Training Paraprofessionals:
What Teachers and
Administrators Need to Know
Legislation Special Education  Federal - 1997 Amendments to IDEA  State - MS125A.08(b)
Title I  Federal - No Child Left Behind Act of 2002
NEW in Minnesota  State - Regular Session Laws (2003), Chapter. 129, Article 1,
Section. 10
2
Legislation 1997 Amendments to IDEA A State may allow paraprofessionals and
assistants who are appropriately trained and
supervised, in accordance with State law,
regulations, or written policy, in meeting the
requirements of this part to be used to assist
in the provision of special education and
related services to children with disabilities
under Part B of the Act. [34 CFR
§300.136(f)]
3
Definition MN 3525.0200 DEFINITIONS FOR SPECIAL
EDUCATION –
Subp. 10a. Paraprofessional.
“Paraprofessional” means a district
employee who is primarily engaged in direct
instruction with one or more pupils for
instructional activities, physical or behavior
management, or other purposes under the
direction of a regular education or special
education teacher or related services
provider.
4
Legislation MS125A.08(b) –
(b) For paraprofessionals employed to work in programs for
students with disabilities, the school board in each district
shall ensure that
1.
Before or immediately upon employment, each
paraprofessional develops sufficient knowledge and skills in
emergency procedures, building orientation, roles and
responsibilities, confidentiality, vulnerability, and
reportability, among other things, to begin meeting the needs
of the students with whom the paraprofessional works;
5
Legislation MS125A.08(b) – continued
2.
Annual training opportunities are available to enable
the paraprofessional to continue to further develop
the knowledge and skills that are specific to the
students with whom the paraprofessional works,
including understanding disabilities, following
lesson plans, and implementing follow-up
instructional procedures and activities; and
6
Legislation MS125A.08(b) – continued
3.
A district wide process obligates each
paraprofessional to work under the ongoing
direction of a licensed teacher and, where
appropriate and possible, the supervision of a
school nurse.
7
Legislation Sec. 10. [120B.363] [CREDENTIAL FOR EDUCATION
PARAPROFESSIONALS.]
Subdivision 1. [RULEMAKING.] The board of teaching
must adopt rules to implement a statewide credential for
education paraprofessionals who assist a licensed teacher
in providing student instruction. Any paraprofessional
holding this credential or working in a local school district
after meeting a state-approved local assessment is
considered to be highly qualified under federal law.
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Legislation Subdivision 1. [RULEMAKING.] continued...
Under this subdivision, the board of teaching, in consultation with
the commissioner, must adopt qualitative criteria for approving local
assessments that include an evaluation of a paraprofessional's
knowledge of reading, writing, and math and the paraprofessional's
ability to assist in the instruction of reading, writing, and math. The
commissioner must approve or disapprove local assessments using
these criteria. The commissioner must make the criteria available to
the public.
9
Legislation Continued
Sec. 10. [120B.363] [CREDENTIAL FOR EDUCATION
PARAPROFESSIONALS.]
Subd. 2. [TRAINING POSSIBILITIES.] In adopting rules
under subdivision 1, the board must consider including
provisions that provide training in: students' characteristics;
teaching and learning environment; academic instruction skills;
student behavior; and ethical practices.
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Legislation Continued…
Sec. 10. [120B.363] [CREDENTIAL FOR EDUCATION
PARAPROFESSIONALS.]
Subd. 3. [INITIAL TRAINING.] Within the first 60 days of
supervising or working with students, a district must provide
each paraprofessional with initial training in emergency
procedures, confidentiality, vulnerability, reporting obligations,
discipline policies, roles and responsibilities, and a building
orientation.
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Legislation NCLB, 2002 New Paraprofessionals
Each local education agency receiving assistance
under this part shall ensure that all paraprofessionals
hired after the date of enactment of the No Child
Left Behind Act of 2001 and working in a program
supported with funds under this part shall have -[Title I, Section 1119/b]
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Legislation NCLB, 2002 New Paraprofessionals, continued
A.
Completed at least 2 years of study at an institution of higher
education;
Obtained an associate’s (or higher) degree; or
Met a rigorous standard of quality and can demonstrate,
through a formal State or local academic assessment -
B.
C.
i.
ii.
Knowledge of, and the ability to assist in instructing reading,
writing, and mathematics; or
Knowledge of, and the ability to assist in instructing reading
readiness, writing readiness, and mathematics readiness, as
appropriate.
[Title I, Section 1119/b]
Existing paraprofessionals must meet requirements within 4 years
after enactment (by January 8, 2006)
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Minnesota Paraprofessional
Requirements for meeting NCLB
NCLB requirements for paraprofessionals are met by:
A: Two years of study at an institution of higher
education; Minnesota’s standard: A minimum
of 60 semester credits or the amount required
to complete two years of full time enrollment as
determined by the institution attended.
OR
B: An Associate’s degree; or
Minnesota’s standard: An AA, AS, AAS (or
higher) degree.
continued…
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Minnesota Paraprofessional
Requirements for meeting NCLB
Continued…
OR
C: A demonstration, through a formal state or local
academic assessment:
a. knowledge of and the ability to assist in
instructing reading, writing and math, or
b. knowledge of and the ability to assist in
instructing reading readiness, writing
readiness and mathematics readiness as
appropriate
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Minnesota Local Assessment – continued
Minnesota’s standard:
1. A passing score on an assessment from the state approved list
OR
2. Demonstrating all Minnesota Paraprofessional Core
Competencies (1-8) by local district validation of a portfolio
through: transferable work experience, college courses,
workshops/conferences, Para eLink and demonstration of skill
using Para eLink or a similar curriculum that focuses on recent
training addressed in Competency 9 of Reading, Math and
Writing
OR
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Minnesota Local Assessment – continued
3. a state approved local assessment. *(criteria listed on
the next page)
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Minnesota Local Assessment – cont…
**Criteria for Local Assessments:
A local assessment must satisfy the following criteria, and
be submitted to MDE for approval: reliable, valid,
accessible, objective, comparable to two years of higher
education, and able to measure knowledge and ability to
assist in instructing reading, writing, and math (or
reading, writing, and math readiness) in the language of
instruction. Local Education Agencies interested in this
option may choose to explore assessments, which meet
local needs. Examples of current local choices include
“WorkKeys” and “Accuplacer.” Requests for approval of
a local assessment should be sent to the Commissioner. 18
ParaPro
The ParaPro Assessment, by ETS, is now available and the cut score has been
established. A validation study was conducted in September, using volunteers
from many districts across the state. From that study, a cut score of 460 was
finalized by Commissioner Yecke and the Minnesota Paraprofessional
Consortium.
How a district can order the ParaPro test to use on site:
http://www.ets.org/parapro/ippform.html
Where a district or individual can go to take the ParaPro test in Minnesota:
http://www.ets.org/parapro/pdfs/TestCenterList.pdf
Questions may be directed to:
Diane Cirksena, Title I Area Director, 651.582.8759, Diane.cirksena@state.mn.us
or
Barbara Jo Stahl, Special Education, 651.582.8659, Barbara.stahl@state.mn.us
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Minnesota Core Competencies
Statewide paraprofessional core competencies further define
what paraprofessionals should know and be able to do.
Core Competency Areas:
1.
Philosophical, Historical and Legal Foundations of
Education
2.
Characteristics of Learners
3.
Assessment, Diagnosis and Evaluation
4.
Instructional Content and Practice
5.
Supporting the Teaching and Learning Environment
6.
Managing Student Behavior and Social Interaction Skills
7.
Communication and Collaborative Partnerships
8.
Professional and Ethical Practices
9.
Academic Instructional Skills in Math, Reading and Writing
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Training & Preparation 
Studies have found that paraprofessionals who report
receiving more inservice training or preservice
preparation report feeling better prepared to fulfill their
job responsibilities

Numerous recent studies and opinion pieces indicate
that there is a scarcity of relevant training available to
paraprofessionals.

Perceptions regarding need for training differ among
administrators, teachers, and paraprofessionals.
21
Training & Preparation Wallace, Stahl, & Johnson (2003)

67% of the paraprofessionals reported that they
have had an opportunity to develop
knowledge/skills specific to students with whom
they work

68%of the paraprofessionals feel that the ongoing
training offered, prepares them to understand the
needs of the students with whom they work

60% of the paraprofessionals reported having
training that prepared them to implement follow up
instruction and activities.
22
Training & Preparation Wallace, Stahl, & Johnson (2003)
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Training & Preparation Wallace, Stahl, & Johnson (2003)
Table 28: NCLB Awareness and Information
NCLB
A. Are you aware of the paraprofessional
requir ements in the Title I/N o Child L eft
Behind federal legislation? (N=907)
B. Are you aware how the paraprofessional
requir ements in the Title I/N o Child L eft
Behind federal legislation impact your
position? (N-903)
C. Do you need more inf ormation about the
Title I/No Child Left Behind federal
legislation? (N=900)
Yes
74%
(674)
No
26%
(233)
60%
(544)
40%
(359)
58%
(520)
42%
(380)
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MN Infrastructure 
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Legislation – Federal and State
Minnesota Core Competencies
Para eLink
Portfolio / eFolio
Para Pro Test
Resource Guide on Directing the Work of
Paraprofessionals
Paraprofessional WEEK, January 19- 23, 2004
Paraprofessional Trainer Conference, March 1 - 2, 2004
State Conference, April 30 - May 1, 2004
Paraprofessional Website http://ici2.umn.edu/para/
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What is Minnesota Department of
Education doing to assist schools with NCLB?
Collaboration between Title 1, Special Education,
Career & Technical Education, Indian Education,
Limited English Proficiency (LEP), State Board of
Teaching and Licensing and Minnesota
Paraprofessional Consortium in policy and rule
making.
Providing a validation and standard setting process
for state recommended assessments that could assist
districts in assessing the knowledge of reading,
writing, and mathematics. The state validated
assessment, at this time is ParaPro - cut score is 460.
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What is Minnesota Department of
Education doing to assist schools with NCLB?
 The development of a Paraprofessional Portfolio or
E-folio which is based on the MN Competencies that will
assist paraprofessionals in documenting their
transferable work experience, college course,
workshops/conference and skill demonstration – on
website http://ici2.umn.edu/para
 The development of a Paraprofessional Skills Inventory –
located on website http://ici2.umn.edu/para
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What Can Schools Do?
 Encourage Title 1, Special Education, Career & Technical
Education, Indian Education, LEP to coordinate
paraprofessional training efforts.
 Explore Para eLink, by sending staff to Regional
Facilitators training in the fall, 2003 updates will be posted
on the web at http://ici2.umn.edu
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What Can Schools Do?

Principal/ District’s determine local plan for meeting
paraprofessional training requirements.
Minnesota Options:
If you choose to create a Portfolio/eFolio (on website) to
demonstrate work toward meeting the Minnesota
Paraprofessional Competencies, conduct a needs assessment
(Core Competency Inventory Skills Check List) and begin to build
strategies for unmet competencies.
If you choose to use the ParaPro Assessment, consider
having current paraprofessionals take the pre-test and focus on
some of the supports available for test preparation. Score - 460

Monitor the Paraprofessional Website dedicated to up to the
minute information of this emerging field. Continue to check
Website http://ici2.umn.edu/para
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Questions to ask to avoid ethical dilemmas
regarding preparation and training
(Heller, B. and Gerlach, K. (2003). Paraeducators in Education Settings: Ethical Issues, in Pickett, A.L., &
Gerlach, G. Paraeducators in Education Settings: A Team Approach. Austin, TX: Pro-ed)
1. Have knowledge and skills required by paraeducators and
assistants to work in different positions, programs, and across
disciplines been identified and developed?
2. Are there systematic competency-based opportunities for personnel
development and career advancement?
 For paraprofessionals
 For administrators who manage paraprofessionals
 For educators and other professionals who supervise
paraprofessionals
3. Does the training content provide paraeducators and their
supervisors with an understanding of the roles of professionals as
team leaders, diagnosticians, program planners and supervisors of
paraprofessionals?
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Questions, continued…
4.
Have the team leadership and supervisory roles been identified
and the knowledge and skill competencies developed to prepare
the professionals for these roles?
5.
Does the training content demonstrate respect for children and
youth with disabilities and their families, as well as for those who
come from diverse ethnic, cultural and language backgrounds?
6
Does the training content include information on the ethical, legal
and team-based roles of professionals and paraeducators in the
delivery of education and related services?
7.
Do licensed/certified professionals involved in the training of
paraeducators have knowledge of and respect for the distinction
in professional and paraeducator roles?
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Questions, continued…
8.
Is sufficient time and opportunity provided for orientation, initial
training, and continued competency development?
9.
How can different constituencies (e.g., professional associations,
provider agencies, IHEs) contribute to the appropriate efforts to
improve the quality of teacher/provider-paraeducator staff
development?
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Training & Preparation Topics listed in the literature for Paraprofessional Training 
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Positive behavioral supports
Specifics about disabilities
Teaching strategies
Communication and problem solving strategies
Transition related information and job coaching
Early childhood special education and child development
Special Education Law, confidentiality
Use of computers and accommodations
Inclusion
Health and safety
Development of independence and mobility
Observation and data collection strategies
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What is happening in your
district?
Discussion & Questions