Department of Education

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Compliance with NCLB

  • Memoranda from 2007
    • http://www.k12.wa.us/BulletinsMemos/memoranda2007.aspx
    • The following document was housed on this web page:
      • Title I Paraprofessional Requirements
        • Reviews federal mandated expectations
        • The ParaPro Assessment is the state choice for those who wish this path towards qualification.
  • Paraeducators
    • The complete manual can be assessed from this site, or the address listed below
    • Washington State Paraeducator Guidelines – Title I Requirements of the Elementary & Secondary Education Act
      • Paraeducator Guidelines
      • This document contains the following
        • Role of both paraeducators and teachers are defined
        • Listing of Core Competencies
        • Review of options to meet Title I Paraeducator Requirements
  • Washington State Recommended Core Competencies for Paraeducators
    • http://www.k12.wa.us/Paraeducators/CoreComp.aspx
    • Explanation of difference in Title I requirements and core competencies
      • The Washington State Recommended Core Competencies for Paraeducators are different from the Title I Paraeducator requirements. Title I requirements specifically mandate knowledge and ability in reading, writing, mathematics, and assisting with instruction in these specific subject areas. Washington State Recommended Core Competencies for Paraeducators (9, 10, and 11) addresses assisting with instruction, but only in general terms. Thus, the Washington State Recommended Core Competencies cannot be used to fulfill the requirements of ESEA Title I Requirements.
      • The Washington State Recommended Core Competencies for Paraeducators were developed to meet federal requirements mandating qualifications and training for special education paraeducators and the Washington Administrative Code (WAC) 392-172-200(3) Staff Qualifications. Implementation of the core competencies provides compliance with the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 and WAC 392-172- 200(3) adoption of December 1, 1999. WAC 392-172A-02090 addresses personnel qualifications for paraeducators.

Standards to Measure Professional Growth of Paraeducators

  • Core Competencies for Paraeducators
    • For Paraeducators to work in education and related services programs for children and youth with disabilities, paraeducators will demonstrate:
      • understanding the value of providing instructional and other direct services to all children and youth with disabilities;
      • understanding the roles and responsibilities or certificated/licensed staff and paraeducators;
      • knowledge of (a) patterns of human development and milestones typically achieved at different ages, and (b) risk factors that may prohibit or impede typical development;
      • ability to practice ethical and professional standards of conduct, including the requirements of confidentiality;
      • ability to communicate with colleagues, follow instructions, and use problem solving and other skills that will enable the paraeducator to work as an effective member of the instructional team;
      • ability to provide positive behavioral support and management;
      • knowledge of the legal issues related to the education of children and youth with disabilities and their families;
      • awareness of diversity among the children, youth, families and colleagues with whom they work;
      • knowledge and application of the elements of effective instruction to assist teaching and learning as developed by the certificated/licensed staff in a variety of settings;
      • ability to utilize appropriate strategies and techniques to provide instructional support in teaching and learning as developed by the certificated/licensed staff;
      • ability to motivate and assist children and youth;
      • knowledge of and ability to follow health, safety, and emergency procedures of the agency where they are employed;
      • awareness of the ways in which technology can assist teaching and learning; and
      • awareness of personal care and/or health related support.

Policy that Distinguishes Paraeducators Working with Special Education

See Washington State Recommended Core Competencies for Paraeducators reviewed under the Compliance with NCLB, 2004 section

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

While the Washington State Paraeducator Guidelines could assist supervision, there is no specific guide for supervisors

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

Not evident