1. NO CHILD LEFT BEHIND ACT ASSESSMENT UPDATE

2. WHAT IS CODESP? Cooperative Organization for the Development of Employee Selection Procedures
A nonprofit consortium of over 660* public school districts which was formed in 1973 to combine resources to develop classified test materials.
The Board of Directors consists of ten members elected from and by the members.
*Includes 312 small districts who have membership through their COEs.
At this point you can call CODESP to help you. What is CODESP?

3. *average yearly membership ** as of March 25 2004
CODESP GROWTH
C-CIB became operational in the program year.
*average yearly membership ** as of March

4. CURRENT COUNTY OFFICE MEMBERSHIP
Alameda, Alpine, Amador, Butte, Calaveras, Colusa, Contra Costa, Del Norte, El Dorado, Fresno, Humboldt, Imperial, Kern, Kings, Lake, Lassen, Los Angeles, Madera, Marin, Mariposa, Mendocino, Merced, Orange, Placer, Riverside, Sacramento, San Benito, San Bernardino, San Diego, San Joaquin, San Luis Obispo, San Mateo, Santa Barbara, Santa Clara, Santa Cruz, Shasta, Sierra, Solano, Stanislaus, Sutter, Trinity,Tulare, Tuolumne and Yuba.

5. “SMALL” DISTRICT MEMBERSHIP
Districts with an ADA of less than 1,000 receive CODESP services without charge when the county office of education is a member.
Currently, approximately 312 small school districts are eligible to receive CODESP services through their county offices of education.

6. NO CHILD LEFT BEHIND ACT OF 2001 H.R.1
Paraprofessionals must:
(A) have completed at least 2 years of study at an institution of higher education; or
(B) have obtained an associate’s (or higher) degree; or

7. - (C) have met a rigorous standard of quality that demonstrates, through a formal academic assessment-
(i) knowledge of, and the ability to assist in instructing reading, writing, and math; or
(ii) knowledge of, and the ability to assist in instructing reading readiness, writing readiness, and math readiness, as appropriate.

8. Qualifications Not Applicable
Title I, Part A Paraprofessionals with Instructional Duties in Core Academic Subject Areas
Campus Receives Title I, Part A funds? No
Qualifications Not Applicable
Yes
Targeted Assistance or Schoolwide Campus?
Targeted Assistance campus: ONLY a paraprofessional with instructional duties in core academic subject areas whose salary is paid with Title I, Part A funds.
Schoolwide campus: ALL paraprofessionals with instructional duties in core academic subject areas without regard to the source of funding of the position.

9. Option 2: An associate’s (or higher) degree.
Paraprofessionals hired after January 8, 2002, must meet ONE of these three criteria when hired
Paraprofessionals hired on or before January 8, 2002, must meet ONE of these three criteria by January 8, 2006
Option 1: Two years of study at an institution of higher education.
Option 2: An associate’s (or higher) degree.
Option 3: A rigorous standard of quality and can demonstrate through a formal academic assessment, knowledge of, and the ability to assist in, instruction of reading (or reading readiness), writing (or writing readiness), and mathematics (or mathematics readiness), as appropriate.

10. EARLY CHILDHOOD PROGRAMS
Individuals working in early childhood programs such as Head Start, that are physically located in a Title I, Part A school but are not part of a schoolwide program and are not funded with Title I, Part A funds are NOT required to meet one of the NCLB requirements.
However, paraeducators with instructional duties in Title I, Part A-funded early childhood programs MUST meet one of the NCLB requirements.

11. DIRECT SUPERVISION DEFINED
The teacher plans the instructional activities that the paraprofessional carries out;
The teacher evaluates the achievement of the students with whom the paraprofessional is working; and
The paraprofessional works in close and frequent physical proximity to the teacher.

12. WHAT ABOUT CALIFORNIA?
The State Board of Education (SBE) was left to decide on how to administer and comply with NCLB requirements, using guidance from the NCLB Liaison Committee.
Jack O’Connell (State Superintendent of Public Instruction) released a letter to the County and District Superintendents, announcing the SBE’s policy on paraprofessional requirements.

13. IS THE CDE PLANNING TO DEVELOP OR SELECT ONE STATEWIDE ASSESSMENT, OR TO POST A LIST OF ACCEPTABLE ASSESSMENTS FOR THE NCLB PARAPROFESSIONAL REQUIREMENTS?
No, because the State Board of Education decided that the selection or development of an assessment is to be determined locally, it would not be appropriate for the CDE to do so.
California Dept. of Ed. Website

14. WHAT WE ALREADY KNEW
Local Education Agencies (LEAs) receiving Title I funds shall also ensure that paraprofessionals, hired on or before January 8, 2002, and working in a program supported with Title I funds, must meet these requirements by January 8, 2006.
Effective January 8, 2003, all paraprofessionals, regardless of hire date, must possess a high school diploma or its recognized equivalent.

15. ABILITY TO ASSIST OPTION
To meet the third option (C) of demonstrating knowledge and ability to assist in instruction, the development of an assessment is determined by each LEA.
In other words, the state will not be approving one specific assessment.
LEAs are responsible for justifying their choice of assessments.

16. IN ADDITION…..
SBE decided that each LEA may determine whether or not to accept another LEA’s assessment results for determining a paraprofessional’s qualifications.

17. CALIFORNIA DEPARTMENT OF EDUCATION WEBSITE
NCLB contact: Penni Hansen

18. CODESP’S INSTRUCTIONAL AIDE TEST MATERIALS
What is included in the “Sample Test” and additional options?
Refer them to the handout on IA duties and KSAOs

19. CODESP’S “SAMPLE TEST”
CODESP staff developed a sample test and optional items to assist school districts in complying with federal regulations regarding the testing of new Instructional Aides.
There is not just ONE TEST that CODESP provides for districts—each district selects from the sample test and options, choosing which items to include on their own customized test.

20. MORE ON CUSTOMIZED TESTS
Why customize? Varying difficulty levels, content validity to your district, district buy-in.
Some districts use the same test as other member districts- but each LEA is responsible for determining if they feel the test meets the rigors of NCLB and fits the IA jobs in their district.
Some districts also create a “base” IA test, and then smaller tests to supplement for specific positions (Special Ed, Bilingual, Computer Lab, etc.)

21. IA TEST DEVELOPMENT HISTORY
Initially CODESP was asked to assist in a consortium made up of school district Title I and Curriculum Specialists, IO Psychologists, HR Professionals and CSEA representatives from Los Angeles, San Diego and Orange Counties.
Several meetings took place to discuss interpretation of the NCLB Act’s IA Assessment requirements.

22. ADDITIONAL TEST DEVELOPMENT RESEARCH
Test questions were developed by reviewing current California high school graduation standards, community college placement exams, and other standardized tests currently administered in California.
Recommendations from subject matter experts were also valuable in this process.
Existing job studies for the position of Instructional Aide were also analyzed especially in the development of the Ability to Assist portion.
CBEST

23. ROLE OF IAs CONSIDERED Roles include:
Instructing individual and small groups of learners using plans and strategies developed by teachers/providers.
Documenting data about learner behavior and performance and participation in other learner assessment activities under the supervision of teachers/providers.
Implementing teacher/provider-developed behavior management and disciplinary procedures.

24. MAIN SOURCE MATERIAL
National Resource Center for Paraprofessionals in Education and Related Services: Strengthening and Supporting Teacher/Provider-Paraeducator Teams: Guidelines for Paraeducator Roles, Supervision, and Preparation
400 paraeducators, teachers, principals, State and local education personnel, college faculty, parents, and others, responded to the validation survey.
Authored by Anna Lou Pickett, 1999

25. CALIFORNIA HIGH SCHOOL EXIT EXAM
June 2003
Test is postponed until A report found that 20% of the class of 2004 would fail the math portion.
November 2003
The state Board of Education voted to remove some of the more difficult math and English questions on the test.

26. TYPICAL CODESP TEST
Members report that the average number of items on their test is 93.
CODESP suggests that candidates are allowed a generous amount of time to complete the test.
Test cost: $1,750 but includes ALL membership services including test materials for all classified positions.
Tutorial: NO cost to members or to member district trainers.

27. CODESP’S SAMPLE TEST CONTAINS THREE OVERALL CONTENT AREAS
English/Language Arts
Math
Ability to Assist in Instruction
Districts can choose to have three separate tests made (one for each section) to allow ease of retesting.

28. TYPES OF ITEMS IN ENGLISH/LANGUAGE ARTS
Reading Comprehension (up to 12th grade level available)
Logical Sequence of a Paragraph
Main Theme of a Paragraph
Multiple Word Meanings
Punctuation
Capitalization
Spelling
Correct Word Usage
Correct Sentence Combination

29. TYPES OF ITEMS IN MATH
Fractions (addition,subtraction, multiplication,division,simplifying,converting from decimals)
Word Problems (multiplication, division, percentages)
Estimation
Statistics
Probability
Exponents
Pre-Algebra/Algebra (word problems, order of operations, simplifying expressions, equations-equivalents, prime factorization, greatest common factor, least common multiple, factoring)
Coordinates (grid graphs, slope coordinates)
Geometry (basics, squares, rectangles, circles, triangles)

30. TYPES OF ITEMS FOR THE ABILITY TO ASSIST IN INSTRUCTION
Instructional Aide Worker Qualities
Student Discipline/ Behavior
Reading Charts
Following a Lesson Plan
Following Directions
Assisting in an Instructional Game
Assisting in Interpreting Instructional Material

31. WRITING SAMPLE OPTION
Although writing skills are addressed in portions of the English/Language Arts segment, a writing exercise with a scoring rubric is included in the sample test materials for districts who would like to include this option with their test.

32. HOW DISTRICTS CAN HELP QUALIFIED CANDIDATES SUCCEED ON A TEST
Give candidates resource materials, including CODESP tutorial materials, to prepare for the test.
Allow retesting.
Conduct tutorial sessions.

33. PARAEDUCATOR/ INSTRUCTIONAL AIDE TUTORIAL
Member’s can download a tutorial to assist candidates in preparing for the IA test.
Contact CODESP for the password to enter the “Member’s Only” portion of the website where this is located.

34. CODESP IA TUTORIAL SAMPLE 6 (2 + 4a) Remove parentheses and multiply
each term by six (6 × 2) + (6 × 4a)
Answer a

35. CURRENT AIDES: STRUCTURED OBSERVATION EVALUATION
CODESP has developed a structured observation evaluation with a series of rubrics to assess current (veteran) aides.
The CDE has stated: “The original proficiency exams were intended to address basic skills proficiency at the level of high school seniors in each district. Some districts are using their proficiency exam and adding a structured observation component; others are adopting new tests that cover both subject knowledge and ability to assist in instruction. There are also commercial exams available that test subject matter knowledge and the ability to assist in instruction.”

36. Demonstration of Proficiency in Reading
EXCEEDS REQUIREMENTS: Exceeds the required knowledge and ability to:
MEETS REQUIREMENTS: Meets the basic knowledge and ability to:
DOES NOT MEET REQUIREMENTS: Is unable to:
   locate and understand written information; identify the main idea or essential message in a text; identify relevant details and facts; infer and locate technical vocabulary; clearly and concisely read materials aloud to students.

37. SOURCES OF FUNDING FOR MEMBERSHIP
Local Educational Agencies must spend at least 5% of Title I, Part A (capped at 10% for ) for professional development activities to ensure that teachers and paraprofessionals meet the requirements.

38. FEDERAL FUNDING
Title I, Part A funds may be used to support ongoing training and professional development to assist teachers and paraeducators working in a program supported with Title I, Part A funds.
Title II, Part A funds may be used to provide professional development activities that improve the knowledge of teachers and principals and, (continued on next screen)

39. FUNDING CONT’D
in appropriate cases, paraeducators concerning effective instructional strategies, methods and skills and use of challenging content standards to improve teaching practices and student academic achievement.
Title V, Part A (Innovative Programs) funds may be used to provide professional development for teachers and other school personnel as a part of reform strategy.

40. CODESP PROVIDES SO MUCH MORE THAN NCLB ASSESSMENT MATERIALS READ ON…………….

41. WHAT CAN MEMBERS DO TO IMPROVE THEIR DISTRICT’S EMPLOYEE SELECTION PROCESS?

42. KNOW THE JOB

43. CONDUCT A JOB REVIEW/ANALYSIS
Ask questions of employees and supervisors.
Identify job related essential skills, knowledges, abilities and personal characteristics.

44. EXAM PLANNING PROCESS Job Review/Analysis
Job Description Edit/Development
Posting/Advertising/Recruiting
Examination Planning
Test Construction/Administration
Item Analysis/Recruitment Review
As anyone trained in testing procedures will tell you, no selection process should begin without a job analysis. Since job analysis is another, day long subject, I will only emphasize its importance in the planning of any selection process. If there is absolutely no time to conduct a job analysis, completing a Recruitment Worksheet as supplied in the C-CIB Manual will give you at least an up-to-date review of the position. The most important things to remember are to ask questions of employees and supervisors, identify essential skills, knowledges and abilities and/or personal characteristics, review job description, then determine the minimum qualifications. Next you will have to consider the Examination Plan, an overview of the selection procedures you plan to utilize. The Selection Worksheet will help through out the process. Once you have decided on the steps you will take, you can work on the development of the test parts chosen.

45. INFORMATION FROM JOB ANALYSIS IS USED TO:
Write job descriptions and announcements.
Determine test methods.
Validate tests (determine job relatedness).
Determine accommodations for disabled applicants/employees.
Determine rating criteria.

46. Performance Appraisal
Training
Classification
JOB ANALYSIS
Performance Appraisal
Compensation
Selection

47. LEGAL REQUIREMENTS UNIFORM GUIDELINES STATE:
ALL selection processes are tests.
“Adverse impact” must be considered.
Validation required.
Documentation required.
Alternative selection procedures must be considered.

48. Gives meaning to test scores.
VALIDATION
Gives meaning to test scores.

49. CONTENT VALIDITY
Test items should be relevant to, and measure important requirements and qualifications for the job.

50. TYPES OF CODESP TEST MATERIALS AVAILABLE
Supplemental applications (training and experience evaluations).
Multiple choice test questions.
Interview questions.
Writing samples.
Performance examinations.

51. CUSTODIAN: WILLINGNESS TO PERFORM DUTIES

52. SUPPLEMENTAL APPLICATION FORM Special Education Aide

53. SAMPLE MULTIPLE CHOICE TEST ITEMS FROM C-CIB

57. With the help of SME’s, members select the test items for the exam
With the help of SME’s, members select the test items for the exam. After the form is completed it is faxed or ed to the CODESP office where a printer-ready test is produced and ed back.

58. SAMPLE TEST When a district orders a test they receive:
Cover Page (options: logo, time limit)
Examination Instructions
Test
Key

59. TEST RESULTS CODESP will scan the Scantron answer sheets and provide your district with a detailed item analysis at no extra cost.

60. MORE ON TESTS
By using one or more tests in combination with other screening devices, the quality of final selection can be greatly improved.
Each test tends to focus narrowly on only one of the many factors that determines job success.

61. HOW DO MEMBERS ORDER MATERIAL?
Members log on to our website at and complete a C-CIB Request Form
Test materials are sent to members through password protected .

63. TO BECOME A MEMBER
Copy the necessary forms posted under JOIN CODESP on our website.
Return a completed Application, Membership Agreement and Security Agreement with a Purchase Order for $1,750.
Services begin as soon as paperwork is received.

64. COUNTY OFFICE’S ROLE
To include “small districts” the Membership Paperwork is completed by the county office.
Once it is submitted to CODESP, the county office informs their districts with an ADA of 1,000 or less that they are eligible to receive CODESP services and that they must submit security agreements to begin services.
They then may log on to our website to submit a request form using the county office name/their district name.

65. VISIT OUR WEB PAGE AT