Massachusetts

Department of Education

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Paraprofessional

Compliance with NCLB

• Title I/Federal Support Programs: Update Regarding Title I Instructional Paraprofessionals in Meeting the NCLB requirements
  • http://www.doe.mass.edu/news/news.aspx?id=5896
  • Restates federal mandates, establishes ParaPro (score of 464 must be achieved to meet requirements) and WorkKeys (Reading - skill level 5, Mathematics - skill level 4, Business writing - skill level 3) as acceptable assessments giving the locations of where these assessments are offered.
• Massachusetts Policies for Instructional Paraprofessionals in Title I Programs: Implementation of NCLB's Paraprofessional Requirements, July, 2003
  • http://www.doe.mass.edu/educators/title-iia/hq/paraprof_policy.pdf
  • Document defines term and role, an instructional paraprofessional is an individual who provides instruction and support for classroom teachers. Aides, assistants, or tutors who engage in instructional support are considered to be instructional paraprofessionals as defined by NCLB. Responsibility listing and required qualifications are a recap of the ESEA specifications. The Massachusetts Department of Education selected the ParaPro Assessment and the WorkKeys Certificate of Proficiency as the formal stat endorsed assessments. Those paraprofessionals hired prior to January 8, 2002 were allowed to take a formal, locally sponsored assessment that assessed literacy, numeracy, and general instruction. Districts were directed to create their own assessment following the guidelines for creating local assessment programs for Title I Paraprofessionals provided by the state. Districts were also instructed to develop a plan for professional development.
  • Section B were the guidelines for this local assessment creation as well as what system awards Training Points to document professional development. In order to be considered certified the paraprofessional must earn 360 points. These points are earned through undergraduate or graduate coursework, after school sessions, previous work experience outside of education, and/or in education. This training must be distributed evenly between literacy, mathematics, and instruction. Districts are encouraged to continue this professional development as an ongoing training.
  • Section C contains the learning guidelines, written in a standards format. The literacy and mathematic domains will not be reviewed, as supervision of paraeducators providing instructional support is the limitation of this study. The instruction domain addresses curriculum planning, effective instruction, classroom climate and equity, professional responsibilities, and professional skills. Supervisor competencies could be drawn from these standards for paraeducators, the limitation to Title I paraeducators implies generational is unnecessary at this point.
  • Appendix A reviews the formal standardized assessments as well as gives locations these assessments are offered.

Standards to Measure Professional Growth of Paraeducators

Not evident

Policy that Distinguishes Paraeducators Working with Special Education

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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

Not evident