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Compliance with NCLB
- Paraprofessional Requirements for Title I Programs
- Properly trained paraprofessionals (teaching assistants) can play an important role in improving student achievement, especially in Title I schools by reinforcing and augmenting a teacher’s effort in the classroom. No Child Left Behind therefore requires that paraprofessionals meet higher standards of qualification. Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions do not have to meet these requirements.
- Title I paraprofessionals whose duties include instructional support must have:
- High school diploma or the equivalent, and
- Two years of college (48 units), or
- A. A. degree (or higher), or
- Pass a local assessment of knowledge and skills in assisting in instruction.
- Instructions: Title I School Funded Staff Report
- Defines the paraeducators’ role
- Providing one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher.
- Providing assistance with classroom management, such as organizing instructional and other materials.
- Providing support in a library or media center.
- Providing instructional services to students.
- Instructional support does not include the following activities:
- Providing assistance in a computer laboratory
- Conducting parental involvement activities
- Acting as a translator
- Quality Education Investment Act (QEIA) Professional Development Requirements
- QEIA requires all paraprofessionals assigned instructional duties in academic subjects at QEIA-funded schools to complete some professional development during years in which their school receives QEIA funding. Specifically, one-third of all instructional paraprofessionals at the QEIA-funded school must complete some professional development each year. This requirement applies to every year in which a school receives QEIA funding, beginning in 2008-09, and is not limited to the first three years of funding. While paraprofessionals are encouraged to complete professional development every year, this requirement may allow some paraprofessionals not to complete professional development in some years, as long as one-third of paraprofessionals of a QEIA-funded school complete professional development each year. There are no specific requirements concerning the number of hours of professional development paraprofessionals must complete, and the statute does not prescribe the type of professional development required. However, professional development for paraprofessionals should reflect their current instructional assignment and should aim to improve the paraprofessional’s performance in serving students (EC Section 52055.740(b)(3)).
- Education Code Section 45330
- This document clearly defines the role of paraeducators
- As used in this section, a paraprofessional means a person who assists classroom teachers and other certificated personnel in instruction reading, writing, and mathematics. A paraprofessional includes an instructional aide as defined in subdivision (a) of Section 45343 and a teacher aide as described in Section 45360.
- A paraprofessional shall perform only duties that, in the judgment of the certificated personnel to whom the instructional aide is assigned, may be performed by a person not licensed as a classroom teacher. These duties shall not include assignment of grades to pupils.
- Pursuant to the federal No Child Left Behind Act of 2001 (P.L. 107-110), a
local education agency that receives funding from Title I of that act
shall ensure that every paraprofessional hired on or after January 8,
2002, who is supported by those Title I funds and who assists in
instruction has demonstrated at least one of the following in addition to
any other requirements under that act:
- Completion of at least two years of study at an institution of higher education.
- Possession of an associate’s degree or higher.
- Through a local or state assessment, that is appropriate to the responsibilities to be assigned to the paraprofessional, knowledge of, and ability to assist in, instructing reading, writing, and mathematics.
- Except as provided in subdivision (h), a paraprofessional hired prior to January 8, 2002, who is supported by federal funds from Title I of the federal No Child Left Behind Act of 2001 (P.L. 107-110) shall meet the requirements of subdivision (c) no later than January 8, 2006.
- No person shall be initially assigned to assist in instruction as a paraprofessional in kindergarten and grades 1 to 12, inclusive, unless the person has demonstrated proficiency in reading, writing, and mathematics skills up to or exceeding that required by the employing district for high school seniors pursuant to subdivisions (a) and (f) of Section 51220 if the employing district educates high school pupils.
- If the employing district is an elementary school district, the paraprofessional shall demonstrate proficiency in reading, writing, and mathematics skills up to or exceeding that required for high school seniors pursuant to subdivisions (a) and (f) of Section 51220 in the high school district that includes all or the largest portion of the elementary district.
- In establishing the educational qualifications or in developing a proficiency exam, a school district shall align the qualifications and proficiency exams pursuant to paragraph (3) of subdivision (c).
- A paraprofessional who is supported by federal funds from Title I of the
federal No Child Left Behind Act of 2001 (P.L. 107-110) and who meets
either of the following conditions is exempt from the requirements
described in paragraphs (1) to (3), inclusive, of subdivision (c):
- The paraprofessional is proficient in English and a language other than English and provides services primarily to enhance participation of pupils by acting as a translator.
- The paraprofessional’s duties consist solely of conducting parental involvement activities.
- A paraprofessional who was hired on or before January 1, 2003, and who has previously demonstrated, through a local assessment, knowledge of, and an ability to assist in, instructing reading, writing, and mathematics, is deemed to have met the proficiency exam requirements of paragraph (3) of subdivision (c).
- A school district may use an existing proficiency assessment or may develop a new proficiency assessment to meet the requirements of paragraph (3) of subdivision (c).
- Pursuant to the federal No Child Left Behind Act of 2001 (P.L. 107-110), a local education agency may use a portion of the funds from that act for staff development for paraprofessionals, to the extent that those funds are appropriated in the annual Budget Act for this purpose.
Standards to Measure Professional Growth of Paraprofessionals
Policy that Distinguishes Paraeducators Working with Special Education
Resource Guide for Supervisors: Assisting Local Agencies in Supervision of Paraeducators Beyond NCLB Mandated Expectations
Standards to Measure the Professional Growth of Supervisors