Department of Education

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Compliance with NCLB

  • Alaska Title I-A Paraprofessional Requirements
  • Fall 2012 Paraprofessional and Classified Staff Accounting Data collection Handbook for Schools and Districts
    • A document to guide local agencies reporting compliance
    • While the intent of this document is data collection, it lists (as well as defines) the job responsibilities of paraprofessionals as follows
      • Instructional,
      • Computer,
      • Parental involvement,
      • Library,
      • Translator,
      • SPED Interpreter, and
      • SPED Personal Care Assistant.
    • Those expectations mandated by NCLB are listed as requirements with minimum qualifications necessary for compliance listed.
  • Alaska Paraprofessional Qualifications Form
    • Alaska Paraprofessional Checklist
    • A documentation form to show the qualifications for Paraprofessionals needing to comply with NCLB, 2004 expectations. Paraprofessionals must meet the listed standards to be considered qualified.

Standards to Measure Professional Growth of Paraeducators

  • Alaska Paraprofessional Qualifications Form
    • Alaska Paraprofessional Checklist
    • Standards have been established to measure professional growth of Paraprofessionals that must comply with NCLB, 2004.
      • K-1 Possesses basic academic skills needed to perform assignments.
      • K-2 Understands basic ethics and confidentiality issues.
      • K-3 Understands the need to use technology as a tool.
      • K-4 Understands basic classroom management techniques.
      • D-1 Believes all students can learn and that no child should be left behind.
      • D-2 Commits to acquiring content knowledge.
      • D-3 Recognizes the value of life-long learning.
      • D-4 Recognizes the value of communication and teamwork.
      • D-5 Respects confidentiality.
      • D-6 Recognizes the roles and responsibilities of the paraprofessional and the teacher/provider.
      • P-1 Performs job-related assignments using basic academic skills.
      • P-2 Interacts appropriately with students.
      • P-3 Uses a variety of instructional techniques and educational resources as directed by the teacher/provider.
    • Of those standards listed only the first one can be documented with scores from the ParaPro Assessment. The remaining standards are achieved through professional development.

Policy that Distinguishes Paraeducators Working with Special Education

  • Special Education Handbook
    • SPED Handbook 130208
    • The following is located within this handbook:
      • Paraprofessional Training Under Alaska regulation 4 AAC 52.250, paraprofessionals (or, per the regulation, ‘special education aides,’ must be trained by districts in a variety of skills (bold added for emphasis): “(a) A person employed as a special education aide shall be trained by a special education teacher or specialist certificated under 4 AAC 12.330 or 4 AAC 12.365, or licensed under AS 08.11, AS 08.84, or AS 08.86 to provide the services with which the aide will assist. (b) Before a special education aide assists in providing direct special education or related services to a child or children, or concurrent with providing direct special education or related services to a child or children, the district must provide and document a minimum of six hours of annual training, in the aggregate, to the aide regarding (1) the child’s or children’s disabilities; (2) the content of the IEPs; (3) the instructional and safety procedures to be used; and (4) confidentiality procedures.” 4 AAC 52.250.

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

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

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Document Previewed by Donald E. Enoch, State Special Education Administrator, Alaska Department of Education, November 11, 2012.