North Dakota

Department of Education

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Paraprofessional (Title I) and Paraeducator (Special Education)

Compliance with NCLB

Title I Aides/Paraprofessionals
- http://www.dpi.state.nd.us/title1/aides.shtm
- From this address numerous links are available
Aides/Paraprofessionals in a Targeted Assistance School
- http://www.dpi.state.nd.us/title1/targeted/general/facts/policy.pdf
- Defines role of supervisor and establishes roles and responsibilities of paraprofessionals
Aides/Paraprofessionals in a Schoolwide School
- http://www.dpi.state.nd.us/title1/targeted/general/facts/policy.pdf
- Similar to the above document with clarification between targeted assistance and schoolwide
Excepted Qualification/Job Category Standard 12-04, Education Technician, CE/CY-1702
- http://www.dpi.state.nd.us/title1/MemoBIAPara.pdf
- This document comes from the Bureau of Indian Affairs, United States Department of the Interior. It is dated May 17, 2006.
- The policies presented here echo NCLB expectations.
Clarification on the Use of Title I Aides/Paraprofessionals
- http://www.dpi.state.nd.us/title1/MemoBIAPara.pdf
- Poster format to illustrate roles and responsibilities of supervisors and paraprofessionals
Title I/Paraprofessional Guidance
- http://www.dpi.state.nd.us/title1/guidance2011.pdf
- Approved assessments when meeting NCLB expectations

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
- http://www.dpi.state.nd.us/speced1/educators/slpara.pdf
- This document explains the differences in Chapter 67-11-14 and Chapter 67-11-20
Chapter 67-11-20 Certificate of Completion for Speech-Language Pathology Paraprofessionals
- http://www.dpi.state.nd.us/speced1/educators/slpara.pdf
- Defines both the role of the paraprofessional and the supervisor
- Defines the responsibilities of the speech-language pathology paraprofessional

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