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Compliance with NCLB
- Links to several current documents related to paraprofessionals
- Strategies for Meeting Title I and Special Education Paraprofessional
- Restates the federal mandated expectations.
- Establishes assessment (ParaPro, score of 460 or a local assessment that satisfies MDE), or portfolio validation as demonstration of knowledge.
- Strategies for Meeting Title I and Special Education Paraprofessional Requirements
Standards to Measure Professional Growth of Paraeducators
Policy that Distinguishes Paraeducators Working with Special Education
- Before employment paraprofessional develops knowledge and skills to begin
meeting the needs of students in:
- Emergency procedures;
- Building orientation;
- Roles and responsibilities;
- Vulnerability; and,
- Annual training opportunities are available to continue knowledge and skill
development to include:
- Understanding disabilities;
- Following lesson plans; and,
- Implementing follow-up instructional procedures and activities.
- Each paraprofessional works under the ongoing direction of a licensed teacher and, if appropriate, the supervision of a school nurse.
- Q&A: Paraprofessionals and Restrictive Procedures
- Minnesota Statute 120B.363
- Addresses issues related to paraprofessionals using restrictive procedures with students.
Resource Guide for Supervisors: Assisting Local Agencies in Supervision of Paraeducators Beyond NCLB Mandated Expectations
- 2012 Minnesota Statutes: 120B.363 Credential for Education Paraprofessionals
- Highly qualified status is established through Minnesota credentials
- State commissioner adopts qualitative criteria for approving local assessments.
- Training must be provided in:
- Students’ characteristics,
- Teaching and learning environment,
- Academic instruction skills,
- Student behavior, and
- Ethical practices.
- Within 60 days of employment a district must provide initial training in
- Emergency procedures,
- Reporting obligations,
- Discipline policies,
- Roles and responsibilities, and
- Building Orientation.
Standards to Measure the Professional Growth of Teachers in a Position to Supervise Paraeducators