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NRCP, April 28, 2005 1
Rigorous Preparation for Paraeducators
Meeting NCLB Mandates
Margaret Gessler Werts, Ph.D.Appalachian State University
NRCP, April 28, 2005 2
Purpose
To determine how states are meeting the requirements
To determine the attitudes of state officials toward paraeducators who do not meet the requirements
To determine the progress made toward having all paraeducators meet the requirements
NRCP, April 28, 2005 3
Methods
List of Title I Directors obtained from DC Call to each state Interviews in summer 2002 Interviews in Spring 2005 Websites Spring 2005
NRCP, April 28, 2005 4
Results
2002 46 states contacted by phone
2005 45 contacted by phone
Confirmed by checking the websites
NRCP, April 28, 2005 5
Mandated Education
Associates Degree 2 years of higher education Pass designated test in reading, writing, and
math
NRCP, April 28, 2005 6
In 2002
All had heard of and were familiar with the legislation (except Washington, D. C.)
18 had made decisions 13 states decided or considering Parapro 2 adopted Workkeys Others in process of making decisions
NRCP, April 28, 2005 7
In 2005
Testing 69% can use the ETS Parapro 25% mentioned the WorkKeys Others have state devised testing A few can use the Praxis I Some have teaching modules and tests to
follow each
NRCP, April 28, 2005 8
Classes
Majority of persons are taking the tests Most states mentioned classes at community
colleges
NRCP, April 28, 2005 9
Other ways
Apprenticeship programs Teacher and paraeducator study teams Training to prepare for tests
Portfolios Some states: these were used. One state: “Nobody submitted one.”
NRCP, April 28, 2005 10
Associate degrees
Any degree Any degree that would be accepted as entry
into a 4 year institution A paraprofessional degree (Utah) An early childhood degree (encouraged) Articulation agreements with Universities and
Colleges
NRCP, April 28, 2005 11
Degree of preparation
Overall, 69.5% reported prepared as of last reporting date
Only about ½ of states would estimate or give figures (Some were on line, some said the data was too difficult to collect.)
Range of 30% to 100%
NRCP, April 28, 2005 12
Comments on the legislation
I think it has, nationally, cause the biggest stir but it is working out well. We have about 90% who have met the requirements so it is not a huge issue any more. It required a lot of fast decisions.
We agree with the concept. We want people who are well qualified.
NRCP, April 28, 2005 13
It is a process of including the whole community including the parents. It is difficult to implement all the requirements because we want high quality and well prepared paraprofessionals, but there is such a teacher shortage.”
They must be certified if they are employed.
NRCP, April 28, 2005 14
“There has certainly been money allocated to try to get them to become teachers. IDEA has professional development money, and they may be using the Title I money.”
There are going to be relatively few who do not meet the requirements. Some are going to retire, if they do not, they may be moved to a position not requiring the NCLB requirements. We do not foresee a problem in January
NRCP, April 28, 2005 15
“Concerns? Only what we have been hearing from districts about the number of paras left at the end. Some people are hesitant to take the tests because they fear not passing. So some are thinking about retirement but would like to work for a few more years. Some districts are providing more support than others.”
NRCP, April 28, 2005 16
“It caused a great deal of confusion at first because we were implementing new state requirements at the same time, but now that we are past that, we are OK.”
NRCP, April 28, 2005 17
“We may have to fire them and then hire them back as casual employees; they will lose the benefit packages, they will not have a salary. But they may make more money per hour.”
NRCP, April 28, 2005 18
“I just don't know what will happen. The state has been making the requirements clear. The districts will not be able to keep the paras in title I positions or in Title I schools. Maybe they could stay in Non-title I positions. By putting them in special education positions, what message are we sending? I hope the districts would have the same requirements for special education for consistency across programs.”
NRCP, April 28, 2005 19
Last Word?
“Performance has improved tremendously in the last three years."