North Dakota

Department of Education

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Paraprofessional (Title I) and Paraeducator (Special Education)

Compliance with NCLB

Standards to Measure Professional Growth of Paraeducators

Not evident

Policy that Distinguishes Paraeducators Working with Special Education

  • Resource Manual: The Implementation of Effective Paraeducator Practices in Educational Settings
    • http://www.dpi.state.nd.us/speced1/educators/resource.shtm
    • This inclusive guide appears to be focused upon, but limited to, special education.
    • The recommendation is that all teacher assistants utilized in the public school classrooms of the state of North Dakota be referred to as a paraeducators
    • The following guidelines are recommended to improve effectiveness (pg. 7-12):
      • Paraeducators work under the direct supervision of a licensed teacher, and
        • are provided a minimum of twenty clock hours of in-service instruction,
          • the first five hours are an orientation conducted the first five days of employment. This orientation includes:
            • expectations of paraeducators,
            • confidentiality of records and verbal information
            • introduction to supervisor(s) and work area,
            • building routines, and
            • individual needs of students to be served
          • an additional fifteen hours of professional development occurs within one year of employment. Three of those hours must focus upon:
            • reviewing this manual,
            • student support concepts,
            • Human Growth and Development, and the impact of disabilities,
            • utilizing effective instructional strategies to serve students with disabilities in integrated settings, and
            • strengthening behavior
          • Indication of completion of the 20 hours must be documented by a letter of verification and filed with the special education administrative office
            • Forms to fulfill this letter of verification are suggested in Appendix E.
        • have a job description that outlines duties and responsibilities to be performed,
          • these outlined duties and responsibilities are illustrated
          • samples of job descriptions are provided in Appendix F
        • A plan for ongoing training (minimum of four clock hours per year), supervision (frequency noted), support, and consultation (frequency noted) must be developed by the supervisor.
        • Administrator provide support for effective practices (six responsibilities are detailed). Appendix B provides detailed suggestions for administrators.
    • Roles and responsibilities of paraeducators are detailed (pg. 13-15).
    • Essential skills for paraeducators to develop are listed and illustrated (pg. 16-22).
    • Evaluations of paraeducators (pg. 27 - 32) as to job performance are presented as an important effective practice.
    • Appendix J contains information for paraprofessionals working with students who have visual impairments
  • Chapter 67-11-14, Paraeducator Certificate of Completion
    • http://www.dpi.state.nd.us/speced1/educators/resource/doc10.pdf
    • The paraeducators for students with disabilities must hold the North Dakota certificate of completion.
    • The following standards must be met to qualify for this certificate.
      • Twenty hours of in-service completed within one calendar year of employment with preparation to include:
        • Student support concepts,
        • Human growth and development and the impact of disabilities,
        • Utilizing effective instructional strategies to serve students with disabilities in integrated settings, and
        • Strengthening behavior.
  • Speech Language Pathologist Paraprofessional
  • Chapter 67-11-20 Certificate of Completion for Speech-Language Pathology Paraprofessionals

Resource Guide for Supervisors: Assisting Local Agencies in Supervision of Paraeducators Beyond NCLB Mandated Expectations

  • Resource Manual: The Implementation of Effective Paraeducator Practices in Educational Settings
    • http://www.dpi.state.nd.us/speced1/educators/resource.shtm
    • This manual, in its’ entirety, would be an instructive resource for supervisors.
    • Roles and responsibilities, specifically of supervisors, are listed and illustrated (pg. 23-26).
    • The importance for supervisors to evaluate paraeducators and how this is done (pg. 17-32 and Appendix D).
    • Appendix C provides detailed suggestions for supervisory personnel.

Standards to Measure the Professional Growth of Teachers in a Position to Supervise Paraeducators

Not evident