Learning Services - Standards for Paraeducators

The North Central Regional Standards were adapted from those of the National Resource Center for Paraprofessionals in Education and Related Services (Anna Lou Pickett) & CDC Standards for Paraprofessionals. The Montana Consortium has adopted these standards in conjunction with paraeducator preparation.

All standards and competencies marked “mandated” must be demonstrated and documented as a part of achieving the designation of “Highly Qualified.”All standards marked “basic” should be evidenced within the first year of employment as a paraeducator. Standards marked “intermediate” and “advanced” may be part of ongoing training.

Standard 1:   Demonstrate skills in reading and writing.

Knowledge Competencies:

•  Read and comprehend at a level expected after the completion of a two-year college program. (Mandated)

•  Write to communicate at a level expected after the completion of a two-year college program. (Mandated)

Skill Competencies:

•  Assist students in developing the skills of successful readers. (Mandated)

•  Assist students in developing the skills of successful writers. (Mandated)

Standard 2:   Demonstrate skills in mathematics.

Knowledge Competencies:

•  Use mathematic computation and reasoning skills to solve problems at a level expected after the completion of

    a two-year college program (Mandated).

Skill Competencies:

•  Assist students in developing the skills of successful problem-solvers. (Mandated)

Standard 3:   Demonstrate skills in instructional teamwork.

Knowledge Competencies:

•  Understand the value of a team approach to the delivery of education and related services for learners and their

    families. (Basic)

•  Understand Federal, State, and district/agency policies, regulations and practices connected with paraeducators       

    employment, roles, supervision, and preparation. (Basic)

•  Understand the distinctions in the roles and responsibilities of teachers/providers, families, paraprofessionals and

    other team members in identifying learner needs, developing plans to meet learner needs, and implementing

    programs to achieve learner goals. (Intermediate)

•  Demonstrate an awareness of problem-solving and decision-making strategies that strengthen program planning

    teams and programs implementation teams. (Advanced)

Skill Competencies:

•  Follow teacher/service provider instructions and carry out team decisions. (Basic)

•  Interact constructively with and demonstrate respect for learners, families, and other school/agency personnel

    (Basic).

•  Contribute relevant objective information to teachers/service providers to facilitate planning, problem-solving and    

    decision making (Intermediate).

•  Participate in program planning team meetings. (Intermediate)

Standard 4:   Assist in maintaining a learner-centered environment.

Knowledge Competencies:

•  Demonstrate an awareness of basic procedures for protecting the safety, health, and well-being of learners an

    staff. (Basic)

•  Demonstrate an awareness of laws, policies and procedures for reporting suspected physical, sexual and                  

    psychological child abuse. (Basic)

•  Demonstrate an awareness of procedures for managing behavior and disciplining all children and youth. (Basic)

Skill Competencies:

•  Implement proactive behavior and learning strategies developed by teachers/service providers that maintain               supportive and inclusive environments. (Intermediate)

•  Follow and use prescribed district/agency policies and procedures to ensure the safety, health, and well-being of

    learners and staff. (Basic)

•  Use universal health precautions for preventing illness and infections and proper body mechanics for lifting

    learners and heavy objects. (Basic)

•  Perform emergency first aid and CPR procedures. (Intermediate)

Standard 5:   Assist with Planning and Organizing Learning Experiences and Environments.

Knowledge Competencies:

•  Plan for smooth transitions between activities and environments. (Basic)

•  Understand the distinctions between and among teacher/service provider and paraeducator roles in developing       

    curricular content, learning strategies, and modifying learning programs to meet the needs of individuals and

    groups of children and youth. (Basic)

Skill Competencies:

•  Use copy machines, computers, and other equipment to prepare learning materials and resources. (Basic)

•  Use adaptive equipment and assistive technology prescribed by teachers/service providers and other professional    

    practitioners. (Intermediate)

•  Record relevant information about learners using graphs and charts to assist in the learning process. (i.e., reading, 

    writing, mathematics). (Intermediate)

•  Assist teachers/service providers with modifying learning materials and activities to meet the needs of individuals

    with different ability levels, learning styles, or language backgrounds. (i.e., reading, writing, mathematics)

   (Advanced)

Standard 6:   Assist in Engaging Children and Youth in Learning Experiences.

Knowledge Competencies:

•  Demonstrate an awareness of different methods that are used by teachers/service providers to accommodate an    

    individuals learning needs. (Basic)

•  Demonstrate an awareness of developmentally and age-appropriate reinforcement techniques to facilitate the

    learning of children and youth with different needs. (Basic)

Skill Competencies:

•  Develop and maintain positive interaction with all students. (Basic)

•  Develop and maintain effective interaction with a wide diversity of learners. (Intermediate)

•  Carry out teacher and service provider-developed proactive behavioral strategies. (Basic)

•  Use developmentally- and age-appropriate strategies, equipment, materials, and technologies as directed by the

    teacher/service provider. (Intermediate)

•  Use teacher/service provider-developed positive behavioral and instructional strategies and procedures that               facilitate the learning of children and youth with challenging behaviors and diverse learning styles. (Intermediate)

•  Use computers and other instructional technology in a purposeful manner to assist instruction and facilitate learning 

    in the areas of reading, writing, and mathematics. (Intermediate)

•  Use strategies as directed to facilitate effective integration into various settings (e.g. libraries, computer                laboratories, lunchrooms, playgrounds, and buses). (Intermediate)

•  Follow and carry out teacher/service provider plans for strengthening academic skills for school-age learners.

    (Intermediate)

Standard 7:   Assist with Assessing Learner Needs, Progress, and Achievements.

Knowledge Competencies:

•  Demonstrate awareness that different kinds of assessments are used based on students' varying needs. (Basic)

•  Demonstrate awareness of the reasons for conducting different types of evaluations and assessments                     

    (standardized, informal, criterion-referenced tests) to assess learner strengths and needs in the areas of reading,

    writing, and mathematics. (Intermediate)

Skill Competencies:

•  Use assessment instruments developed by teachers/service providers to document and maintain data.

    (Intermediate)

•  Under the direction of the teacher, assist with administration of standardized tests based on State/District/

    Agency policies, the protocol for conducting the test, and the paraeducator's qualifications for carrying out the

    task. (Advanced)

Standard 8:   Meet Standards of Professional and Ethical Conduct.

Knowledge Competencies:

•  Understand civil, legal, and human rights of children, youth, and their families. (Basic)

•  Demonstrate an awareness of state and district standards for professional and ethical conduct for all personnel.

    (Basic)

•  Demonstrate an awareness of a “chain of command” for decision-making and addressing policy questions, systems

    issues, and personnel practices. (Basic)       

•  Demonstrate an awareness of and sensitivity to diversity and individual differences among learners, their families,    

    and school/agency personnel. (Basic)

Skill Competencies:

•  Perform assigned tasks under the supervision of teachers/providers in a manner consistent with professional and

    ethical guidelines established by the State/District/Agency. (Basic)

•  Demonstrate willingness to participate in professional and career development opportunities. (Basic)

•  Confer with principal/evaluator or supervising teacher(s)/service provider(s) to identify strengths and professional  

    development needs. (Intermediate)