Effective instructional strategies, methods, and skills, and use of challenging content and academic achievement standards and State assessments to improve teaching practices and student academic achievement [section 2123(a)(3)(A)].
• Note that, provided that an LEA maintains records of the amount of Title I and Title II, Part A funds used for these professional development activities, and the Title I funds are used as permitted in the Title I statute and regulations, Title I and Title II, Part A funds may be used jointly for this purpose. 

In addition, Title IX, section 9101)(34) states that professional development programs can be created that enable paraprofessionals to obtain the education necessary to become certified and licensed teachers.

ESEA: Title I Paraprofessional Non-Regulatory Guidance

November 15, 2002
Draft Guidance from the U.S. Department of Education

D.  Related Issues

D-1.  Do the paraprofessional requirements apply to people working in schools as part of the AmeriCorps program?

The National Community Service Act states that AmeriCorps volunteers are not considered employees of the entities where they are placed (42 U.S.C. 12511 (17B)).  Unless AmeriCorps volunteers are considered employees under State law, the paraprofessional requirements in section 1119 (see items B-1 and B-5) do not apply.  However, even though the requirements do not apply, districts should make every effort to ensure that AmeriCorps volunteers who provide instructional support in a Title I program have the skills necessary to assist effectively in instructing reading, writing, and mathematics or reading readiness, writing readiness, and mathematics readiness, as appropriate.

D-2.  Do the new requirements apply to volunteers?

No.  Private individuals frequently volunteer to assist teachers in the classroom and support local schools by performing a variety of tasks for limited periods of time.  Since they are not paid employees of a school district, they are not covered by the requirements for Title I paraprofessionals in section 1119 (see items B-1 and B-5).

D-3.  Sometimes early childhood programs, such as birth-to-3 and Head Start programs, or State-funded early childhood programs, are located in buildings housing Title I schoolwide programs.  Do the paraprofessional requirements apply to paraprofessionals working in such early childhood programs?

The paraprofessional requirements do not apply to individuals working in early childhood programs that are physically located in a Title I school but are not part of the schoolwide program and are not funded with Title I funds -- such as a Head Start program.

However, these requirements do apply to paraprofessionals with instructional duties in Title I-funded early childhood programs.  In a targeted assistance school, this means that paraprofessionals with instructional duties paid with Title I funds in an early childhood program would have to meet the requirements. 

In a schoolwide program school, all paraprofessionals with instructional duties working in the early childhood program must meet the requirements, regardless of how their salary is funded. 

D-4.  Some paraprofessionals work in programs for children ranging in age from birth to age 20 that are supported by Title I, Part A funds.  Are they required to meet the Title I requirements?

Paraprofessionals in a targeted assistance program paid for by Title I funds or paraprofessionals with instructional duties in a schoolwide school must meet the qualification requirements without regard to the age of the children being served.  See response above regarding early childhood services funded solely with non-Title I funds.

To Section E: Funding Issues

ESEA: Title I Paraprofessional Non-Regulatory Guidance

November 15, 2002
Draft Guidance from the U.S. Department of Education

C.  Paraprofessional Assessment

C-1.  One option for meeting the new educational requirements for paraprofessionals is to test their knowledge and ability through a formal State or local academic assessment.  What is the purpose of this assessment?

C-2.  What are the academic content areas in which Title I paraprofessionals must demonstrate the ability to assist in instructing?

Title I paraprofessionals must demonstrate the ability to assist in instructing in the academic content areas of reading/language arts, writing, and mathematics; or in reading readiness, writing readiness, and mathematics readiness.

C-3.  Does “assessment” mean a “paper and pencil test” only, or could the assessment be a performance assessment evaluating demonstrable skills?

The law does not require a paper and pencil test.  However, there must be evidence that the assessment is valid and reliable.  Also, the assessment results must be documented - i.e. there needs to be a record of the assessment and the individual’s performance on that assessment.

C-4.  When must the assessment be administered for newly hired paraprofessionals?

For a paraprofessional hired after January 8, 2002, the assessment must be administered and passed before an individual is hired to work as a Title I paraprofessional.

C-5.  Will the U.S. Department of Education approve proposed State or local paraprofessional assessments?

No.  Ensuring that all paraprofessionals have the qualifications required in section 1119 is the responsibility of each LEA, working in tandem with the State to ensure that those paraprofessionals who would demonstrate their competence by passing a State or local assessment are assessed in ways that meet the requirements of that section.  Paraprofessionals may meet these requirements by (1) holding the minimum of an associate’s degree, (2) completing two years of study at an institution of higher education, or (3) passing a State or local assessment that will demonstrate their—

1. knowledge of, and the ability to assist in instructing, reading, writing and mathematics, or
2. knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate [Title I, section 1119(c)(1)(C)].

Note that the State or local assessment must ensure that more than just basic skills are being assessed.  The law requires that it be a test of subject knowledge and the ability to assist in instructing.

Each SEA may use the following guidelines in approving assessments and that the SEA then communicate this information to the LEAs:

• SEAs and LEAs have flexibility to determine the content and format of any assessment of paraprofessionals.  For example, while an appropriate assessment might be entirely a written test, it alternatively could be a combination of a written test on content (reading, writing, and math) and a demonstration of competence in instruction (assessed through observations via a series of rubrics).
• The content of the assessment should reflect both the State academic standards and skills expected for a child at a given school level (elementary, middle, or high school), as well as the ability of the candidate to assist in instructing students in the content.  Clearly, the assessment should be rigorous and objective.  Furthermore, each evaluation should have a standard that the candidate is expected to meet or exceed.  These standards for evaluation must be applied to each candidate in the same way.
• The results of the assessment should establish the candidate’s competence as a paraprofessional relative to the standards in section 1119(c)(1)(C), or target the areas where additional training and staff development may be needed to help the candidate succeed at meeting the standard before they are hired.  The results should be documented and the LEA should retain that documentation.

Moreover, an SEA may wish to go on record establishing which assessments it has determined meet the statutory requirements, to what extent State policies permit LEAs to develop, select or implement their own assessments for paraprofessionals, and what requirements, if any, the State places on any local assessment.  Keeping such formal approvals on file, along with an explanation as to how the State (or local) assessments meet these requirements, would be one way of making sure that the State (or local) assessments on which LEAs rely comply with the law.  The SEA could then communicate this information to LEAs, so that each LEA is clear as to what the options are when it comes to assessing paraprofessionals.

C-6.  What level of rigor should the paraprofessional assessment have? 

The paraprofessional assessment is expected to evaluate paraprofessional candidates at a level equivalent to the second year of college.  Having skills at the level of the second year of college is the intent of the law.  [See section 1119(c) and (d0].

To Section D: Related Issues

ESEA: Title I Paraprofessional Non-Regulatory Guidance

November 15, 2002
Draft Guidance from U.S. Department of Education

B. Requirements for Paraprofessionals

B-1.  What are the requirements for Title I paraprofessionals?

All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent.  This includes paraprofessionals who serve as translators or who conduct parental involvement activities.

Additionally, Title I paraprofessionals whose duties include instructional support and who were hired after January 8, 2002, must have (1) completed two years of study at an institution of higher education; (2) obtained an associate’s (or higher) degree; or (3) met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness) [section 1119(c) and (d)]. 

Paraprofessionals hired on or before January 8, 2002 and working in a program supported with Title I funds must meet these requirements by January 8, 2006. 

B-2.  The statutory language refers to “two years of study at an institution of higher education” [section 1119(c)(1)(a)].  What does “two years of study” mean?

"Two years of study" means the equivalent of two years of full-time study, according to the State definition of “full-time study.” In some states that may mean 12 credit hours per semester (requiring a total of 48 credit hours), while in others it may mean 15 credit hours a semester (requiring a total of 60 credit hours). 

B-3.  The statutory language refers to “two years of study at an institution of higher education” [section 1119(c)(1)(a)].  What does the term “institution of higher education” mean?

Section 101(a) of the Higher Education Act (HEA) defines an “institution of higher education” as an educational institution in any State that –

1. admits as regular students only persons having a certificate of graduation from a school providing secondary education, or the recognized equivalent of such a certificate;
2. is legally authorized within such State to provide a program of education beyond secondary education;
3. provides an educational program for which the institution awards a bachelor’s degree or provides not less than a two-year program that is acceptable for full credit toward such a degree;
4. is a public or other non-profit institution; and,
5. is accredited by a nationally recognized accrediting agency or association, or if not so accredited, is an institution that has been granted pre-accreditation by such an agency or association that has been recognized by the Secretary for the granting of pre-accreditation status, and the Secretary has determined that there is a satisfactory assurance that the institution will meet the accreditation standards of such an agency or association within a reasonable time.

This definition applies to the statutory language on the educational preparation of Title I paraprofessionals.

B-4.  What course(s) of study must have been pursued in the two years of study?

Paraprofessionals should be able to demonstrate knowledge of and the ability to assist in instructing in the areas of reading, writing, and math, or in “school readiness”[section 1119 (c) (1) (C)].   Paraprofessionals are expected to have a working knowledge of these academic areas. (Also, see item C-2.)

Given that understanding, the State may determine what requirements, if any, it may choose to place on the coursework taken during the two years of study.

B-5.  Do existing paraprofessionals have four years to meet the requirement that paraprofessionals have a secondary school diploma or its equivalent?

No.  Section 1119(e) requires that all paraprofessionals have a secondary school diploma or its equivalent without regard to the date they were hired.  This requirement took effect on the date of enactment of NCLB (January 8, 2002) and was, for the most part, already in effect because the prior law required most paraprofessionals to hold a secondary diploma or its equivalent.

B-6.  Does the new requirement for paraprofessionals (explained in B-1) apply to LEAs or schools that do not receive Title I funds?

No.  If an LEA does not receive Title I funds, the requirements do not apply.  Similarly, if an LEA receives Title I funds, but a school does not receive Title I funds, the requirements do not apply to paraprofessionals working in that school.

B-7. Would a paraprofessional, hired on or before January 8, 2002 and currently working in an LEA in a non-Title I program, be considered a “new” paraprofessional (and subject to the paraprofessional requirements for new paraprofessionals) if that individual is re-assigned to a program supported with Title I funds?

A new paraprofessional is one who is newly hired by an LEA.  If a person is working as a paraprofessional in another school – either a Title I or non-Title I school in the same district - he or she is not considered to be a new paraprofessional, even if he or she transfers to a new school within that district.

B-8.  Do the Title I paraprofessional requirements for new paraprofessionals (explained in B-1) apply to paraprofessionals who are laid off and then recalled?  In other words, are these individuals “new” or “existing” paraprofessionals?

Paraprofessionals who are regularly “pink-slipped” at the end of one school year and then rehired at the beginning of the next school year, with the result that they have continuous years of employment, are considered “existing paraprofessionals,” as their initial hiring date is on or before January 8, 2002.  However, an individual who has a break in service and is re-hired at some later point would be considered a new paraprofessional.

B-9.  How do the new paraprofessional qualification requirements apply to paraprofessionals in a schoolwide program?

The requirements in B-1 apply to all paraprofessionals with instructional duties in a schoolwide program, without regard to whether the position is funded with Federal, State, or local funds.  In a schoolwide program, Title I funds support all teachers and paraprofessionals.

B-10.  How do the new paraprofessional qualification requirements apply to paraprofessionals in a targeted assistance program?

In a Title I targeted assistance program, the requirements in B-1 apply to all paraprofessionals with instructional duties who are paid with Title I funds.

B-11.  What if a person has both instructional and non-instructional duties?

In this case, the person falls under the definition of a “paraprofessional” and must meet the requirements as stated in B-1, because he or she carries out instructional support duties. 

B-12.  What is required if a person performing non-instructional duties becomes an instructional paraprofessional?

In this case, the person is a “paraprofessional” as defined for Title I purposes and must meet the requirements in B-1.  In other words, the individual would have to hold a secondary diploma or its equivalent and meet the new qualification requirements.  However, as an existing employee of the LEA, the individual would have until January 8, 2006 to demonstrate competency through post-secondary education or a formal State or local assessment. 

B-13.  What are the requirements for paraprofessionals who work solely as translators or bilingual aides?

A paraprofessional who is proficient in English and a language other than English and acts as a translator to enhance the participation of limited English proficient children under subpart A of Title I must have a secondary school diploma or its equivalent but does not have to meet the other requirements in B-1.

B-14.  What are the requirements for paraprofessionals, such as home-school liaisons, whose duties consist solely of parental involvement activities?

A paraprofessional with duties that consist solely of conducting parental involvement activities must have a secondary school diploma or its equivalent but does not have to meet the other requirements in B-1.

B-15.  What are the requirements for persons who deal with special education students?

The requirements for persons who deal with special education students differ depending upon the situation.

If a person working with special education students does NOT provide any instructional support (such as a person who solely provides personal care services), the person is not considered a paraprofessional under Title I, and the B-1 requirements do 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 B-1 requirements do apply. 

If a person works in a Title I schoolwide program school and has instructional support duties, the B-1 requirements apply without regard to the source of funding that supports the position.

B-16.  Do the paraprofessional requirements apply to persons paid with funds under Title I, Part B (Student Reading Skills Improvement Grants), Part C (Education of Migratory Children) or Part D (Programs for Children and Youth who are Neglected, Delinquent, or At-Risk)? 

The paraprofessional qualification requirements in B-1 do not apply to individuals paid with funds under Title I, Part B (Student Reading Skills Improvement Grants), Part C (Education of Migratory Children) or Part D (Programs for Children and Youth who are Neglected, Delinquent, or At-Risk), unless these individuals are working in a schoolwide program school.  (See item B-9 for additional information.)

B-17.  Once a paraprofessional has met the requirements in B-1, is the status of being qualified “portable”?  That is, can the paraprofessional be deemed qualified in other LEAs within a State?

A State may, at its discretion, establish a policy whereby qualified paraprofessionals can have reciprocity in the LEAs within the State.

B-18.  What does it mean to “work under the direct supervision of a teacher”?

Paraprofessionals providing instructional support must work under the direct supervision of a teacher [sections 1119(g)(2)(G) and 1119(g)(3)(A)].  A paraprofessional works under the direct supervision of a teacher if (1) the teacher prepares the lessons and plans the instructional support activities the paraprofessional carries out, and evaluates the achievement of the students with whom the paraprofessional is working, and (2) if the paraprofessional works in close and frequent proximity with the teacher.  As a result, a program staffed entirely by paraprofessionals is not permitted.

B-19.  What are the allowable duties for paraprofessionals?

Paraprofessionals may be assigned to (1) provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (2) assist in classroom management; (3) assist in computer instruction; (4) conduct parental involvement activities, (5) provide instructional support in a library or media center; (6) act as a translator, and (7) provide instructional support services [section 1119(g)(2)].

B-20.  Must a paraprofessional who provides services to eligible private school students and is employed by an LEA with Title I funds meet the new requirements?

Yes, such a paraprofessional must meet the requirements outlined in B-1.

B-21.  Must a paraprofessional who provides service to eligible private school students and is employed by an LEA with Title I funds be under the direct supervision of a public school teacher?

Yes, a paraprofessional who provides services to eligible private school students and is employed by an LEA must be under the direct supervision of a public school teacher throughout the duration of the services/program being offered [section 1120(d)(2)].  (See also item B-18.)

To Section C: Paraprofessional Assessment

ESEA: Title I Paraprofessional Non-Regulatory Guidance

November 15, 2002
Draft Guidance from the U.S. Department of Education

Also available as a Word document   (693KB, 11 pgs) or  PDF version    (271KB, 14 pgs)

A.  General Information

A-1.  Title I, as amended by the No Child Left Behind Act, has new requirements for paraprofessionals.  Why is this important?

Properly trained paraprofessionals can play important roles in Title I schools where they can magnify and reinforce a teacher’s effect in the classroom.  Unfortunately, studies (Chambers, et al, 2000) indicate that paraprofessionals are used in many Title I schools for teaching and assisting in teaching when their educational backgrounds do not qualify them for such responsibilities.  NCLB includes higher standards that educators must meet in order to ensure that students who need the most help are taught by highly qualified teachers and paraprofessionals.

A-2.  What is a paraprofessional?

For the purposes of Title I, Part A, a paraprofessional is an employee who provides instructional support in a program supported with Title I, Part A funds. 

This includes paraprofessionals who (1) provide one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher, (2) assist with classroom management, such as organizing instructional and other materials, (3) provide instructional assistance in a computer laboratory, (4) conduct parental involvement activities, (5) provide support in a library or media center, (6) act as a translator, or (7) provide instructional support services under the direct supervision of a teacher [Title I, section 1119(g)(2)].  (Also see items B-11 through B-16)

Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions are not considered paraprofessionals under Title I. 

To Section B: Requirements for Paraprofessionals

Seat Belts, School Buses and Safety:
Other Bus Safety Sites

Here are a few Web sites with good information on school bus safety issues:

• School Bus Driver is a comprehensive Web site created by bus driver and NEA member Frank Hyden.
  
• The National Highway Transportation Administration (NHTSA) Web site not only contains safety information, but also several good eduational brochures which can be downloaded and reproduced for students and parents.
  
• School Bus Fleet Magazine's Web site is a good source of information on pupil transportation issues. The site contains several on-line discussion forums.
  
• Safe Schools is a site that explores a number of safety issues, including seat belts.
  
• The National Coalition for School Bus Safety (NCSBS) advocates for a number of bus safety measures, and is in favor of school bus seat belts.

If you're interested in school safety in general, (not just school bus safety), a good place to start is:

• NEA's School Safety issues page, which containing resources and links to help communities provide a safe and healthy environment for students, both on and off of school grounds.

Seat Belts, School Buses and Safety: Bus Drivers' Comments

Here are some excerpts from a Fall 1998 discussion of the seat belt issue on the ESP mailing list:

"I will reiterate what I have said repeatedly—We, as drivers, need:

1. More support on discipline problems on the bus. That would be very cost effective. It wouldn't cost a thing for the administrators and parents to insist on good, safe bus behavior.

2. We need another person, a monitor on these buses, so that we can concentrate on driving and not on what is happening inside the bus.

3. More training. It is almost impossible for a regular ed driver, who has no training in special needs to maintain control on a bus full of children (some of whom will be special needs). Do you know what it is like to look into your mirror and see a child having a seizure? Especially when you don't know what to do or that even that this child was seizure prone? And this is happening while you are trying to maneuver a 42 ft vehicle down a street! We need to be considered a full part of the educational team in all areas.

4. Less privatization of our buses. Often these drivers are not as well trained or well screened as well as non-privatized drivers.

5. Federal laws passed and strictly enforced regarding the number of children that can be safely transported on a school bus. At present, there are no such laws, only the manufacturer's suggested amount of students, which is capacity plus 20 per cent. This means that a 72 passenger bus can haul as many as 86 children. The law should be no more than two high or middle students per seat and no more than 3 elementary students per seat.

6. Strict enforcement of the no pass while loading/unloading laws. These people who do so should go to jail. "
- Debbie Moore, Georgia

"In Maple Heights city schools, a suburb of Cleveland, Ohio, our school buses all have cell phones. We tried for years to get some kind of communication on the bus, never even having 2-way radios. I remember stopping at people's houses and asking them to make calls for me in an emergency situation. We have put mandatory communications systems in our contract...and have had cell phones for all busses for about 5 years. I no longer drive a bus ( library clerk now) but my old bus-driver friends all agree that the cell phones are absolutely fantastic!"
- Julie, Ohio

"I am a bus driver for Gloucester Township (NJ) for 18 years. I do not belive in the seat belt law. I have seen children get hit in the face, head, etc. Also, if you have 42 little Kindergarten kids on a bus and I get hurt or knocked out, there is no way they can get out. If there was ever a fire I would never be able to get them out safely. It takes only 3 minutes for a bus to burn to the ground."
- Bonnie L Chalfant, New Jersey

"I am a local President of a large ESP unit in Michigan. My local is made up of all ESP classifications, including bus drivers, and while I have never driven a bus, I have represented drivers and their concerns for almost twenty years. I must tell you that I have never met any drivers that suppport the notion of seat belts on buses, for all the reasons that have already been expressed by other drivers here on this list.

I have to share this with you — I once spent an afternoon on a bus run, and what an eye opening experience it was! It took me about five minutes to fully understand that I did not have what it takes to be a school bus driver. I could NEVER, EVER keep one eye on the mirror watching kids, making sure that they stayed in their seats and behaved, while at the same time keeping one eye on the road. School bus drivers are perhaps the most undervalued school personnel in our school family, and frankly, I am not really sure why that is the case."
- Karl Bell, Michigan

The ESProfessionals:
An Action Guide to Help in Your Professional Development

This information has been moved to a new location.

ESEA 2002

For Teachers - Understanding How ESEA Affects Paraprofessionals

The Elementary and Secondary Education Act (ESEA), a federal law, contains several provisions which affect paraprofessionals’ job security and duties. This law is also known as The No Child Left Behind Act. The National Education Association (NEA) and its state affiliates want to make sure that all educators are informed about how ESEA affects paraprofessionals in your school.

All paraprofessionals who work in programs funded by Title I are affected. Paraprofessionals are generally those education support professionals who work with students in an instructional role.

The law affects paraprofessionals in two ways:

A.  Qualifications

All paraprofessionals who work in programs funded by Title I are affected. Paraprofessionals are generally those education support professionals who work with students in an instructional role.

All Title I paraprofessionals must have a high school diploma or the equivalent and prove that they are highly qualified. There are three ways that paraprofessionals may prove they are highly qualified:

1. Complete an associate degree OR
2. Complete two years of college OR
3. Demonstrate knowledge of reading, writing, math, and the ability to assist in instructing these subjects. This demonstration must be met through a state or local academic assessment, which does not necessarily mean a pencil and paper test.

Local school districts may use federal funds to help paraprofessionals meet the new requirements of the federal law.

B.      Duties of paraprofessionals

ESEA says that paraprofessionals may perform these duties:

• Tutoring outside normal class time
• Assisting with classroom management
• Assisting in a computer laboratory, library, or media center
• Translating
• Providing instruction under the direct supervision of a teacher
• Conducting parental involvement activities

Title I paraprofessionals may perform certain functions outside those listed above for the benefit of all students, such as lunchroom, playground or study hall monitoring. However, the portion of the time they spend on these general duties may not exceed that of a non-Title I paraprofessional at the same school.

Local and state regulations may also affect what duties paraprofessionals may perform. Check with your local association to see if these regulations further limit what paraprofessionals may do.

Paraprofessionals who conduct parental involvement activities or translate are exempt from the requirement to be highly qualified.

The new law became official January 8, 2002. paraprofessionals hired after that date must meet these requirements immediately. paraprofessionals hired before that date must prove that they are highly qualified by 2006. New requirements concerning the duties of paraprofessionals went into effect when the act became law.

ESEA and paraprofessionals:
Steps You Can Take Now

The National Education Association and your state association encourage you to:

• Make sure the paraprofessional working in your classroom is covered by ESEA.
• Determine whether the paraprofessional in your classroom was officially hired before or after January 8, 2002.
• Encourage your paraprofessional to meet ESEA’s criteria to maximize their employment opportunities.
• Advocate for the school system to assist paraprofessionals in achieving highly qualified status.
• Assist paraprofessionals in finding time and accessing the funding available through ESEA for their professional development.
• Assure that your paraprofessional is performing duties consistent with ESEA.
• Provide paraprofessionals with information about the law.
• Encourage your paraprofessional to collect documentation of their education, including your high school diploma or GED certificate and transcripts for any college courses taken.
• Assist your paraprofessional with submitting documentation to the school district, encourage them to keep copies. Your local may also want to keep copies in case of layoffs or transfers.
• Encourage state and local officials to take a broad view of assessment of paraprofessionals, to include portfolios, evaluation, work experience, etc.
• Organize efforts to elect lawmakers who support positive changes in ESEA and involve members in those efforts.

What is my Association doing?

As the U.S. Congress was considering ESEA, the National Education Association strongly represented its members’ interests. Through NEA’s advocacy some important changes, including options for paraprofessionals – not just one mandated way – were won to meet the new regulations. The Association is assisting members through bargaining and providing information and workshops. In addition, the Association is working with school and state officials to make sure implementation of ESEA is fair and equitable.

Where can I get more information?

• www.nea.org/esea (website of the National Education Association)
• Your state and local association websites. You can find links to state websites on the NEA website.
• Your local association leaders and UniServ staff.
• www.ed.gov/nclb (website of the U.S. Department of Education)
• Website of your state department of education.
• www.ecs.org (website of the Education Commission of the States)
• www.learningfirst.org (website of the Learning First Alliance)

ESEA 2002

For ESPs – Paraprofessionals and ESEA

The National Education Association (NEA) and its state affiliates want to make sure that you are informed and that your rights are protected. The Elementary and Secondary Education Act (ESEA), a federal law, contains several provisions which affect paraprofessionals’ job security and duties. This law is also known as The No Child Left Behind Act.

NEA developed this information to help you start collecting the data you may need as ESEA is implemented in your state and school district. Below you will find information about what the law provides, how it affects you, steps you should take now, documents you should collect, and where you can find more information.

What’s in the law?

WHO?

All paraprofessionals who work in programs funded by Title I are affected. Paraprofessionals are generally those education support professionals who work with students in an instructional role.

WHEN?

The new law became official January 8, 2002. Paraprofessionals hired after that date must meet these requirements immediately. Paraprofessionals hired before that date must prove that they are highly qualified (see below) by 2006. New requirements concerning the duties of paraprofessionals went into effect when the act became law.

WHAT?

Qualifications

All Title I paraprofessionals must have a high school diploma or the equivalent and prove that they are highly qualified. There are three ways that paraprofessionals may prove they are highly qualified:

1. Complete an associate degree OR
2. Complete two years of college OR
3. Demonstrate knowledge of reading, writing, math, and the ability to assist in instructing these subjects. This demonstration must be met through a state or local academic assessment, which does not necessarily mean a pencil and paper test.

Local school districts may use federal funds to help paraprofessionals meet the new requirements of the federal law.

Duties of paraprofessionals

ESEA says that paraprofessionals may perform these duties:

• Tutoring outside normal class time
• Assisting with classroom management
• Assisting in a computer laboratory, library, or media center
• Translating
• Providing instruction under the direct supervision of a teacher
• Conducting parental involvement activities

Title I paraprofessionals may perform certain functions outside those listed above for the benefit of all students, such as lunchroom, playground or study hall monitoring. However, the portion of the time they spend on these general duties may not exceed that of a non-Title I paraprofessional at the same school.

Paraprofessionals who conduct parental involvement activities or translate are exempt from the requirement to be highly qualified.

ESEA and You:  Steps to Take Now

The National Education Association and your state association encourage you to:

• Check with your school district to see if you work in a program funded by Title I. If your school has a school-wide Title I program and you work in an instructional capacity, you are probably included under ESEA. If your school receives targeted assistance, you are included only if your position is funded by Title I.
• Meet ESEA’s qualifications requirements even if you do not currently work in a Title I program. This will greatly increase your flexibility and job security.
• Determine whether you were officially hired before or after January 8, 2002.
• Collect documentation of your education, including your high school diploma or GED certificate and transcripts for any college courses you have taken.
• Document your conference and workshop attendance as this may help you attain highly qualified status.
• Submit your documentation to your school district. Make sure you keep copies for yourself.
• If you do not currently meet the requirements to be highly qualified, find out what assessment your state or school district has decided to use.
• If you choose to meet the requirements by taking additional college courses, contact local colleges to find out about their programs that may help you become highly qualified.
• Ask your local association what financial assistance your school district provides to employees getting additional education.
• Contact the local education association to find out how you can help elect lawmakers who support positive changes in ESEA.

What is NEA doing?

As the U.S. Congress was considering ESEA, the National Education Association strongly represented its members’ interests. The Association is assisting members through bargaining and providing information and workshops. In addition, the Association is working with school and state officials to make sure implementation of ESEA is fair and equitable.

Where can I get more information?

• www.nea.org/esea (website of the National Education Association)
• Your state and local association websites. You can find links to state websites on the NEA website.
• Your local association leaders and UniServ staff.
• www.ed.gov/nclb (website of the U.S. Department of Education)
• Website of your state department of education.
• www.ecs.org (website of the Education Commission of the States)
• www.learningfirst.org (website of the Learning First Alliance)

ESEA 2002

For Local Leaders - Understanding How ESEA Affects Paraprofessionals

The National Education Association (NEA) and its state affiliates want to make sure that your members are informed and their rights are protected. The Elementary and Secondary Education Act (ESEA), a federal law, contains several provisions which affect paraprofessionals’ job security and duties. This law is also known as The No Child Left Behind Act.

NEA developed this information to help you assist paraprofessionals as they collect the data they may need as ESEA is implemented in your state and school district. Below you'll find information about what the law provides, how it affects paraprofessionals, steps to take now, and where to find more information.

What’s in the law?

WHO?

All paraprofessionals who work in programs funded by Title I are affected. Paraprofessionals are generally those education support professionals who work with students in an instructional role.

WHEN?

The new law became official January 8, 2002. Paraprofessionals hired after that date must meet these requirements immediately. Paraprofessionals hired before that date must prove that they are highly qualified (see below) by 2006. New requirements concerning the duties of paraprofessionals went into effect when the act became law.

WHAT?

Qualifications

All Title I paraprofessionals must have a high school diploma or the equivalent and prove that they are highly qualified. There are three ways that paraprofessionals may prove they are highly qualified:

1. Complete an associate degree OR
2. Complete two years of college OR
3. Demonstrate knowledge of reading, writing, math, and the ability to assist in instructing these subjects. This demonstration must be met through a state or local academic assessment, which does not necessarily mean a pencil and paper test.

Local school districts may use federal funds to help paraprofessionals meet the new requirements of the federal law.

Duties of paraprofessionals

ESEA says that paraprofessionals may perform these duties:

• Tutoring outside normal class time
• Assisting with classroom management
• Assisting in a computer laboratory, library, or media center
• Translating
• Providing instruction under the direct supervision of a teacher
• Conducting parental involvement activities

Title I paraprofessionals may perform certain functions outside those listed above for the benefit of all students, such as lunchroom, playground or study hall monitoring. However, the portion of the time they spend on these general duties may not exceed that of a non-Title I paraprofessional at the same school.

Paraprofessionals who conduct parental involvement activities or translate are exempt from the requirement to be highly qualified.

State and local regulations may also affect duties that paraprofessionals may perform. Make sure your local has a copy of relevant provisions.

ESEA and Your Local:
Steps to Take Now

The National Education Association and your state association encourage you as a local association leader to:

• Use ESEA as an opportunity to provide services to members and to encourage others to join the Association.
• Survey current paraprofessionals to assess their professional development needs.
• Bargain or advocate for local policies that provide paraprofessionals with financial and time resources to meet the law’s requirements.
• Provide paraprofessionals with information about the law.
• Assess which paraprofessionals are covered by the provisions of ESEA.
• Assist paraprofessionals with finding out when they were officially hired.
• Encourage paraprofessionals to collect documentation of their education, including high school diploma or GED certificate and transcripts for any college courses taken.
• Assist paraprofessionals with submitting documentation to the school district, encouraging them to keep copies. Your local may also want to keep copies in case of layoffs or transfers.
• Work with local colleges to make available to members low-cost courses to help paraprofessionals meet ESEA requirements.
• Encourage state and local officials to take a broad view of assessment of paraprofessionals to include portfolios, evaluation, work experience, etc.
• Organize efforts to elect lawmakers who support positive changes in ESEA and involve members in those efforts.

What is my Association doing?

As the U.S. Congress was considering ESEA, the National Education Association strongly represented its members’ interests. Through NEA’s advocacy some important changes, including options for paraprofessionals – not just one mandated way – were won to meet the new regulations. The Association is assisting members through bargaining and providing information and workshops. In addition, the Association is working with school and state officials to make sure implementation of ESEA is fair and equitable.

Where can I get more information?

• www.nea.org/esea (website of the National Education Association)  
• Your state and local association websites. You can find links to state websites on the NEA website.
• Your local association leaders and UniServ staff.
• www.ed.gov/nclb (website of the U.S. Department of Education)
• Website of your state department of education.
• www.ecs.org (website of the Education Commission of the States)
• www.learningfirst.org (website of the Learning First Alliance)

ESEA 2002

For Administrators - Understanding How ESEA Affects Paraprofessionals

The Elementary and Secondary Education Act (ESEA), a federal law, contains several provisions which affect paraprofessionals’ qualifications and duties. This law is also known as The No Child Left Behind Act. The National Education Association (NEA) and its state affiliates want to make sure that all educators are informed about this new law.

This brochure includes information about what the law provides, to how it affects paraprofessionals in your school, steps you should take now, and where you can find more information.

What’s in the law?

WHO?

All paraprofessionals who work in programs funded by Title I are affected. Paraprofessionals are generally those education support professionals who work with students in an instructional role.

WHEN?

The new law became official January 8, 2002. Paraprofessionals hired after that date must meet these requirements immediately. Paraprofessionals hired before that date must prove that they are highly qualified (see below) by 2006. New requirements concerning the duties of paraprofessionals went into effect when the act became law.

WHAT?

Qualifications

All Title I paraprofessionals must have a high school diploma or the equivalent and prove that they are highly qualified. There are three ways that paraprofessionals may prove they are highly qualified:

1. Complete an associate degree OR
2. Complete two years of college OR
3. Demonstrate knowledge of reading, writing, math, and the ability to assist in instructing these subjects. This demonstration must be met through a state or local academic assessment, which does not necessarily mean a pencil and paper test.

Local school districts may use federal funds to help paraprofessionals meet the new requirements of the federal law.

Duties of paraprofessionals

ESEA says that paraprofessionals may perform these duties:

• Tutoring outside normal class time
• Assisting with classroom management
• Assisting in a computer laboratory, library, or media center
• Translating
• Providing instruction under the direct supervision of a teacher
• Conducting parental involvement activities

Title I paraprofessionals may perform certain functions outside those listed above for the benefit of all students, such as lunchroom, playground or study hall monitoring. However, the portion of the time they spend on these general duties may not exceed that of a non-Title I paraprofessional at the same school.

Paraprofessionals who conduct parental involvement activities or act as translators are exempt from the requirement to be highly qualified.

State and local regulations may also affect the duties that paraprofessionals may perform.

ESEA and paraprofessionals:
Steps You Can Take Now

The National Education Association and your state Association encourage you to:

• Make sure all paraprofessionals in your school know if they are working in a position covered by ESEA.
• Determine whether the paraprofessionals in your school were officially hired before or after January 8, 2002.
• Survey paraprofessionals to find out whether they are currently “highly qualified” as defined in ESEA.
• Provide conference and workshop opportunities that will assist paraprofessionals in achieving highly qualified status.
• Consider bargaining or advocating for local policies that provide paraprofessionals with financial aid and time resources to meet the law’s requirements.
• Advocate for the school system to assist paraprofessionals in achieving highly qualified status.
• Assist paraprofessionals in finding time and accessing the funding available through ESEA for their professional development.
• Contact the local education association to find out how you can help elect lawmakers who support positive changes in ESEA.
• Assure that paraprofessionals are performing duties consistent with ESEA.

What is NEA doing?

As the U.S. Congress was considering ESEA, the National Education Association strongly represented the interests of public schools. The Association is assisting members through bargaining and providing information and workshops. In addition, the Association is working with school and state officials to make sure implementation of ESEA is fair and equitable.

Where can I get more information?

• www.nea.org/esea (website of the National Education Association)
• Your state and local association websites. You can find links to state websites on the NEA website.
• Your local association leaders and UniServ staff.
• www.ed.gov/nclb (website of the U.S. Department of Education)
• Website of your state department of education.
• www.ecs.org (website of the Education Commission of the States)
• www.learningfirst.org (website of the Learning First Alliance)

ESEA and Paraprofessionals

The Elementary and Secondary Education Act (ESEA) authorizes and regulates the majority of federal K –12 education programs. Congress first enacted the law in 1965 to improve achievement among poor and disadvantaged students. Every five to six years, Congress must reauthorize the law; however, Congress allocates funds annually. Over the years Congress has amended and added to the original law in order to raise standards, build in accountability and provide flexibility to schools and districts in the use of federal education dollars so that they can continue to help disadvantaged children. 

The most recent reauthorization of the law, The Elementary and Secondary Education Act (ESEA), renamed the No Child Left Behind (NCLB) Act of 2001, established laudable goals -- high standards and accountability for the learning of all children, regardless of their background or ability.

However, the law must be fundamentally improved and federal lawmakers need to provide adequate funding if NCLB is to achieve its goal. Congress has to reauthorize the legislation in 2007, offering an opportunity to make it more workable and more responsive to the real needs of children.

NEA is in the forefront of the effort to improve the No Child Left Behind Act. We have developed a comprehensive Positive Agenda for the ESEA Reauthorization that spells out detailed recommendations to make the law better. (Read more.)

Changes for paraprofessionals

Title I is the largest and best known program in ESEA, although it is only one of many programs in the law. Paraprofessionals play a central role in many Title I programs. Working alongside teachers, they provide the extra academic support that students will need to meet the new high standards of achievement.

In the past, paraprofessionals funded by Title I were only required to have a high school diploma, and there were no limits on their duties. ESEA 2001 contains some significant changes involving the paraprofessionals’ qualifications and duties. Just as with teachers, the law lists new educational requirements in order to continue as or become a Title I paraprofessional. In addition, the new ESEA law specifically list the duties that paraprofessionals may perform.

NEA- ESP - FAQ's about ESEA

This information has been replaced with a new page, "ESEA: Title I Paraprofessional Non-Regulatory Guidance" . If your browser does not automatically take you to the new address within a few seconds, click on this link.

Custodial Issues: Workload, work hours, and work schedules

• Team cleaning 
• Workload (square footage) 
• Full-time vs. part-time
• Privatization
• Shift abuses and wage and hour law

As school districts face continuing pressures to cut costs, custodial and maintenance work has come under increasing scrutiny. While some cost-cutting has been accomplished through genuine improvements in efficiency, there have been many short-sighted efforts to save money - approaches to cost-cutting which are harmful to the school districts' physical plants, to students' education, and to the employees involved. According to American School and University Magazine's 27th annual Maintenance and Operations cost study, "...decades of deferred maintenance, insufficient building upkeep procedures, and years of siphoning dollars from maintenance budgets have significantly contributed to the current condition of our nation's schools."

Team cleaning

Team cleaning is a method in which specialists are trained for specific parts of the cleaning process - restroom cleaning, vacuuming, etc. School districts around the country have been turning to team cleaning in an attempt to cut custodial costs. But team cleaning is a technique that was developed for use in empty office buildings. A article in Cleaning and Maintenance Magazine (October 1997) points out that team cleaning is less effective in other kinds of settings, like schools.

The basic problem is that schools are very different than office buildings, and the responsibilities of school custodians are very different than those of office cleaners. Privatizing Public Schools - A Closer Look, a recent report issued by the Michigan Education Association, found that if the Lansing, Michigan high school custodians performed the entire set of duties of a group of contract cleaners in the Lansing Sears store, they would only be doing 41.7% of their jobs!

The bottom line - take a very hard look at team cleaning in school settings. Often it is merely a way of disguising a speed-up that makes it hard for custodians to perform the full variety of duties that are needed to maintain a quality learning environment in schools.

• Here's a table comparing the duties of Lansing School custodians with those of Lansing Sears store cleaners.

Workload (square footage)

Some school districts encourage the idea that there is a national square footage standard which applies to school custodians - a standard amount of floor space that a custodian should be responsible for on an 8-hour shift. Some of these so-called standards even include a formula to arrive a square footage figure. But most square footage guidelines come from the duties involved in cleaning commercial office spaces, which are very different that those of a school custodian. (For an example of the differences, see a comparison of Lansing School custodians with those of Lansing Sears cleaners).

In fact, there is no national square footage standard for school custodians. Not only is there a tremendous difference between schools and commercial cleaning, but there are great variations in conditions and duties from one school to another. Any standard which tried to take this into account would involve so many variables that it would probably be unworkable.

Full time vs. part time

Some school districts try to save money by replacing full-time custodial positions with part time jobs that offer reduced or no fringe benefits. Districts can certainly save money in the short term by not paying for health insurance and other benefits. But in the long term this practice hurts more than the custodians involved. Part-time employees are more likely to be newer employees. They are less likely to know the students and staff they work with, and have less of a commitment to the schools they work in.

Privatization

Custodial and maintenance employees are among the likeliest targets for privatization in school districts. We believe that privatization, including the privatization of school support jobs, is a threat to public education because privatization undermines the school-community link. There is less, not more, accountability to the residents of the school district and their elected representatives. If that work is being done by private contractors there is less, not more, oversight. We feel that privatization is a serious enough threat to public education to merit its own section in this Web site. For more information:

• Go to thePrivatization issue page. 

Shift abuses and wage and hour law

Public school employees fall under the provisions of the Federal Fair Labor Standards Act (FLSA), but many school districts do not fully understand or comply with FLSA requirements. For instance, in general the FLSA requires public school employers to pay at least one and one-half times the employees' regular rates of pay for all hours worked over 40 in the workweek. (Under certain conditions they may receive compensatory time off at a rate of not less than one and one-half hours for each overtime hour worked, instead of cash overtime pay, and may accumulate up to 240 hours of compensatory time.) The law can be complicated, but general guidance is available on the Web. (Specific questions should be referred to Association staff, or to the nearest U.S. Dept. of Labor Wage and Hour Division office.) For more information:

• Go to the U.S. Department of Labor's FLSA Advisor.

School districts sometimes switch custodians' shifts and work schedules, even in mid-week, to avoid having to pay overtime. Constantly changing schedules are both a great personal inconvenience and a health hazard, and this issue should be addressed through bargaining.

Custodial Issues: Safety and Health

• Building maintenance and indoor air quality 
• Occupational safety and health
• Security of buildings, of other staff, and students  

Not only must custodians maintain schools' physical facilities, but they are often responsible for school security as well. At the same time, custodians are exposed to many occupational hazards, from working on ladders and staging to dealing with hazardous chemicals and contagious diseases. In some school districts budget pressures have led to cuts in custodial staff. These cuts are short-sighted for at least two reasons – they lead to the physical deterioration of facilities, and expose custodians to greater safety risks, as jobs which should be done by at least two people are attempted by custodians working alone.

Below we've assembled some resources that will help custodians and others deal with custodial safety and health concerns.

Building maintenance and indoor air quality

Deferred maintenance in the past can cause problems in the present, problems that custodians and other support staff must contend with. Among the findings of American School and University (AS&U) magazine's 27th annual M&O (maintenance and operations) cost study: "..decades of deferred maintenance, insufficient building upkeep procedures, and years of siphoning dollars from maintenance budgets have significantly contributed to the current condition of our nation's schools." Inadequate maintenance is one of the contributing causes of poor indoor air quality (IAQ), a serious problem in many schools. For more information, read AS&U's 31st maintenance and operations cost study    (PDF, 7 pg) April 2002.

Occupational safety and health

Here are several places to start for information on occupational safety and health issues:

• The Occupational Safety and Health Administration (OSHA) is a good source of information on safety on the job, including in schools.
• The Material Safety Data Sheet Web page, and the Vermont SIRI Web site have links to hundreds of thousands of MSDs's, both in print and on the Internet.
• The Red Book -- Exposure to Blood on the Job: What School Employees Need to Know, a booklet from NEA's Health Information Network, contains basic information that every school employee should know about dealing with the hazards of blood-borne diseases, including Hepatitis B and C, and HIV. This will give you information and resources you need to protect yourself and your students from diseases transmitted by blood. It can be downloaded in English  and Spanish  versions.
  > http://neahin.org/resources/2004%20Red%20Book.pdf
  

Security of buildings, other staff, and students

Whether or not a school district has its own security staff, custodians bear a large responsibility for building security. Custodians are also often in a position to observe student behavior and spot potential problems settings where there are no teachers. Here are two links for more information:

• NEA's School Safety issue page contains resources and links to help communities provide a safe and healthy environment for students, both on and off of school grounds.
• The U.S. Department of Education's Safe and Drug-free Schools Program Web site features publications, funding opportunities, and organizations that can help keep our schools and communities safe.

Custodial Issues

Budget pressures, aging buildings, school violence, privatization, safety and health concerns- there are a lot of forces that are having an impact on school custodians. Custodians make up the bulk of the Building and Grounds Maintenance/Repairs job group, the second largest of NEA's 9 ESP job groups.

In this section on custodial issues, we've collected information and links to resources on some of the most important concerns of custodians and other school buildings and grounds maintenance workers. Follow the links below to learn more about:

Workloads, Work Hours, and Work Schedules:  How to deal with questions about who does the work, how its organized, and when its done. Safety and Health: Custodians are responsible not only for their own safety and health, but also that of students and co-workers.  Professional Development: Organizations and resources to help do the job better.

Custodial Issues

A Comparison of the Duties of Lansing (MI) Eastern High School Custodians With Those of the Lansing Sears Cleaning Staff

(Source: Michigan Education Association, Privatizing Public School Services - A Closer Look)