Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Introduction

Everyone who works in a public school today knows that paraeducators play a major role in educating students with disabilities. The Individuals with Disabilities Education Improvement Act (commonly referred to as IDEA 2004) also recognizes the important role that paraeducators have in providing services to students with disabilities.

The purpose of this booklet is to provide paraeducators and Association leaders and staff with information about IDEA 2004 that can be used to build knowledge and skills for advocacy. IDEA 2004 guarantees a free, appropriate public education for all students, regardless of the nature or severity of their disabilities. IDEA 2004 is important to paraeducators for many reasons, the most important being:

• It continues to recognize the role of paraeducators in providing services to students with disabilities. Prior to the 1997 amendments, there was no recognition of that role in the federal legislation.
• It highlights the necessity for standards in the training and supervision of paraeducators.
• It supports the involvement of paraeducators as part of the team that provides educational services to children with disabilities.
• It encourages professional development opportunities for paraeducators

These "Paraeducators and IDEA 2004 " pages in the NEA ESP Web site are based on the NEA ESP Quality print publication, "Paraeducators and IDEA 2004 - Knowledge, Skills and Advocacy - A Training Guide." You can download the entire publication. (PDF, 500kb)

IDEA 2004 acknowledges the important role paraeducators play in educating students with disabilities by emphasizing appropriate training and supervision. States must develop laws, regulations, or written policies governing the appropriate training and supervision of paraeducators who work with students with disabilities. IDEA 2004 does not specify exactly what that training and supervision should look like. However, because state laws, regulations, and policies are critical to the work and welfare of all paraeducators, state and local Associations should keep them in mind during all contract negotiations.

All education support employees should receive training—not just paraeducators. All of us who work in education know that the pool of employees working with students with disabilities is expanding and it is our belief—and hope—that future legislation will recognize the need for such training.

Paraeducators and IDEA 2004—Knowledge, Skills, and Advocacy provides Association leaders and staff and paraeducators with information about IDEA 2004 and why IDEA 2004 requirements that affect paraeducators are met. The booklet is organized around several important topics related to paraeducators and IDEA 2004:

• Recognizing and defining the role of paraeducators in serving students with disabilities
• Promoting paraeducator training Promoting appropriate supervision of paraeducators
• Promoting certification for paraeducators in states where no requirements exist
• Examining compensation issues
• Understanding discipline Requirements
• Understanding IDEA 2004 Terminology

The discussion of each topic is intended to be used by paraeducators for self-study and as a resource for local Association professional development and other training programs for Association leaders and staff, paraeducators, teachers, and others on the education team.

To next Section: "Recognizing and Defining the Role of Paraeducators"

Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Understanding IDEA 2004 Terminology

Why This Topic Is Important to Paraeducators

  Too often in education, unexplained terms and jargon are used that can undermine effective communication. Even worse, terms and acronyms are sometimes used inappropriately. When people find themselves unsure of what a term or phrase means, they may hesitate to ask for clarification so as not to appear uninformed.

You want to be sure you are doing your job properly. An understanding of the commonly used terms found in IDEA 2004 will help you discuss and share information relevant to students with disabilities. You should familiarize your self with the glossary in the following section.

How to Understand IDEA 2004—A Short Glossary of Terms

Assistive technology device —any item, piece of equipment, or product system—whether acquired commercially off the shelf, modified, or customized—that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted or the replacement of that device.

Assistive technology service —any service that directly assists a student with a disability in the selection, acquisition, or use of an assistive technology device. This term covers:

• Evaluating the needs of the student, including a functional evaluation of the student in his or her customary environment.
• Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices by such student.
• Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing, or replacing assistive technology devices.
• Coordinating and using other therapies, interventions, or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs.
• Providing training or technical assistance for a child with a disability, or, where appropriate, the family of the child.
• Providing training or technical assistance for professionals (including individuals providing education and rehabilitation services), employers, or other individuals who provide services to, employ, or are otherwise substantially involved in the major life functions of the child [emphasis added]. This would include paraeducators.

Child with a disability —a child evaluated in accordance with the requirements of IDEA as having mental retardation, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, and/or deaf-blindness or multiple disabilities, and who, by reason of the preceding condition(s), needs special education and related services.

Equipment —includes machinery, utilities, built-in equipment and any necessary enclosures or structures to house such machinery, utilities or equipment, and all other items necessary for the functioning of a particular facility for the provision of education services to students with disabilities. Such items include instructional equipment and necessary furniture; printed, published, and audiovisual instructional materials; telecommunications, sensory, and other technological aids and devices; and books, periodicals, documents, and other related materials.

Free appropriate public education —often referred to as FAPE, this includes special education and related services that are provided at public expense, under public supervision and direction, and without charge; that meet the standards of the state education agency; that include an appropriate preschool, elementary school, or secondary school education; and that are provided in conformity with the individualized education program.

Individualized education program —often referred to as the IEP, this is a written statement for a child with a disability that is developed, reviewed, and revised in accordance with IDEA’s requirements. The IEP team includes parents, teachers, and others who are deemed, by either the agency or the parents, to have special knowledge or expertise regarding the student. Paraeducators often fall into the category of those having special knowledge or expertise of a student.

Individualized family service plan —a written plan for providing early intervention services to infants and toddlers. The contents of the plan include:

• Statement of the infant’s or toddler’s present level of development in the following areas: physical, cognitive, communication, social or emotional, and adaptive. This statement shall be established using objective criteria.
• Statement of the family’s resources, priorities, and concerns relating to the enhancement of the child’s development.
• Statement of the measurable results or outcomes to be achieved, including pre-literacy and language skills, as developmentally appropriate for the child, and the criteria, procedures, and timelines used to determine progress toward the results or outcomes and whether modifications or revisions are necessary .
• Statement of specific early intervention services based on peer-reviewed research, to the extent practicable, necessary to meet the infant’s or toddler’s and the family’s unique needs, including the frequency, intensity, and method of delivering services.
• Statement of natural environments in which early intervention services will appropriately be provided, including a justification of the extent, if any, to which any services will not be provided in a natural environment.
• Projected dates for initiation of services and the anticipated length, duration, and frequency of the services.
• Identification of service coordinator from the profession most immediately relevant to the infant’s, toddler’s, or family’s needs, who will be responsible for the implementation of the plan, and the coordination with other agencies and persons, including transition services.
• Steps to be taken to support the transition of the toddler with a disability to preschool or other appropriate services.

Individuals with Disabilities Education Improvement Act —often referred to as IDEA 2004, the major federal education program for students with disabilities. IDEA 2004 remains in effect until it is reauthorized. It contains comprehensive requirements and authorizes state and local aid for special education and related services for children with disabilities.

Related services —transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability in benefiting from special education. This includes:

• Early identification and assessment of disabling conditions in children.
• Developmental, corrective, and supportive services including speech-language pathology and audiology services; psychological, physical, and occupational therapy; recreation, including therapeutic recreation; social work services; counseling services including rehabilitation counseling; and orientation and mobility services.
• Medical services included in related services shall be for diagnostic and evaluation purposes only. Related services do not include a medical device that is surgically implanted, the optimization of device functioning, maintenance of the device, or replacement of such a device.

Supplementary aids and services —aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.

[Source: Definitions section of IDEA, located in Volume 20 United States Code Section 1401.]

Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Understanding Student Discipline Requirements

Why This Topic Is Important to Paraeducators

  Many paraeducators work with students with disabilities whose behavior may put themselves, other students, and staff at risk. Myths abound regarding discipline of students with disabilities—the most common being that it is not allowable to discipline these students. For their safety and that of their students, you must be well versed in understanding how students with disabilities may be disciplined under IDEA 2004. The discipline provisions under IDEA 2004 [20 U.S.C. §1415] are as follows:

• Adds new authority for school personnel . School personnel can remove students with disabilities who violate school rules for up to 10 school days without provision of educational services. (This assumes that a nondisabled student would be disciplined in a similar way.) IDEA 2004 allows school personnel to consider, on a case-by-case basis, any unique circumstances when determining whether to order a change in placement for a student with a disability who violates school rules.
• Establishes a new standard for special circumstances . A student with disabilities who carries or possesses weapons or drugs to or at school, on school premises, or at a school function, or who has inflicted bodily injury upon another person while at school, on school premises, or at a school function can be placed by school personnel in an interim alternative educational setting for up to 45 school days. IDEA 2004 allows hearing officers to remove a student for up to 45 school days if school personnel document that maintaining the current placement is substantially likely to result in injury to the child or to others.
• • Identifies the placement during appeals . During appeals regarding placement or manifestation determinations, IDEA 2004 requires students to remain in the interim alternative educational setting pending the determination of a hearing officer through an expedited hearing.

How IDEA 2004 Discipline Provisions Affect Paraeducators

IDEA 2004 emphasizes the importance of safe schools in its references to discipline. A decision as to whether a student with disabilities will be disciplined must be documented. You should appreciate the need to document inappropriate behavior in order to support the imposition of discipline on a student with disabilities. Documentation is necessary to protect the student with disabilities, to protect other students, and to protect the paraeducator and other staff.

You may need to advocate for proper understanding and implementation of IDEA 2004 discipline provisions. This may include advocating for training in documenting student behavior and other techniques that support the discipline requirements. What can you do to ensure that discipline incidents are documented appropriately?

The suggested activities that follow are intended to be coordinated with the assistance of your local Association and UniServ staff. Study the activities below and discuss them with your colleagues, local Association leadership, and UniServ staff. With the assistance of your local and/or state Association leaders and staff, develop an action plan to promote an understanding of discipline and appropriate documentation techniques for paraeducators.

Learn how to Document Behavior—Advocacy Activities To Be Coordinated with Local Association Leadership

Learn how to document properly, in an efficient and businesslike manner.

• Ask your school district for training in appropriate documentation techniques.
• Understand the importance of establishing a paper trail that will reflect the behaviors a student has exhibited, which would indicate a concern that the student is likely to cause harm to him or herself or others.
• Request training in areas necessary for your own safety and that of your students, especially if you believe that you need additional training in discipline procedures.

Document student behavior on a regular basis and share this information with the education team.

• File an incident report whenever a student you are working with physically or verbally assaults either you or others.
• Document intervention strategies that are effective in diminishing or eliminating a particular inappropriate student behavior. If it is well documented that a student is able to stop a certain behavior, this information will be important in considering whether the behavior is a manifestation of the student’s disability. Under IDEA 2004, behavior that is not considered a manifestation of the student’s disability can be disciplined using the relevant disciplinary procedures applicable to children without disabilities.
• Document intervention strategies that are ineffective in diminishing or eliminating a particular inappropriate behavior. If a strategy does not appear to be working, review the techniques involved to be sure the strategy is being carried out appropriately. If the IEP team determines that a strategy is being carried out appropriately but it is still ineffective, the team needs to consider alternative approaches to address the behavior.
• Document the results of alternative behavioral intervention strategies that are being used.
• Report all threats.
• Communicate observations and concerns to the other educators working with the student.

To next Section: "Understanding IDEA Terminology"

Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Examining Compensation Issues

Why This Topic Is Important to Paraeducators

  As states enhance the training requirements for paraeducators under IDEA 2004, the financial impact of those requirements on paraeducators should be addressed. The following questions must be answered:

• Who is going to assume the costs associated with the training?
• Will the additional qualifications provided paraeducators by professional development programs be recognized with increased compensation?

Financial recognition for professional growth is not a new concept in education. Compensation in areas compensated by IDEA 2004 must be dealt with at the state and local levels.

How to Advocate for Compensation in Areas Affected by IDEA 2004

IDEA 2004 emphasizes the importance of appropriate preparation and training, but does not specifically address compensation for paraeducators in these areas. You may need to advocate for compensation. When negotiating and/or advocating with school boards and/or building teams, make sure that you have stressed the importance that IDEA 2004 assigns to training in supporting achievement for students with disabilities. Encourage your state and local Association to help you advocate and/or negotiate for appropriate compensation.

What can you do to help make sure that IDEA 2004 is implemented in your state in a manner that is good for you, your students, and your school? What can you do to help others understand and acknowledge the importance of providing compensation in areas affected by IDEA 2004?

The suggested activities that follow are intended to be coordinated with the assistance of your local Association and UniServ staff. Study the activities below and discuss them with your colleagues, local Association leadership, and UniServ staff. With the assistance of your local and/or state Association leaders and staff, develop an action plan to promote appropriate compensation for paraeducators.

Negotiating Compensation— Advocacy Activities to be Coordinated with Local Association Leadership

  Negotiate and/or advocate for paraeducator compensation with the school district.

• Insist that paraeducators are paid for time spent in training.
• Encourage school districts to offer training programs at no cost to paraeducators.
• Consider asking for additional compensation based on the amount of training you have completed.
• Recommend that new training requirements be phased in, so that current employees have time to meet the requirements.
• Identify the types of professional development training (e.g., experience, on-the-job, inservice, college, technical course work, etc.) that will qualify for additional compensation.

Suggesting Funding Sources— Advocacy Activities to be Coordinated with Local Association Leadership

Make sure that school district administrators are aware of possible funding opportunities in the state that can be used to provide training for paraeducators.

• Encourage the school district to find out if the state department of education or state board of education has applied for and received a federal State Personnel Development Grant. If your state has received one of these grants, request that local leaders ask in writing how much money was awarded and how much money will be used specifically for the training of paraeducators.
• Ask school district officials to encourage the state department of education or state board of education to prepare a State Personnel Development Grant that includes training for paraeducators.

To next Section: "Understanding Student Discipline Requirements"

Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Promoting State Certification for Paraeducators

Why This Topic Is Important to Paraeducators

Many states in which credentialing for paraeducatorshas been inadequate or nonexistent are now considering certification and licensing of paraeducators. While IDEA 2004 does not mandate a federal system of paraeducator certification, it does make clear that states must have written policies, regulations, or laws regarding the certification of paraeducators. You should be involved in identifying what those policies, regulations, or laws should look like.

Some paraeducators who work with students with disabilities also may fall under the requirements of the No Child Left Behind Act (NCLB). In such cases, you would need to meet the "highly qualified" provisions of that law. Paraprofessionals hired after January 8, 2002, who work in a Title I funded program must meet the NCLB requirements immediately. Paraprofessionals hired before that date must prove they are highly qualified by the end of the 2005–2006 school year.

All Title I paraprofessionals must have a high school diploma or the equivalent—including those who serve as translators or who conduct parental involvement activities. Those paraprofessionals whose duties include providing instructional support and who were hired after January 8, 2002, must prove that they are highly qualified by meeting one of the following requirements [Title I, section 1119(c) and (d)]:

• Completed at least two years of post-secondary study at an institution of higher education.
• Obtained an associate’s (or higher) degree.
• Met a rigorous standard of quality and demonstrated through a state or local academic assessment, knowledge of and the ability to assist in teaching reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).

[ Note: Individuals who work in food services, cafeteria or playground supervision, personal care services, noninstructional computer assistance, and similar positions are not considered paraprofessionals under Title I.]

How to Promote Certification for Paraeducators

Paraeducators are practical people. They want states to develop sensible policies, laws, and regulations that will ensure appropriate training and supervision. Under IDEA 2004, each state must develop written policies, laws, or regulations that establish a standard of preparation for paraprofessionals who work with students with disabilities. If your state lacks such written policies, laws, or regulations, now is the time to step forward and offer to help write them. If you do not provide your insights, the laws, regulations, or policies for training or certification may be developed by people who lack first-hand knowledge about the work you perform.

Paraeducators may need to advocate for licensure or certification. What can you do to help make sure that IDEA 2004 is implemented in your state in a manner that is good for you, your students, and your school? What can you do to promote paraeducator certification?

The suggested activities that follow are intended to be coordinated with the assistance of your local Association and UniServ staff. Study the activities below and discuss them with your colleagues, local Association leadership, and UniServ staff. With the assistance of your local and/or state Association leaders and staff, develop an action plan to promote appropriate certification for paraeducators.

Promoting Appropriate Standards—Advocacy Activities to be Coordinated with Local Association Leadership

Review certification and/or licensure policies in the state, and— as appropriate— suggest changes.

• Investigate state laws, regulations, and/or policies regarding paraeducator standards or certification. NEA has much of this information and can put you in touch with the right person in your state to gather more.
• Become aware of the work that NEA’s Paraeducator Work Group has undertaken to develop standards for paraeducators. NEA was a member of the Education and Training Voluntary Partnership that developed standards for paraeducators.  The document, Skill Standards for Frontline Workers in Education and Training— Paraprofessionals, Paraeducators, Teacher Assistants, Child Care Workers— Working in General Education, Special Education, Early Childhood Care and Education     (PDF, 397kb, 96pgs) may be downloaded from the Web.
  
• Consider working through your local and state Association to develop a proposal for new laws or regulations to be adopted by the state board of education if you and your colleagues believe your state’s existing laws are inadequate.
• Encourage your state to adopt laws or regulations that strengthen paraeducator pre-service preparation, professional development, and supervision. Review certification requirements that exist in other states to determine if they might be adopted in your state.

To next Section: "Examining Compensation Issues"

Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Promoting Appropriate Supervision of Paraeducators

Why This Topic Is Important to Paraeducators

Paraeducators want to be sure they are doing their jobs properly. Proper supervision helps you provide quality services to students with disabilities.

IDEA 2004 acknowledges that only paraprofessionals who are appropriately trained and supervised should be allowed to provide services to students with disabilities. Although the law requires adequate supervision of paraprofessionals, it fails to address the question of who is to provide such supervision.

Appropriate supervision enhances your ability to effectively perform your duties. One key to adequate supervision of paraeducators is that those who are assigned such supervisory responsibilities have been prepared for those responsibilities. Objective, knowledgeable, and well-trained supervisors who take the time not only to direct but also to listen are essential if your skills are to be maximized.

How to Promote Paraeducator Supervision

IDEA 2004 emphasizes the importance of properly supervised paraprofessionals. To this end, you may need to advocate for proper supervision. What can you do to help make sure that IDEA 2004 is implemented in your state in a manner that is good for you, your students, and your school? What can you do to help others understand and acknowledge the importance of providing proper supervision to paraeducators?

The suggested activities that follow are intended to be coordinated with the assistance of your local Association and UniServ staff. Study the activities below and discuss them with your colleagues, local Association leadership, and UniServ staff. With the assistance of your local and/or state Association leaders and staff, develop an action plan to promote appropriate supervision for paraeducators.

Spreading the Word—Advocacy Activities to be Coordinated with Local Association Leadership

  Make sure that the school community understands the importance of appropriate paraeducator supervision.

• Remind school district personnel that IDEA 2004 requires appropriate training and supervision of all paraeducators who provide services to students with disabilities.
• Find out who has supervisory responsibility in your district and school. Although the law requires proper supervision of paraeducators, it does not say who should provide such supervision. It is important that your supervisor has been prepared to be a supervisor.

Suggest ways to enhance supervisory experiences.

• Insist that when teachers or related service personnel serve as supervisors, their supervisory functions be limited to program implementation — including planning, assigning duties, and monitoring paraeducators’ assigned duties. They should not be responsible for hiring, firing, or disciplining paraeducators. Those duties belong to the administration.
• Recommend that individuals who serve in supervisory roles have adequate training in carrying out their responsibilities.
• Make sure that job descriptions describe specific roles and responsibilities for both paraeducators and their supervisors. Supervision is enhanced when roles are defi ned. For example, it should be clear that you assist the educator (e.g., the educator develops the lesson plan and you implement a part of the plan).
• Encourage your district to offer professional development opportunities jointly to teacher and paraeducator teams. For example, professional development opportunities that focus on effective communication skills among adults working with students with disabilities may maximize the quality of service you provide.

To next Section: "Promoting State Certification for Paraeducators"

Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Promoting Paraeducator Training

Why This Topic Is Important to Paraeducators

Properly trained paraeducators play an important role in reinforcing and enhancing teacher effectiveness in the classroom. Lack of training may impede your ability to help students succeed. You should never be put in situations for which you have little or no training.

IDEA 2004 recognizes the importance of well trained paraprofessionals. Qualifications for paraeducators who work with students with disabilities must be consistent with any state-approved or state-recognized certification, licensing, or registration program or with other comparable requirements that apply to them. States must establish and maintain qualifications to ensure that you are appropriately and adequately prepared and trained, and that you have the content knowledge and skills to serve children with disabilities. Each state also must adopt a policy that includes a requirement that local education agencies take measurable steps to recruit, hire, train, and retain highly qualified personnel to provide special education and related services to children with disabilities.

Funding for such training can come from the new State Personnel Development Grant program authorized in IDEA 2004, which provides federal funds through a competitive grants program. Funds may be used to improve paraeducator knowledge of effective educational practices . These grants require states to include a plan that identifies and addresses state and local needs for preparation and professional development of personnel—including paraeducators—who serve students with disabilities.

Additional funding for paraeducator training may be available in school districts— referred to as local education agencies (LEAs) in the law—that use IDEA 2004 funds to provide early intervening services for students not identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. Training activities include professional development.

How to Promote Paraeducator Training

Professional development for paraeducators is a relatively new concept. Because of the emphasis in IDEA 2004 on properly trained paraeducators, you must be provided with the preparation and ongoing professional development you need to be effective.

You may need to advocate for high quality training opportunities. What can you do to help make sure that IDEA 2004 is implemented in your state in a manner that is good for you, your students, and your school? What can you do to help others understand and acknowledge the importance of providing training to paraeducators?

The suggested activities that follow are intended to be coordinated with the assistance of your local Association and UniServ staff. Study the activities below and discuss them with your colleagues, local Association leadership, and UniServ staff. With the assistance of your local and/or state Association leaders and staff, develop an action plan to promote training opportunities for paraeducators.

Becoming Informed—Advocacy Activities to be Coordinated with Local Association Leadership

Find out if the school district and/or state offers paraeducator training opportunities.

• Contact your state department of education or state board of education to ask how the State Personnel Development Plan will address the training needs of paraeducators.
• Ask for a copy of any memos the state department of education or state board of education may have sent to local school administrators regarding the issue of appropriate training and supervision of paraeducators. This is extremely important, because policy decisions are frequently formulated in such memos, and you might not other wise be aware of decisions that pertain to the training and supervision of paraeducators.

Explore funding possibilities that may be available to paraeducators.

• Find out if your state department or board of education has applied for and received a federal State Personnel Development Grant. If your state has received one of these grants, request that your local leaders ask in writing how much money was awarded and how much money will be used specifically for the training of paraeducators.
• Attend the meetings of your school board’s budget committee and find out how much money is being allocated for paraeducator training. Remind committee members of the IDEA 2004 requirement that paraeducators must be appropriately trained in order to assist in the provision of special education and related services to students with disabilities.

Spreading the Word—Advocacy Activities to be Coordinated with Local Association Leadership

Make sure state and local decision makers know about the training requirements in IDEA 2004 and that they have taken steps to implement plans.

• Write letters to your state department of education or state board of education urging that strong language on training for paraeducators be included in the State Personnel Development Plan. Offer to provide paraeducator assistance in drafting the language.
• Write to the chairs of your state House and Senate education committees and tell them what IDEA 2004 says about training. Ask them to take testimony from paraeducators about their training needs.
• Contact the state to find out how the IDEA 2004 requirement that each state must establish and maintain qualifications to ensure that the personnel who are necessary to carry out the requirements of IDEA are appropriately and adequately prepared and trained has been addressed. Those personnel qualifications state that properly trained and supervised paraprofessionals and assistants may be used to assist in the provision of special education and related services to children with disabilities [20 U.S.C. 1412(a) (14)(B)(iii)].

Make paraeducator training needs known to the local Association.

• Organize meetings of paraeducators in your school to brainstorm about training needed to help them meet the needs of children with disabilities. Make sure this information is sent to the administrators responsible for staff professional development, reminding them that IDEA 2004 requires that paraeducators who assist in the provision of special education and related services to students with disabilities be appropriately trained in accordance with your state’s qualification requirements.
• Raise concerns about being asked to perform tasks for which you have not been adequately trained or for which you are not adequately supervised. In such cases, reference the requirement for appropriate training under IDEA 2004. Cite the best interests of the students as well as issues of liability for the school district.
• Survey paraeducators to find out whether or not they have received appropriate training for their tasks. Forward the survey results to administrators, school board members, and the state department of education or state board of education as evidence of the kind of training needs that must be met.
• Network with paraeducators in other districts to learn about training they have received. Document your findings for your own administrators and ask for similar training if necessary or appropriate.

Troubleshooting—Advocacy Activities to be Coordinated with Local Association Leadership

Document cases in which paraeducators are expected to perform duties for which they are not properly trained.

• Seek guidance from Association leaders and/or UniServ staff. Paraeducators who are required to perform a task without training should perform the task rather than risk a charge of insubordination. You should also immediately consult Association leaders or your UniServ director for guidance as to whether training should be provided for the particular task and how to proceed in seeking such training. If there is a pattern in your school of assigning tasks without adequate training or supervision, contact your local Association and/or UniServ director to request assistance.
• Consult with your UniServ director regarding concerns about being asked to perform tasks for which paraeducators have not been adequately trained and for which they are not adequately supervised. In such cases, reference the requirement for appropriate training under IDEA 2004 and cite the best interests of the students as well as issues of liability for the school district. Such issues may be a subject for bargaining.
• Determine if lack of training is affecting job security for paraeducators in your school district. If school districts have not provided adequate training, make sure that paraeducators are not receiving negative evaluations for failure to perform such duties adequately.

To next Section: "Promoting Appropriate Supervision of Paraeducators"

Paraeducators and IDEA 2004 -
Knowledge, Skills and Advocacy

Recognizing and Defining the Role of Paraeducators

Paraeducators, whose numbers total more than 770,000 in public school districts across the country, play an increasingly important role in improving student achievement by supporting and assisting certified and licensed educators in instructional and other direct services. More than 71 percent of paraeducators provide services to students with disabilities.

IDEA 2004—which uses the term paraprofessionals to refer to paraeducators—acknowledges the important role that you play in helping students with disabilities maximize their achievement. First in the 1997 amendments to IDEA, and now in the 2004 reauthorization, paraprofessionals who are appropriately trained and supervised (in accordance with state law, regulation, or written policy) are recognized as personnel who may assist in the provision of special education and related services to students with disabilities [20 U.S.C. 1412(a)(14)]. IDEA 2004 does not define the term paraprofessional nor does it define what paraprofessionals do.

The entire school community must understand the role and acknowledge your contribution as a paraeducator, as an equal and essential member of the education team. It is equally important that administrators and supervisors acknowledge the parameters IDEA 2004 establishes for you in carrying out your role. By law, you are only to assist in providing services to students with disabilities. You must also have the necessary tools—proper training and supervision—to meet the needs of students in the most effective ways.

How to Recognize and Define the Role of Paraeducators

Historically, you have provided your services in isolation with limited resources and support. This mindset must be changed to embrace you as an equal and essential member of the professional education team.

Paraeducator roles and responsibilities should be made clear. IDEA 2004 acknowledges the important role that properly trained paraeducators play, but it also seeks to place some parameters on how you should perform your role. Paraeducators only should assist in the provision of services under the supervision of certified educators, they are not to replace licensed educators. Further, to meet the needs of students with disabilities in the most effective way, you must have proper training and supervision.

You may need to advocate for the recognition and definition of your role. What can you do to help make sure that IDEA 2004 is implemented in your state in a manner that is good for you, your students, and your school? What can you do to help others understand and acknowledge the importance of paraeducators?

The suggested activities that follow are intended to be coordinated with the assistance of your local Association and UniServ staff. Study the activities below and discuss them with your colleagues, local Association leadership, and UniServ staff members. With the assistance of your local and/or state Association leaders and staff, develop an action plan to promote the recognition and importance of your role in supporting the achievement of students with disabilities.

Becoming Informed—Advocacy Activities to be Coordinated with Local Association Leadership

Review documents to ensure accuracy and appropriateness of content.

• Review your state’s current laws, regulations, and written policies regarding the appropriate training and supervision of paraeducators. Make sure they have been updated to reflect IDEA 2004 provisions.
• Review the language in your contract, school policies, and school mission statement to see if references to paraeducators and their roles are included. If not, use the relevant sections from IDEA 2004 to propose that new language be included. Make specific note of §300.156 in the IDEA 2004 amendments, which refer to personnel qualifications.
• Determine whether there are written job descriptions for paraeducator positions in your school district and whether they appropriately identify paraeducators’ roles and the training and supervision required for those positions. Use such references to advocate for additional support, if necessary. If the job descriptions do not refer to training and supervision, propose to your supervisors and administrators that those job descriptions be revised to comply with IDEA 2004. [ Note : NEA recommends the use of results-oriented job descriptions, which, in addition to describing what a paraeducator does (the tasks), also describe what the paraeducator accomplishes (the results). NEA’s Results-Oriented Job Descriptions: How Paraeducators Help Students Achieve describes the development process and provides examples of paraeducator job descriptions. This document is available on the NEA Web site at www.nea.org .

Review common school district practices to ensure appropriateness of paraeducators’ roles and responsibilities.

• Talk with paraeducators in your school district to determine whether they are assisting in the provision of services or working independently. Make clear to all paraeducators that IDEA 2004 requires that they assist, not replace , licensed educators, and that assistance must comply with the law.
• Request that paraeducators in your school district make lists of assignments for which they feel inadequately trained or supervised. After consulting with your local and state Association leadership and staff, make sure the lists are presented to supervisors, administrators, and school board members, with the reminder that IDEA 2004 requires that paraeducators be appropriately trained and supervised.

Spreading the Word—Advocacy Activities to be Coordinated with Local Association Leadership

Help educate the school community about IDEA 2004.

• Write an article for your local or state Association newspaper explaining how IDEA 2004 affects the role of paraeducators.
• Circulate a letter to paraeducators, teachers, administrators, and school board members highlighting the most relevant sections of IDEA 2004. Reference §300.156 of the IDEA 2004 amendments, which permits paraprofessionals who are appropriately trained and supervised (in accordance with state law, regulations, or written policy) to assist in the provision of special education and related services to children with disabilities.

Make sure that education team members understand the important role paraeducators play and how they might support paraeducators in carrying out their duties.

• Make sure administrators, teachers, and other staff members know that paraeducators with direct and extensive responsibility for providing services to students have a “need to know” and should have access to relevant information about any student with whom they work (e.g., individualized education program—commonly called an IEP— that references special medical needs).
• Speak with the special education teachers or other professional educators who convene IEP meetings in your school. Discuss the fact that, under IDEA 2004, individuals with knowledge about or special expertise in working with a child may be included on the IEP team [20 U.S.C. §1414]. Stress the importance of your presence at IEP meetings.
• Ask for information about your school’s policy regarding contact with parents. If such contact is prohibited, ask for an explanation.
• Consult with your UniServ director regarding questions, problems, concerns, or information on the Federal Fair Labor Standards Act (FLSA) about compensation for work (e.g., attending meetings) completed outside of school hours.

To next Section: "Promoting Paraeducator Training"

NEA Paraeducator Handbook

Providing Ongoing Professional Development

NEA believes that professional development should be required throughout the career of education support professionals. Professional development programs should provide equal opportunities for these employees to gain and improve the knowledge and skills important to their positions and job performance. Professional development programs should assure that appropriate education employees have a decisive voice at every stage of planning, implementation, and evaluation.

There are many reasons why ongoing professional development— defined here as the process of enhancing one’s personal growth and job skills and improving one’s job performance in order to contribute to outstanding educational results for students—is important for paraeducators. One of the most compelling reasons is that student achievement depends on rigorous standards and a knowledgeable education team. To have high standards for students, there must be high standards for the staff members who work with them.

Appropriate training is vital to the quality of paraeducator participation in the entire program of any state or school district. Paraeducators are concerned about their access to professional development programs because they know that they need to keep up with changes in curriculum and technology just as other professionals must. Decision makers in every school district that employs paraeducators should understand that need and they should do all in their power to fulfill it.

Conceptualizing Professional Development for Paraeducators

Professional development programs are meant to provide opportunities for paraeducators to gain knowledge and skills that will enhance their professional growth. In turn, paraeducators use their newly developed skills and knowledge, thereby increasing their contributions within the educational community.

There are a variety of ways in which professional development can be obtained, ranging from a smorgasbord model to a systematic approach to learning. In the smorgasbord model, participants take classes or workshops on many different topics. These experiences are often of short duration, do not cover material in depth, and are not sequential. A systematic approach provides an organized way to structure learning. Educational opportunities begin with a foundation of basic knowledge, skills, and competencies, followed by more purposeful learning that builds on previous experiences. This model of professional development enables the paraeducator to take part in classes that become progressively more focused, in-depth, and tailored to the individual job situation or career goals.

NEA supports a professional development continuum for paraeducators. The continuum provides pathways of professional growth. Whereas a career ladder implies only one accepted route to continued learning for everyone, a career continuum allows individuals to choose from among different routes that meet their needs and interests.

The career continuum can be broken into two main parts:

• Programs that are required of all paraeducators. Required pathways involve qualifications and preservice training, basic competencies, skills and knowledge, and ongoing professional development.
• Optional programs that allow individuals to choose their own routes to continued professional growth. Optional pathways might include credentials (such as state registration, state licensing, or certification), degrees (either one-year diploma programs or two-year associate’s degree programs), or teacher certification.

Making Ongoing Professional Development Available

Paraeducators are team members who are responsible for assisting in the delivery of instruction and other direct services. This requires systematic communication, on-the-job training, inservice training, teacher/paraeducator training, and conference activities. In addition, career development and advancement, including financial support for further education, should be elements of a comprehensive professional development approach.

Potential delivery systems for professional development include:

• Paraeducator inservice sponsored by the school district
• Teacher inservice, sponsored by the school district, in which paraeducators are full participants
• Universities, community colleges, and technical institutes
• Educational service districts
• Business, professional, and community organizations
• National, state, and local Associations
• UniServ offices or councils
• Private vendors

Districts may wish to partner with other organizations to establish professional development programs. The section below, Examples of Professional Development Programs for Paraeducators, contains brief descriptions for two programs. Although these examples are by no means exhaustive in form or detail, they may be helpful to state or local Associations and school districts involved in organizing programs.

There are many ways in which paraeducators can grow in their professions. A variety of professional development options should be provided in order to support paraeducators’ work and the diverse needs of students and to allow for career mobility and flexibility.

It is particularly important that paraeducators receive the training necessary not only to assist in ongoing programs, but also to become knowledgeable about their responsibilities and rights. The section below, Suggested Topics for Paraeducator Professional Development, presents a listing of possibilities.

Being Knowledgeable about Federal and State Regulations Related to Professional Development

Some states and school districts, acknowledging the importance of professional development for all education professionals, have built training into their standards for paraeducators. It is important to remember that in states where ongoing training is part of an authorization program for paraeducators, no matter how the training is offered, it must be appropriately documented.

As was discussed in Chapter 4, in some cases, states and/or local districts working in collaboration with the state may provide professional development opportunities for paraeducators who qualify under NCLB and/or IDEA 2004 provisions. Paraeducators may want to investigate whether their state and/or school district offers such opportunities.

Suggested Topics for Paraeducator Professional Development

• Child development
• Ethical, medical, and technical issues
• Behavior management and discipline
• Developmentally appropriate practices
• Instructional strategies
• Team building skills for teachers and Paraeducators
• Confidentiality and ethics
• Stress management
• Basic computer skills
• Data collection
• Conflict resolution
• Reporting child abuse
• First aid
• Characteristics of specific disabilities
• Suctioning
• Intermittent catheterization
• Blood-borne pathogens
• Specialty care (lifting, back care, etc.)
• CPR

Examples of Professional Development Programs for Paraeducators

Peer Assistance Program: Shoreline School District

Goal: To provide training for paraeducators who wish to assist those peers who are struggling in their job performance.

Description: This is an example of a paraeducator peer mentor training program worked out by agreement between an ESP bargaining unit, Shoreline Educational Support Professionals Association, and its school district. Education support professionals who apply for membership in a peer mentor pool are given training focused on responsibilities of peer mentors, coaching techniques and strategies, confidentiality, communication and feedback skills, and appropriate roles of those employed in secretarial and paraeducator positions. A paraeducator or supervisor may request peer assistance, which is available according to need, and the employee’s performance is monitored as the peer monitoring progresses.

Contact:

Donna Lurie, UniServ Representative, WEA-Cascade
Washington Education Association
7104 NE 181st Street, Suite 106
Kenmore, WA 96028
Voice: 425-486-7101
E-mail: dlurie@netsplash.com

ESP Certificate Program: WEA Professional Development Academy, Inc. (a nonprofit corporation affiliated with the Wisconsin Education Association Council)

Goals: To provide education support professionals with professional development that is high quality, structured, and relevant. Multiple levels provide a learning process that is rigorous and progressively focused.

Description: Level I consists of 40 hours in core curriculum areas and electives. Core areas include such topics as communications and legal and ethical issues. Electives include such topics as professional roles and responsibilities and technology. Level II consists of an additional 80 hours in the completion of an individual learning plan, specialization in one or two areas of interest, and a final project. The academy administers the program and the instruction is provided by school districts, technical colleges, universities, cooperative educational service agencies, and professional associations.

Contact:

Debra Berndt, Director
WEA Professional Development Academy, Inc.
P.O. Box 8003
Madison, WI 53708-8003
Voice: 800-362-8034
E-mail: BerndtD@weac.org
Web: www.weac.org

NEA Paraeducator Handbook

Ensuring Appropriate Training and Supervision

NEA believes that paraeducators play an increasingly critical role in improving student achievement by supporting and assisting certificated/licensed educators in both instructional and other direct services. Further, NEA believes that all paraeducators, not just special education paraeducators, should be appropriately trained and supervised.

 Properly trained paraeducators play an important role in reinforcing and enhancing a teacher’s effectiveness in the classroom. In preparing for their professional roles and responsibilities, paraeducators should have sufficient preparation and training.

Preparing to Become a Paraeducator

NEA recommends that all paraeducators be given the chance to acquire the basic competencies, skills, and knowledge necessary for their positions. Competencies are identified skills and/or knowledge that an individual must have in order to perform a specific job. Core competencies are those knowledge and skills that all paraeducators should have. Examples include:

• Knowledge of roles and responsibilities
• Communication skills
• Behavior management skills
• Knowledge of growth and development
• An understanding of legal and ethical issues
• Instructional strategies
• An understanding of diversity and equity issues

In addition to core competencies, there are specialized competencies for specific job responsibilities. Specialized competencies might include skills and knowledge in:

• Early childhood/intervention
• Students with disabilities
• English as a second language
• Transition programs
• Technology
• Health and safety
• Physical therapy (for students with disabilities)
• Occupational therapy (for students with disabilities)

Some paraeducators may need to meet specific preparation requirements. IDEA 2004 states that personnel standards for paraeducators who provide services to children with disabilities must be in accordance with state law, regulations, or written policy (see "Being Aware of Laws and Regulations Affecting Paraeducators"). In addition, paraeducators who are covered under NCLB provision requirements for highly qualified paraprofessionals should make sure that they have appropriate training as determined by the state.

Becoming Credentialed— Registration, Certification, and Licensing

Depending on the position, there may be state and/or local requirements that paraeducators must meet before they can practice. These requirements are called credentials. The most common credentials that paraeducators may need are:

• Registration: Paraeducators file their names, addresses, and qualifications with a government agency before beginning to work. Paying a fee or posting a bond may be required.
• Certification: Paraeducators who meet a state’s predetermined standards have the right to use an occupation title (right to title). Without certification, paraeducators can perform the occupational duties but may not use the occupation title.
• Licensing: Under these regulations, it is illegal for paraeducators to work without meeting state or federal standards.

Requirements typically vary from state to state, and the terms "registration," "certification," "licensing," and "training program completion" may have different connotations from state to state.

NEA was a member of the Education and Training Voluntary Partnership that developed standards for paraeducators. The document, Skill Standards for Frontline Workers in Education and Training— Paraprofessionals, Paraeducators, Teacher Assistants, Child Care Workers— Working in General Education, Special Education, Early Childhood Care and Education   (PDF, 397kb, 96pgs) may be downloaded from the Web.

Completing Formal Training

In addition to registration, certification, and licensing, paraeducators may be able to complete a training program—an entry-level program of structured learning—that satisfies requirements for specific competencies. Some technical colleges or community colleges offer programs of study for paraeducators that lead to a diploma or associate’s degree. Many such programs allow credit for appropriate related work experience.

Diploma programs can usually be completed within one year if the student is enrolled on a full-time basis. Classes that might be offered in such programs include:

• Managing classroom behavior
• Technology in the classroom
• Child and adolescent development
• Overview of special education

Associate’s degree programs can usually be completed within two years if the student is enrolled on a full-time basis. Many of these programs focus on preparing individuals for careers as paraeducators in early childhood education. Some programs also provide the foundation for further study at a four-year college.

The section below, Selected Paraeducator Preparation Programs, provides examples of formal training programs. Although these examples are by no means exhaustive, they may be helpful to state or local Associations and school districts that are involved in organizing programs. Paraeducators should check with their state to determine the availability of programs in their area.

Orienting Paraeducators to Their Jobs— School District Preservice Training

In addition to making sure that any applicable requirements set forth in NCLB are met, school districts will want to ensure that paraeducators are qualified for their positions. Prior to beginning work with students, paraeducators should receive an orientation. Such preservice training should include information about job responsibilities, district policies, and other relevant information. The section below, Preservice Orientation Training Topics, provides examples of topics that school districts might consider when planning orientation programs.

During the first two days at the job site, paraeducators should receive orientation training. At a minimum, they should be provided with the following:

• Introduction to building site policies
• Review of procedures and services
• Opportunity to observe and work alongside a mentor in the same position (job shadowing)
• Introduction to classroom curricula, rules, and Procedures
• School behavior management plan
• Specific student information

Deciding to Become a Teacher

For many individuals, being a paraeducator is their chosen career. However, the experience may lead some to a desire and determination to become a teacher. In fact, school systems increasingly are finding the ranks of paraeducators to be an excellent source from which to recruit teachers. In such cases, paraeducators may choose to participate in traditional teacher education programs or to pursue alternative pathways that lead to teacher certification.

In programs that do not involve school districts, paraeducators may take evening, weekend, and summer classes at a college or university to earn a bachelor’s degree, or they might opt for a teacher education program that leads to certification. Other programs involve a collaborative effort among a school district, the local Association or union, and a college or university. Some of these programs may allow paraeducators to use their current employment situation as a practicum, thereby gaining college credit for the work they perform. Check with your local/state Association regarding programs. It is important to note that IDEA 2004 provides some funding for alternative route special education teacher certification programs that serve qualifying paraeducators.

Preservice Orientation Training Topics

  New paraeducator orientation prior to working with students should include:

• Paraeducator roles and responsibilities
• District overview
• District policies and procedures
• District discipline policy
• District educational jargon
• Confidentiality
• Safety and emergency procedures
• Employment or contract information

Selected Paraeducator Preparation Programs

California: California State University, Long Beach. The university offers three programs for paraeducators.

(1) Paraeducator to Educator: A School-University Preservice Partnership Program
Goals: To recruit paraeducators from underrepresented populations and prepare them to teach students with disabilities at school district sites; to provide support to paraeducators that ensures their ability to remain in school; and to refine the relationships among the school districts, local community colleges, and the university. The program leads to a B.S. degree and eventual teaching credential.

Description: Under a grant from the U.S. Department of Education, Office of Special Education and Rehabilitative Services, this three-year program prepares selected paraeducators from selected school districts in Southern California to work with students with disabilities in regular and special education K–12 settings. Participants commit to teach for two years for every year funded.

(2) Paraeducator Partnership Project
Goals: Sixty paraeducators from the Long Beach Unified School District will receive tuition and support for preparation to teach students with disabilities in special education settings.

Description: Due to the success of the Paraeducator to Educator project (described above) another grant was written, also funded by the U.S. Department of Education, Office of Special Education and Rehabilitative Services. The four-year project assists paraeducators in attaining education and training through tuition coverage and support.

(3) Paraeducator Training Course
Goals: To provide training in a broad variety of subjects pertinent to working with students in school settings; to increase the knowledge and skills for paraeducators’ present positions; and to act as a stepping stone for those wanting to continue their education and become teachers.

Description: A three-unit, upper division level college course, utilizing curriculum developed by the National Resource Center for Paraprofessionals in Education and Related Services. Each course is tailored to meet the needs of the particular school district and is taught at district sites by faculty in the Department of Occupational Studies at California State University, Long Beach. Course topics include communication and problem solving, working as a member of an instructional team, the instructional process, human development, legislation, special education, working with families, appreciating diversity, and emergency procedures.

Contact:

Cynthia Hutten-Eagle, Director
Paraeducator Training Program
Department of Occupational Studies
California State University, Long Beach
1250 Bellflower Boulevard
Long Beach, CA 90840-5601
Voice: 562-985-4688
E-mail: chutten@csulb.edu

Maine: Educational Technician Authorization System: Approved Study Maine Department of Education

Goal: To enable paraeducators (known as educational technicians or ed techs) to obtain training required to perform certain types of professional work in Maine schools.

Description: Approved study is defined as inservice training or other training, as long as it is documented, new learning and related to the educational technician’s job. Individual school districts may establish an educational technician’s authorization system to be chaired and run by educational technicians themselves. Although the educational technician authorization is required for all paraeducators, it does not guarantee employment, nor does it guarantee a specific level of compensation, benefits, or course reimbursements for those who are employed. These are subjects for collective bargaining.

Contact:

Joan Morin
MEA UniServ Director
35 Community Drive
Augusta, ME 04330
Voice: 800-452-8709, ext. 337
Fax: 207-623-2129
E-mail: jmorin@nea.org

Nebraska: Project PARA: Training Resources for Paraeducators University of Nebraska-Lincoln, Teachers College

Goals: To provide school-based preservice training programs for special education paraeducator personnel and to develop model procedures and materials to support school programs in providing systematic school-based preservice training.

Description: The program provides essential and accessible training for paraeducators through self-study focusing on preservice, inservice, and on-the-job training. Eight topic units are offered, including roles and responsibilities of paraeducators; developing instructional skills; observing and recording student performance; and effective communication with students, teachers, and other professionals. Communication via Internet is an integral part of the program. Two instructional videotapes for training paraeducators and supervisors are available for sale and may be ordered through the program contacts.

Contacts:

Stanley F. Vasa and Allen L. Steckelberg, Co-Directors
3181 Barkley Center
University of Nebraska-Lincoln
Lincoln, NE 68583
Voice: 402-472-5494 or 402-472-5491
E-mail: svasa1@unl.edu or als@unl.edu

New Mexico: Teacher Education Program
College of Santa Fe

Goals: To provide an opportunity for teaching assistants to obtain a B.A. in elementary or secondary education. Students are supervised in their place of employment. Applicants already holding a B.A. degree qualify for elementary or secondary standard licensure and elementary, secondary, or special education alternative licensure. Applicants already holding an M.A. degree qualify for school counseling licensure, community counseling licensure, or educational administrative licensure.

Description: The program meets New Mexico entry-level competencies for licensure in each area. Classes are offered at special evening and weekend reduced tuition rates and take place in late afternoons, on weekends, and during the day in the summer.

Contact:

Sandra Rodriguez
Director, Education Department
1600 St. Michael’s Drive
Santa Fe, NM 87505
Voice: 800-456-2673, ext. 6338 or 505-473-6338
E-mail: srodriguez@csf.edu 
Web: www.csf.edu

Rhode Island: Teacher Assistant Training Program
Rhode Island Department of Education

Goals: To enable paraeducators to meet standards for teacher assistants employed in Rhode Island school districts. This training is required for all teacher assistants who have not been employed previously in that position in Rhode Island public schools; do not hold teacher assistant certification in another state; do not hold a B.A. or associate degree; and have not completed training consistent with the teacher assistant program standards. Ongoing professional development is a condition of continued employment for teacher assistants in Rhode Island.

Description: Specific training programs for teacher assistants offered by a school district or other agency must be approved by the state department of education and must provide documentation or equivalent evidence that individuals who complete the program meet specific standards and indicators set forth by the department. The standards include professionalism in communication and collaboration with colleagues, families, and related agencies; support of teachers; support of a positive learning environment; and knowledge of health, safety, and emergency procedures.

Contact:

Doris Anselmo
Rhode Island Department of Education
Office of Teacher Preparation, Certification, and Professional Development
Shepard Building
255 Westminster Street
Providence, RI 02903
Voice: 401-222-4600, ext. 2252
E-mail: ride1503@ride.ri.net
www.ridoe.net and www.ritap.org

To next Section: "Providing Ongoing Professional Development"

NEA Paraeducator Handbook

Being Aware of Laws and Regulations Affecting Paraeducators

The National Education Association strongly represented its members’ interests as the U.S. Congress was considering amendments to the Elementary and Secondary Education Act in 2001 and the Individuals with Disabilities Education Improvement Act in 2004. The Association is assisting members through bargaining, providing information and workshops, and working with school and state officials to make sure implementation of NCLB and IDEA 2004 is fair and equitable .

In recent years, two federal laws—IDEA 2004 and NCLB—have acknowledged the role of some paraeducators. In both laws, the term paraprofessional is used instead of paraeducator. Paraeducators who are referenced in IDEA 2004 and NCLB need to be aware of the requirements and opportunities pertaining to them . Many state and local Associations are working to meet the requirements for paraeducators in IDEA 2004 and NCLB. Paraeducators are encouraged to contact NEA, their state Association/ union, or their UniServ director for specific information. Following is a brief overview of how the two laws affect certain paraeducators.

Learning about IDEA 2004 Requirements

IDEA 2004 guarantees a free, appropriate public education for all students, regardless of the nature or severity of their disability. IDEA 2004—which uses the term paraprofessionals to refer to paraeducators—acknowledges the important role that paraeducators play in helping students with disabilities maximize their achievement (see below, Why IDEA 2004 is Important to Paraeducators).

First in the 1997 amendments to IDEA and now in the 2004 reauthorization, paraeducators who are appropriately trained and supervised (in accordance with state law, regulation, or written policy) are recognized as personnel who may assist in the provision of special education and related services to students with disabilities [20 U.S.C. 1412(a)(14)]. IDEA 2004 does not define the term paraprofessional nor does it define what paraprofessionals do.

IDEA 2004 makes clear that states must have written policies, regulations, or laws regarding the certification of paraeducators who provide services to students with disabilities. States must establish qualifications to ensure that paraeducators are appropriately prepared and trained to serve children with disabilities.

IDEA 2004 allows school districts— which the law refers to as local education agencies ( LEAs)—to use paraeducators to assist in the provision of special education and related services to children with disabilities, provided the paraeducators are appropriately trained and supervised. IDEA 2004 stops short of defining paraeducator training and supervision, leaving that determination to the respective states

Why IDEA 2004 Is Important to Paraeducators

• It continues to recognize the role of paraeducators in providing services to students with disabilities. Prior to the 1997 amendments, there was no recognition of that role in federal legislation.
• It highlights the necessity for standards in the training and supervision of paraeducators.
• It supports the involvement of paraeducators as part of the team that provides educational services to children with disabilities.
• It encourages professional development opportunities for paraeducators.

States, however, must adopt a policy that requires school districts to take measurable steps to train qualified personnel. Such training must comply with personnel standards for paraeducators in accordance with state law, regulations, or written policy.

IDEA 2004 authorizes State Personnel Improvement Grants [20 U.S.C. §1415]—a new program that provides federal funds through a competitive grants program to states. Funds may be used to improve paraeducator knowledge of effective educational practices. These grants require states to include a plan that identifies and addresses state and local needs for preparation and professional development of personnel—including paraeducators—who serve students with disabilities.

Additional funding for paraeducator training may be available in school districts that use IDEA 2004 funds to provide early intervening services for students not identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. Training activities include professional development.

Becoming Aware of NCLB Requirements

NEA has consistently sought to guarantee every child an equal opportunity to succeed in our nation’s public schools. The Elementary and Secondary Education Act (ESEA), enacted in 1965 to provide guidance and funds to K–12 schools, was reauthorized in 2001 as the No Child Left Behind Act (NCLB). At the heart of NCLB is the goal of ensuring that students, especially those who need the most help, are taught and served by highly qualified teachers and paraeducators. In general, paraeducators should be familiar with:

• Who is covered under the definition of paraprofessional
• General NCLB requirements for paraprofessionals
• Funding support for paraprofessionals under NCLB
• Local’s/district’s policies and plans

Definition of Paraprofessional

All paraeducators who work in programs funded by Title I of NCLB are affected. The requirements do not apply to paraeducators in local education agencies or schools that do not receive Title I funds. Paraprofessionals are generally those education support professionals who work with students in an instructional role. For the purposes of Title I, a paraprofessional is an employee who provides instructional support in a program supported with Title I, Part A funds. According to NCLB [Title I, section 1119(g )(2)], this definition applies to paraeducators who:

• Provide one-to-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher;
• Assist with classroom management, such as organizing instructional and other materials;
• Provide instructional assistance in a computer laboratory;
• Provide support in a library or media center;
• Act as a translator; [ Note: There are special requirements for paraprofessionals who are proficient in English and a language other than English and who act as translators to enhance the participation of limited English proficient children under Title I, Part A.]
• Conduct parental involvement activities; [ Note: There are special requirements for these paraprofessionals.]
• Provide instructional support services under the direct supervision of a teacher who meets the highly qualified requirements of NCLB, working in close and frequent proximity to the teacher.

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

General NCLB Requirements for Paraprofessionals

NCLB became effective on January 8, 2002. Paraprofessionals hired after that date (who are working in a Title I funded program) must meet these requirements immediately.

Paraprofessionals hired before that date must prove that they are highly qualified by the end of the 2005–2006 school year. [ Note: Originally, the deadline for paraprofessionals to meet this requirement was January 2006. NEA was successful in getting the deadline extended, which was a major accomplishment.] New requirements concerning the duties of paraeducators went into effect when the act became law.

All Title I paraprofessionals—including those paraprofessionals who serve as translators or who conduct parental involvement activities—must have a high school diploma or the equivalent. Those paraprofessionals whose duties include instructional support and who were hired after January 8, 2002, must prove that they are highly qualified by meeting one of the following requirements [Title I, section 1119(c) and (d)]:

• Completed at least two years of post-secondary study at an institution of higher education;
• Obtained an associate’s (or higher) degree;
• Met a rigorous standard of quality and demonstrated through a state or local academic assessment, knowledge of and the ability to assist in teaching reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).

The section below, NCLB and the Paraeducator: Steps to Take Now, presents suggestions that will help paraeducators prepare to meet the NCLB requirements. In addition, the publication ESEA: Title I Paraprofessional Non-Regulatory Guidance describes the specifics of these requirements in greater detail.

NCLB and the Paraeducator: Steps to Take Now

The National Education Association and state Associations encourage you to:

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

Funding Support for Paraprofessionals

Local school districts may use federal funds to help paraprofessionals meet the new requirements of the federal law. For example, local education agencies ( LEAs) must allocate funds for professional development activities to ensure that paraprofessionals meet the qualification requirements. LEAs also may use their general Title I funds to support ongoing training and professional development to assist paraprofessionals.

In addition, LEAs may use Title II, Part A (Improving Teacher Quality State Grants) funds to provide training for paraprofessionals in certain cases. These monies are intended to provide professional development activities that improve the knowledge of teachers and principals relating to academic subjects taught and/or effective instructional strategies, methods, and skills. Paraprofessionals may be included in such activities, as appropriate.

ESEA: Title I Paraprofessional Non-Regulatory Guidance— Funding Issues describes in greater detail the specifics of these requirements.

To next Section: "Ensuring Appropriate Training and Supervision"

NEA Paraeducator Handbook

Supporting Paraeducator Professionalism

Paraeducators are committed to their profession. Consider these facts: On average, paraeducators have been working in the field for more than nine years, 70 percent plan to stay in the ESP field, and 56 percent intend to stay in their current jobs until retirement. (From the 2002 Status of NEA K–12 ESP Membership Study)

Paraeducators embrace the professional values and goals of NEA, which place student achievement at their core. Professionalism is exemplified in the dedication paraeducators bring to their career. Full career partners in the quest for educational excellence and reform, paraeducators are an integral part of the instructional process. Like other members of the education team, paraprofessionals embody professionalism in all the settings in which teaching and learning take place.

Paraeducators have a strong professional identity. They advocate for their profession by maintaining positive, supportive, collaborative, and professional relationships with other members of the education team.

Representing NEA Paraeducators in the Work Place

Paraeducators comprise the largest segment of NEA’s Education Support Professionals membership and their numbers are growing. NEA supports paraeducators in many ways.

The NEA ESP Quality department provides ongoing support and resources for paraeducators. Paraeducators can keep up to date on issues that affect their work on this Web site. NEA makes available resources such as this handbook on many topics, including paraeducators and IDEA 2004.

NEA’s support for paraeducators includes:

• Helping states develop their paraeducator programs;
• Working on behalf of legislative efforts that support paraeducators and informing members about requirements that affect them (e.g., NCLB and IDEA 2004);
• Including NEA paraeducators in efforts to develop partnerships within school districts and communities;
• Advocating for more precise job descriptions for paraeducators, which will lead to more appropriate evaluations and the enhanced quality of their work;
• Emphasizing the professional identity of paraeducator members;
• Informing paraeducators about standards, competencies, and professional development programs.

NEA local affiliates represent paraeducators’ interests in collective bargaining. NEA believes that all paraeducators must have opportunities for professional development. Some states and school districts, acknowledging the importance of professional development for all, have built training into their standards for paraeducators.

In addition to professional development, paraeducators need formal job descriptions that accurately describe their work. The job description should state qualifications, duties of the job, and clarify who is responsible for certain tasks. It also may include information on working conditions, equipment used, knowledge and skills, and relationships with other positions and employees.

NEA recommends the use of results-oriented job descriptions, which describe paraeducator tasks and results. NEA has published Results-Oriented Job Descriptions: How Paraeducators Help Students Achieve, which describes the development process and provides examples of paraeducator job descriptions.

There are other issues affecting paraeducators that should be considered in collective bargaining. Questions involving these issues must be considered carefully before collective bargaining sessions take place. The section below, "Paraeducator Issues to Consider for Collective Bargaining," presents a partial list of these issues.

Paraeducator Issues to Consider for Collective Bargaining

Seniority, Experience, and Prior Training

• How will seniority and/or experience be defined and applied when determining job placement and layoffs?
• How will previous training and experience be recognized in meeting NCLB requirements and qualifications?

Job Description

• What are the entry level requirements?
• What courses can be taken for job placement or salary credit that relate directly to one’s job description?
• Do job descriptions accurately reflect paraeducator skills, knowledge, roles, and responsibilities?
• Is the evaluation assessment process related to the job description? If so, how?
• Does the job description include suggestions or recommendations for ongoing professional development?

Salary/Reimbursement/Benefits

• How will credentials and training be recognized on the salary schedule?
• How will levels of experience be addressed on the salary schedule?
• How will prior job experience(s) be recognized on the salary schedule?
• What are the criteria for reimbursement of professional development hours, training program certificates, degree attainment, CEUs, etc.?
• How will compensation for professional development be disbursed (e.g., hourly salary increase, yearly stipend, step-salary schedule, etc.)?
• How will types of leave be addressed (e.g., medical, maternity, personal, professional, etc.)?
• How will types of benefits be discussed (e.g., medical, disability ,  accident, association, etc.)?

Time/Release Time

• Will there be on-the-job training time?
• How will time be built into the daily schedule for paraeducator/teacher planning?
• How will time before and after regularly scheduled work be compensated?
• Will professional development time be provided during the school year?
• Will release time be granted for internal and external professional development programs?
• Will the paraeducator receive regular work pay while attending programs?
• Will the local school district provide substitute coverage?

Evaluation

• Who will conduct the evaluation?
• What evaluation method or instrument will be used?
• Will evaluation be linked to local and state standards or competencies, job description, and professional development plan?

To next Section: "Being Aware of Laws and Regulations
Affecting Paraeducators"

NEA Paraeducator Handbook

Building an Awareness and Appreciation of Paraeducator Roles and Responsibilities

Para is a prefix derived from ancient Greek meaning alongside of or akin to. It has been used for many years to designate those who work with and assist licensed professionals in fields such as medicine and law. Like paralegals and paramedics, paraeducators are respected members of the professional team.

Who are paraeducators? The National Resource Center for Paraprofessionals coined the term paraeducator. NEA’s Education Support Professional Quality department (ESPQ) adopted the term to refer to a school employee who works alongside and under the supervision of a licensed or certificated educator to support and assist in providing instructional and other services to children, youth, and their families. The licensed educator remains responsible for:

• Overall conduct and management of the classroom or Program
• Design, implementation, and evaluation of the instructional Program
• Student progress

Paraeducators are an integral part of the educational process. A majority of paraeducators work directly with students in their formative years at the preschool, kindergarten, and elementary levels. An even larger number work with special education students. Most have job responsibilities that relate to academic achievement and school safety.

Although they have many different job titles—as evidenced in the list below, A Sampling of Paraeducator Job Titles —all paraeducators provide valuable services to the total educational program. It is important that the work of paraeducators be acknowledged.

Recognizing the Benefits of Paraeducators

Trained paraeducators can help a school district deliver the quality education the community demands. Everyone benefits from the work of paraeducators—students, teachers, administrators, other members of the education team, parents, and school board members.

Teachers and other licensed and/or certificated education team members—such as speech-language pathologists and occupational and physical therapists—find that paraeducators play an invaluable role in supporting their work. Paraeducators reduce the number of students to adults. This allows the teacher or service provider to offer more differentiated instruction, and students benefit from the individualized attention that paraeducators provide.

Parents have yet another reason to feel secure that their children are receiving a quality education when trained paraeducators are in the school as part of the education team. Parents appreciate the individualized attention and support their children receive from paraeducators.

School board members and local administrators find that employing paraeducators helps them make more effective use of public funds while maintaining quality standards in their schools. Paraeducators extend the functions and flexibility of the education team. The support that paraeducators provide to other education team members goes a long way toward helping administrators retain staff and maintain a continuity of services to students.

A Sampling of Paraeducator Job Titles

  Paraeducators are known by many job titles, only a few of which are included in this list:

• Behavior Interventionist
• Career Specialist
• Classroom Assistant
• Early Childhood Education Assistance Program Family Support
• Educational Assistant
• Educational Paraprofessional
• Educational Technician
• English as a Second Language/Bilingual Assistant
• Guidance Specialist
• Home Liaison
• Instructional Aide
• Instructional Assistant
• Interpreter
• Job Coach
• Learning Assistance Program Assistant
• Media Center Assistant
• Occupational Information Specialist
• Outreach Specialist
• Paraeducator
• Paraprofessional
• Playground Assistant
• Secondary Programs Assistant
• Special Education Assistant
• Speech/Language Assistant
• Supervision Aide
• Teacher Assistant
• Teacher Aide
• Team Partner
• Technology Assistant
• Transition Specialist
• Tutor

To next Section: "Supporting Paraeducator Professionalism"

NEA Paraeducator Handbook

Paraeducators— Providing Quality Educational Support

Ms. Rodriguez works as a paraeducator in a third grade classroom where she assists students who are struggling readers, offers extra mathematics review to students who need it, and provides ongoing support to the classroom teacher. Students love Ms. Rodriguez’s sense of humor and positive outlook. As one student said, “Ms. Rodriguez helps us learn better. Learning is fun with Ms. Rodriguez!”

Books always held a fascination for Ms. Wilson. She carries a love of reading and learning into her job as a library aide. For Ms. Wilson, helping children find books and seeing their faces light up as she reads to them are special rewards of the job.

Working in the community where she grew up is a dream of Ms. Bui. As a senior high school job coach, she fol