News
Little Steps to a Big IDEA

Starting with IDEA '97 and some draft state standards, a group of paraeducators work to improve training and communications.

Despite minimal pay and a minimum of formal training, paraeducators in Rutland, Vermont, are making classroom inclusion a reality--be it through tutoring struggling students, helping kids with physical therapy, or integrating special ed students into a general ed setting.

"It's a good job with lots of hard work, and it's steadily becoming a career choice," says Carolyn Godbout, a paraeducator at Rutland High.

Rutland isn't a high-wealth district, but it's rich in para talent and dedication. Fortunately, these paraeducators are Vermonters, no-nonsense pragmatists who aren't afraid to implement big ideas. In this case, it's the big IDEA, the federal Individuals With Disabilities Education Act of 1997.

IDEA '97 recognizes the role that paras play in providing services to students with disabilities. The IDEA legislation also highlights the need for state standards on the training and supervision of paraeducators and supports the involvement of paras as part of the educational team.

Last year, leaders of the 80-member Rutland School Staff Association decided to "model" IDEA '97 right in their own backyard.

"We got started," says Godbout, "when paraeducator Regina Sears put our NEA state affiliate in touch with our superintendent at the time. Both that superintendent and his successor strongly supported this process."

With the help of Vermont NEA, Rutland paras formed a nine-member STEP committee--short for Standards, Education, and Training for Paraeducators--and started to analyze the role and needs of paraducators in the district's five schools.

For a benchmark, the STEP committee followed draft standards developed by Vermont NEA's Paraeducator Standards Task Force.

These draft standards have been submitted to the State Board of Education. The board must adopt statewide paraeducator standards by December 2000.

Among other things, the draft Vermont NEA standards call for pre-service education and post-hire orientation for paraeducators, 15 hours of continuing education, and accurate job descriptions.

These draft standards also call for ongoing para supervision and feedback from licensed educators, "consultative" evaluations of paras, and teacher training on how to work with paraeducators.

The STEP committee, chaired by Carolyn Godbout, used this draft to set similar goals for Rutland schools. With strong central office support, the committee surveyed paras, teachers, and administrators to prioritize their goals.

The committee then started a drive to realize these goals--through bargaining, administrative changes, and just plain old Vermont problem solving.

"We went right down the priority list," says Godbout. "We asked ourselves, 'Where do we stand, what do we have control over now, and how do we get to where we're going?'"

The Rutland campaign is still a work in progress, but it's already starting to yield results in areas like:

• Continuing education. During a make-up day at the end of the last school year, 80 Rutland paras attended a for-credit workshop on "behavior management of difficult children." They received course credit for it to help them move up the salary scale. The district is increasingly funding para training, be it at district-run technology workshops or professional sessions offered at Vermont NEA conferences.

• Pre-service education. The director of Rutland High School's Stafford Technical Center has interviewed the STEP committee about courses needed to prepare students for a paraeducator career, background that will guide administrators in the curriculum planning process.

• Staff communications. Paraeducators at the Grade 3-6 Rutland Intermediate School and the district's two elementary schools now have monthly meetings with building administrators "to discuss concerns and educational opportunities," reports Godbout.

  "And if a para is invited to a child's IEP meeting," she adds, "that's supported by administrators through paid duty time. When there's communication, when everybody's on the same page, the child will get the best of what we offer."

• Personal growth. Through self-organization and a collaborative relationship with Superintendent Mary Moran and site administrators, Rutland paraeducators are exhibiting more self-confidence.

  "People are more willing to ask more questions," points out Godbout, "and step out of their comfort zone."

  Paras in other states may not yet have draft standards to work from, but they do have IDEA '97, the federal law.

  "This is the first law that recognizes the important role that paras play," stresses NEA staffer Nesa Chappelle. "This is the vehicle that will provide paras with necessary training for the job. I encourage all paras to ensure that their states and districts are providing the supervision and training required by IDEA '97."

  Chappelle leads the 20-member NEA Paraeducator Task Force, which has formed a national cadre to do presentations and training on the impact of IDEA '97.

  At NEA Today press time, the task force was releasing a series of IDEA '97 informational materials, including a question-and-answer brochure with a companion video, a handbook--with models--on paraeducator standards and professional development, and an action guide on using IDEA '97.

For more on the NEA Paraeducator Task Force training cadre and informational materials, contact Nesa Chappelle at Nchappelle@nea.org. To reach Carolyn Godbout, send an E-mail message to Cgodbout@rutlandhs.k12.vt.us.

Kudos To ...
ESP Grievance Rights Saved in Idaho

. . . A flood of messages from members of the Idaho Education Association--plus powerful testimony by 16 ESP and teacher members--has persuaded the state House Education Committee to "hold" a bill gutting ESP grievance rights, killing the measure for this session. IEA members effectively recounted situations in their districts that called for use of the grievance process.

. . . Poplar (Montana) Education Association has won the reinstatement of nontenured special ed teacher Lynne Rhoades. At an arbitration hearing, six colleagues testified that Rhoades is a caring, effective educator, while the union pointed out that administrators failed to follow evaluation procedures specified in the contract--and secretly loaded Rhoades's personnel file with negative memos.

. . . Grassroots lobbyists from the Georgia Association of Educators have persuaded legislators to boost the ESP pension benefit--from $10.50 to $12 for each year of service.

Basics For Beginners
IDEAs to Get Started

Paraeducators don't have to wait on other people to start implementing IDEA '97 in their own district. "Assess where you are now, and then set goals and priorities," advises Carolyn Godbout, a para in Rutland, Vermont. "Then ask, 'What can we do now, and what won't cost a lot?'"

The next steps, adds Rutland para Regina Sears, are to:

• Get the support and involvement of administrators, and form a committed team of paraeducators representing each campus in your district.

• Select a strong facilitator/chairperson, a reliable recorder and timekeeper, and a central meeting place.

• Hold regular committee meetings year 'round--with refreshments--and don't be afraid to ask your district for paid time and mileage.

• Contact your NEA state affiliate for help and guidance, and get to work.

"Finally, don't forget to work with parents," stresses Godbout. "They are the best advocates you'll find for the needs of kids."