Department of Education

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  • Paraprofessionals
  • Paraeducators is considered a subset of paraprofessionals distinguished by working under the direction of educational professionals and/or related service providers responsible for the conduct and management of the classroom or program, including design, implementation, and evaluation of instructional programs and student progress (Paraprofessionals in Montana: A Resource Guide for Administrators, Educators, and Paraprofessionals, January, 2012).

Compliance with NCLB

  • Guidelines for Meeting Requirements for Highly Qualified Paraprofessionals
  • Assist the local agency with the steps necessary to meet mandated expectations

Paraeducator Assessment Comparisons

  • Local agencies choose the assessment paraprofessionals take to meet mandated expectations; this document compares all available assessments to assist this selection.

Paraprofessionals Achieving Standards Successfully (PASS)

  • MEA-MFT PASS is an intensive four-day course designed to help Montana paraprofessionals meet the “high quality paraprofessional” definition in the No Child Left Behind Act.

Standards to Measure Professional Growth of Paraeducators

  • Paraprofessionals in Montana: A Resource Guide For Administrators, Educators, and Paraprofessionals, January 2012
    • Section VI, pages 10-13, lists standards and competencies designed to assist paraprofessionals in meeting the criteria to become highly qualified and to direct training programs for paraprofessionals
  • Special Education/Title 1/ESL Paraprofessional Evaluation
    • A form to measure growth based upon the standards and competencies

Policy that Distinguishes Paraeducators Working with Special Education

  • Paraprofessionals in Montana: A Resource Guide For Administrators, Educators, and Paraprofessionals, January 2012
    • Professional development explicably for special education paraeducators is found in section VIII, Educating the Paraprofessional, page 30-35, Orientation to Special Education.
    • The appendices expands upon specific role responsibilities
      • Physical Therapy assistants
      • Occupational therapy assistants
      • Speech-language assistant
  • Paraprofessional Orientation Manual
    • This document is a collection of worksheets to accompany the above resource guide.
    • Section 1, page 3, provides a guide to accompany a state provided presentation for Orientation of Special Education Paraeducators

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

  • Paraprofessionals in Montana: A Resource Guide For Administrators, Educators, and Paraprofessionals, January 2012
    • This inclusive document covers such topics as:
      • Rationale for using paraprofessionals
      • Legal authority for paraprofessionals in Montana’s schools
      • Suggested standards and competencies
      • Role definition for administrators, teachers and paraprofessionals
      • Professional development curriculum for the training of paraprofessionals
        • Orientation
        • Code of ethics
        • Communication in the classroom
        • Team building
        • Instructional tactics
        • Health and safety
      • Appendix B, pages 78-80, reviews supervisor responsibilities
  • Guidance for Use of Paraprofessional Document
    • Provides reasons to use the resource guide
  • Paraprofessional Orientation Manual
    • This document provides worksheets to assist with the above resource guide.
    • Section 1, page 4, lists topics to present in orientation professional development for paraprofessionals.
  • Resource Guide for Paraprofessionals
  • Job Description of Special Education/Title I/ESL Paraprofessionals
    • Lists qualifications of, defines supervisor for, and general responsibilities.
  • Sample Interview Questions Tied to Paraprofessional Portfolio Assessment
    • To be used when completion of a portfolio has been chosen as the means to highly qualified status.

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

Not evident