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Draft Guidance from the U.S. Department of Education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