Our obligation is to serve students in the least restrictive environment, and the utilization of paraprofessional support is a highly restrictive intervention. Research indicates that students with paraprofessional support receive less attention from certified classroom teachers, are more socially isolated, are less self-determined/motivated, and are more dependent on adults. Compared to a certified teacher, paraprofessionals are more likely to over-prompt, over-modify, and otherwise over-assist, which impedes students' productive struggle and limits their opportunities to learn and grow. 

Key Points

All paraprofessionals supporting students with disabilities must meet one of the following:

• • Two years of college coursework

  • An associate degree or higher

  • A passing score on an approved assessment (ParaPro or ParaEducator) Scores were lowered at the end of May

  • Demonstrated proficiency via the competency grid There is a new grid and it can now be used with newly hired paras as well.

For Title I school-wide and targeted assistance programs the requirements may be different.  The competency grid may not be  an option for meeting paraprofessional qualifications in these programs.

Before adding or increasing paraprofessional support, several conditions must be met:

1. Frequency and intensity of the medical, behavioral, or academic needs of the student exceed the capability of the existing site staff

2. Other interventions have been attempted without success

3. Additional paraprofessional support is required to implement the student’s IEP

4. Results of the observation and review of records show that the school has developed an implementation plan that includes goals and objectives that will address student independence, the type, amount and expected duration of the additional support service, and a process for determining when service can be reduced or eliminated