ESP: ESEA
No Para Left Behind

Local Associations help members meet new federal requirements.

The federal Elementary and Secondary Education Act (ESEA) may be on the books, but that doesn't mean support professionals are on their own as they work to meet the federal law's new requirements.

ESEA, also known as the No Child Left Behind Act, outlines specific qualifications for paraprofessionals who work in Title I-funded programs. These paras must have a high school diploma and either an associate's degree, two years of college, or a passing score on a state or local assessment that demonstrates their ability to assist with instruction in reading, writing, and math.

Newly hired paraprofessionals must meet the requirements immediately, while those hired before January 8, 2002, have until 2006.

Among NEA members, 66 percent of paraprofessionals have less than a two-year degree, according to the 2002 NEA ESP Membership Study. Local Associations across the country are helping paraprofessionals meet the federal requirements by organizing continuing education programs, offering test- taking workshops, and even bargaining for additional compensation and release time for professional development.

In the Trenton Paraprofessional Association (TPA) in New Jersey, about 75 percent of the local's 300 members currently do not meet the education requirements of ESEA. The local wanted to help members obtain the college credits they needed, but transportation issues and time demands make it difficult for many paras to attend classes on campus, says local President Betty Glenn. So, TPA arranged for several two- and four-year colleges to provide classes at a local high school.

TPA also bargained tuition reimbursement into its contract. The district pays tuition expenses up front, so the paraprofessionals never pay anything out of pocket. The local also organized a workshop to help those paraprofessionals who return to college. About 130 paras have enrolled in the college classes. The Classified School Employees Council of Las Cruces, New Mexico, secured additional education for its paraprofessionals as well.

The local worked with the Las Cruces Public Schools, Do?a Ana Branch Community College, and New Mexico State University to create a "career ladder" for paraprofessionals, says Irma Valdespino, president of the local. The school district pays tuition for paras who pursue an associate's degree at the community college. Paras then can apply those credits toward a bachelor's degree at New Mexico State University, where the school district also covers the cost of tuition and books.

Paraprofessionals who complete 60 credit hours advance on the salary schedule as well, says Milas McLeod, a middle school paraprofessional and vice president of the local Association. This spring, the local will bargain for additional compensation to reflect the new standards paraprofessionals must meet.

"To retain these people the district will have to restructure the salary scale," McLeod says. "As people get better educated, they [school officials] are going to have to pay better."

But for many paraprofessionals returning to college isn't feasible or affordable.

In Trenton, for example, many paraprofessionals work a second job and can't afford to leave to attend college classes, says Glenn.

Those paraprofessionals can complete a state or local assessment to satisfy ESEA.

Members of the North Carolina Association of Educators (NCAE) turned their state paraprofessional assessment into an organizing tool.

Through its Center for Teaching and Learning, NCAE offers local and regional workshops to prepare paraprofessionals for WorkKeys®, the assessment selected by the state department of education for ESEA.

The Association offers the workshops only to NCAE members, so UniServ directors and local presidents publicize them during membership recruitment drives, says Angela Farthing, manager of the Center for Teaching and Learning. ESP membership has increased 25 percent since the workshops started in August, she says.

More than 60 percent of paraprofessionals who complete the workshops pass WorkKeys the first time, Farthing says. Those who don't, receive remediation or attend additional review sessions.

Ultimately, though, ESEA demands more from paraprofessionals than just additional college credits or a passing test score.

Glenn of TPA worries the federal law will decrease the connection paraprofessionals have with the children in their communities. School officials may look outside their districts to find qualified candidates if the new requirements discourage local people from applying for the position, she says.

Most paras live in the area where their schools are and watch over the children in their neighborhoods, Glenn says. "But the children will lose that personal touch because the new people who come in won't be coming from the neighborhood. That leaves a child behind."

--Kristen Loschert

Going the Extra Mile

Technology Outreach
The 400 ESPs who belong to the Kenosha Education Association (KEA) in Wisconsin now have regular access to two computers, a printer, and a digital camera the local purchased with a $3,482 NEA ESP Technology Grant.

Members of the local Association hope the increased computer access and Internet connections will enhance members' technology education and their involvement with other Associations, says ESP representative Kathleen Lusiak.

KEA members now have e-mail access, and can write letters to legislators and voice their concerns more effectively.

Computer-savvy members have volunteered to help their colleagues who may need a few pointers about using the new computers and the Internet, Lusiak says.

"It is definitely an opportunity for ESP to get involved with technology," she adds.

Read All About It
The Specialists in Education Association of Cheyenne, Wyoming (SEA), has a regular newsletter and a permanent website because of a $3,490 NEA ESP Technology Grant the local received in August.

The local Association used the grant to buy a laptop computer, printer, and digital camera. Members used the new equipment to redesign the local's newsletter, add pictures, and increase its circulation. The local also updated its website to provide members with contract information.

SEA President Julie Tucker says ESP members are pleased to have a website that provides more accurate and current information about the Association and its members.

Professional Development
The Pinellas Educational Support Professional Association (PESPA) in Florida is using a $3,500 NEA ESP Technology Grant to help ESPs incorporate technology into their jobs.

PESPA used the funds to purchase a laptop computer and a projector. The local also organized a cadre of tech-savvy local leaders to help train interested members to use the technology.

If the sessions are successful, PESPA may increase the number of laptops available and offer additional training opportunities.

For more information on the NEA ESP Technology Grants, visit www.nea.org/esphome/members/techgrnt.html. Apply by April 15, 2003, for the 2003-04 grants.

Profile
Tasty Morsels

Name:
Kathy Creasy

Job Title:
School Nutrition Manager, White House Middle School, White House, Tennessee

What I Do in My Job:
I prepare menus, order food, stock inventory, and ensure that we meet federal and state regulations. We make lunch for 85 percent of our children and provide them with a variety of food choices such as a full salad bar, specialty salads, a weekly soup bar, and international menus. I also go into the classrooms and teach the kids about nutrition in different ways.

The Most Rewarding Part of My Job:
When the kids come into the cafeteria and compliment us. I consider them our customers.

My Favorite Pastime:
Cooking and making crafts.

My Greatest Passion:
All of the projects we do. We have been teaching the children about world hunger and helping them to recognize malnutrition and the factors behind it. Our kids made a contribution to a local 9/11 fund and frequently visit www.thehungersite.com, which gives a needy child one-quarter cup of food every time someone clicks on the site.

How I've Helped My Association:
I give presentations on how to incorporate nutrition into all subjects such as science, English, and healthy living.

My Community Involvement Includes:
I'm an adult education teacher and I work with my community center to sponsor monthly potlucks and an annual craft fair that gives scholarships to high school graduates.

A Little-Known Fact About Me:
I am a very young grandmother and I love every minute of it.

Resources

ESEA and Paraprofessionals
Be sure to visit the ESEA section of the NEA ESP website at www.nea.org/esphome/issues/eseapara.html. The site includes an overview of the law, implications for paraprofessionals, answers to frequently asked questions, and links to NEA's four brochures about ESEA's impact on paraprofessionals. You can read the brochures online or download copies. Additional information about ESEA and its requirements for schools is available on NEA's ESEA website at www.nea.org/esea/.

ESEA on the Web
The U.S. Department of Education maintains a website dedicated to the reauthorized Elementary and Secondary Education Act for parents and the general public. The site includes an overview of the law's requirements in text form and as a PowerPoint® presentation. The site also offers a glossary of terms, fact sheets, an online newsletter, and links to other useful websites. Visit the website at www.nochildleftbehind.gov/. Information also is available from the Department of Education website at www.ed.gov/nclb/.

State by State
Keep up with state activities related to ESEA by visiting the Education Commission of the States website at www.ecs.org and clicking on the icon for No Child Left Behind. The site includes summaries of legislation and policies enacted by states in response to ESEA and corresponding Web links. The site also links to the National Conference of State Legislatures for additional information.