IDEA '97 revised and NCLB are both federal pieces of legislation that mandate the quality of instruction and educational services for ALL learners and their families. The delivery of instruction and educational services requires the employment, supervision and continuing education of personnel including certified and non-certified. The personnel involved include general educators, special educators and paraeducators. Until very recently, there had been little effort to research policies and standards needed in order to improve the performance of teacher and paraeducator team efforts.

States are required to develop, implement and assess statewide standards regarding paraeducators that reflect best practice. The standards are to clearly define the roles of paraeducators and educators. They are to identify the critical knowledge base for paraeducators. Academic assessment measures and other methods are to be created to measure skill mastery.

There are a number of critical issues that need to be addressed as SEAs and LEAs engage in the process of designing , implementing and evaluating statewide systems of personnel development for educators and paraeducators. As displayed in the Instructional Proficiencies section of this module, Indiana law has defined the term paraprofessional (paraeducator) and the specific areas of preservice and inservice training that must be included.

TASK

Consulting the U.S. Department of Education recently updated guidance for administrators for assistance in implementing paraprofessional requirements may be very beneficial. This relates to NO CHILD LEFT BEHIND EXTRA CREDIT of March 10, 2004 for Title I standards and higher performance. This is available online at http://www.ed.gov/policy/elsec/guid/paraguidance.pdf . Or contact Geoff Goodman at Geoffrey.Goodman@ed.gov . For additional information you may also contact the U.S. Department of Education by phone at (202) 401-1576.

Exploring the Indiana Professional Standards Board Instructional Paraprofessionals Frequently Asked Questions will provide specific information about Indiana's approach to Title I funded instructional paraprofessionals in schools. http://www.in.gov/psb/parapro/faq.html

Locating the ERIC document (ED495285) titled "The Paraprofessional Perspective" published in 2007 by Shellie Hipsky. She has written a qualitative report that examines the role of the paraprofessional. This study was conducted to examine the support structure for a specific school but information can be applied to other school programs where paraprofessionals work with students with special needs. Emergent themes that were identified include: the role of the paraprofessional, the healthy classroom, from paraprofessional to teacher and paraprofessional professional development. Nice features include a literature review and quotes from the 23 paraprofessionals working in alternative 1st-2nd school serving both day and residential students with emotional and behavioral disabilities. Of special interest is the section on suggestions for training and other recommendations for strengthening current supports for paraprofessionals.

http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/27/ff/6f.pdf is link to full text.

Locating the ERIC document (ED485974) titled Paraprofessional Staff Development: State and National Resources published in 2005. This is a great guide to assist paraprofessionals in selecting state and national resources for training. It is available in full text http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/29/db/28.pdf

Reading CEC document on Improving Paraeducator Practices on the CEC website using the following link:

ADD Locating the journal Exceptional Children 2003 Vol. 70, no. 1 p. 63-79 titled "Schoolwide planning to improve paraeducator supports" authored by Michael Giangreco, Susan Edelman and Stephen Broer. This article reports on a study that chronicled how teams in 46 schools in 48 during the 2000-2002 school years used a planning process for designing paraeducator supports. Resultant data provides insight on the utilization and outcomes of the planning processes as well as insights from the 331 persons who were on the teams. Of interest are the findings regarding: how the process aided the school teams in self assessment of their paraeducator practices,, identification of priorities, development of action plans, implementation of action plans. Also of interest are the comments on: impact on school personnel, impact on student outcomes, implications for schools and implications for improvements in paraeducator supports as well as supports for students with disabilities.

Locating the journal Rural Special Education Quarterly, Summer 2007 and reading the article by Pamela Deardorff, Gary Glasenapp, Mark Schalock and Tom Udell titled "TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education.

Locating the journal Intervention in School and Clinic, Vol. 39, No. 3, 131-138 (2004) article entitled "Preparing and Managing Paraprofessionals" authored by Melissa L. Trautman. This article provides a summary of current legislation on roles and responsibilities of paraeducators. There are also suggestions on methods and ideas for preparing and managing paraeducators.

Reading the full text of ED468437 "Working Together for Successful Paraeducator Services: A Guide for Paraeducators, Teachers and Principles. By Request Series. Authors Jennifer Railsback, Bracken Reed and Karen Schnidt have created a 69 page booklet providing an overview of the current issues between 2002-2005 regarding paraeducator employment and synthesizing various national, state and local task force groups' recommendations. Strategies to enhance paraeducator effectiveness are included. The Appendix has current or proposed states' certification policies regarding paraeducators and a listing of relevant resources as well as 28 references. ERIC full text available at the following link:

Accessing http://ici.umn.edu/products/impact/152/prof2.html This links to an article by Michael Giangreco, et. al titled "Improving Paraeducator Supports Through Schoolwide Action Planning in Vermont. The following link is to a workbook used in a federally funded project:

Reading the Spring 2003 issue of Research Connections titled "Improving Paraeducator Practices" can provide a solid basis for understanding many critical issues related to paraeducators. http://ericec.org/osep/recon12/rc12sec2.html 

Examining "The Employment and Preparation of Paraeducators, The State of The Art – 2002" can provide additional insight into these issues.

Visiting all the options on the NECTAC wesite under the topic of Paraprofessional Resources GREAT RESOURCE!!!

Another great resource for building a knowledge base can be located by visiting the Northwest Regional Education Laboratory site. It contains six major sections including: guidelines, roles and responsibilities, job duties of paraeducators/teachers/principals, samples of utilization and resources:

http://www.nwrel.org/request/may2002/paraeds.pdf

The May, 2002 Issue of By Request features In Context: "What are the Current Issues Involving Paraeducators?" at:

Analyzing information from "Employing, Developing, and Directing Special Education Paraprofessionals in Inclusive Education Programs: Findings from a Multi-Site Case Study" printed July, 2003 will provide increased overview of pertinent issues. Of particular interest in the Table of Contents are sections 1,4 and 5 covering Introduction, Findings and Implications. - http://ici.umn.edu/products/spedpara/titlepage.html 

The following is a brief list of critical issues to consider:

1. Creating and maintaining healthy, open relationships with team members

 

2. Using active listening techniques

 

3. Avoiding behaviors that are barriers to communication

 

4. Scheduling time and planning together

 

4. Expressing concerns clearly

 

5. Asking and answering questions

 

6. Understanding role and responsibilities

 

7. Providing useful and frequent feedback to one another (both + and -)

 

TASK

Encourage your paraeducator in his/her pursuit of knowledge and skills. Assist him/her in self-study programs like those available online through Project Para or the ParaEducator Learning Network. Support your paraeducator in successfully completing some or all of the 10 practicum activities.

Project Para

http://para.unl.edu/para/TrainingIntro.html 

This site is available for schools and participants AT NO COST! It is only web-based training. There is no hard copy available. The training is a self-study program.

Instructional Resources for Paraeducators is web-based training provided by University of Nebraska-Lincoln.

The training is a series of 8 units. The format of each unit includes: Pretest, Lessons, Learning Activities, Post-test, and Additional Information & Activities.

Topics covered in the 8 Units include:

Unit 1- Roles and Responsibilities of Paraeducators

 

Unit 2- Ethical Issues for Paraeducators

 

Unit 3- Organization and Management of the Classroom

 

Unit 4- Developing Instructional Skills

 

Unit 5- Behavior Management

 

Unit 6- Observing and Recording Student Performance

 

Unit 7- Effective Communication with Students, Teachers and Other Professionals

 

Unit 8- A Guide to Special Education Programs and Procedures

 

One of the unique strengths of this training program is the section titled "Project Para Practicum Activities". These are designed for the project participant to complete on the job. There are 10 activities for participants to complete. This approach connects knowledge base to disposition and professional practice.

View brief descriptions of the 10 activities at: http://para.unl.edu/para/Practicum/Activities.html 

View an example of the Activity 1: Role Perception at
http://para.unl.edu/para/Practicum/JDPlanningForm.html

OR

The ParaEducator Learning Network at http://www.paraeducator.net

Log in as a guest to the paraeducator demo to see what is expected of participating paraeducators.

1. Discuss with him/her whether any or all of these units might be beneficial.

 

2. Be supportive and review post-test scores.

 

3. Encourage application of knowledge and skills to actual job role and responsibilities.

 

TASK

I. Make a list of your top 3 concerns about paraeducators.

 

II. Explore the following resources based on your needs.

 

III. Design a plan of action for addressing your concerns.