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ESEA: Developing the Paraprofessional Portfolio Prepared by Carolyn Ellis Logan, Consultant Professional Development/Human Rights Department Michigan Education.

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Presentation on theme: "ESEA: Developing the Paraprofessional Portfolio Prepared by Carolyn Ellis Logan, Consultant Professional Development/Human Rights Department Michigan Education."— Presentation transcript:

1 ESEA: Developing the Paraprofessional Portfolio Prepared by Carolyn Ellis Logan, Consultant Professional Development/Human Rights Department Michigan Education Association 517/ , extension 6212

2 2 Basic Definition of a Paraprofessional A school employee who provides instructional support for students under the supervision of certified staff. A school employee who provides instructional support for students under the supervision of certified staff.

3 3 Paraprofessional Defined for the Purposes of ESEA/NCLB: One who provides instructional support in a program supported with Title I A funds. One who provides instructional support in a program supported with Title I A funds. Including paraprofessionals who: Including paraprofessionals who:  Provide one-on-one tutoring, / Assist with classroom management, / Provide instructional assistance in a computer laboratory, / Conduct parental involvement activities, / Provide support in a library or media center, / Provide instructional support services under the direct supervision of a teacher

4 4 completed at least two years of study at an institution of higher education completed at least two years of study at an institution of higher education or or obtained an associates (or higher) degree obtained an associates (or higher) degree or or ESEA/NCLB Paraprofessional Qualification Requirements In order to be ESEA/NCLB qualified, a Title I Instructional Paraprofessional must meet one of the following: Passed a state or local academic assessment establishing that the paraprofessional has knowledge of, and the ability to assist in, instructing reading, writing and math.

5 5 State Academic Assessment Options WorkKeys Assessment and Skill Levels for WorkKeys Assessment and Skill Levels for Title I Paraprofessionals: Reading for Information (level 4); Applied Mathematics (level 4); and Writing (level 3). Title I Paraprofessionals: Reading for Information (level 4); Applied Mathematics (level 4); and Writing (level 3). ETS Parapro Assessment (state qualifying score of 460) ETS Parapro Assessment (state qualifying score of 460) Basic Skills Test of the Michigan Test for Teacher Certification (must pass reading, writing and math components) Basic Skills Test of the Michigan Test for Teacher Certification (must pass reading, writing and math components)

6 6 Local Academic Assessment Only one local assessment process is approved by the Michigan State Board of Education as rigorous and meets ESEA/NCLB requirements. Only one local assessment process is approved by the Michigan State Board of Education as rigorous and meets ESEA/NCLB requirements. A portfolio developed to comply with the state “Guidelines for the Michigan Paraprofessional Portfolio Assessment”.

7 7 A portfolio is a collection of documents including lists, descriptions, explanations, examples or other evidence of opportunities that the paraprofessional has experienced and completed to learn and practice as a paraprofessional. What is a Portfolio?

8 8 The portfolio assessment process simply highlights: What you have done or been involved in to develop/improve your ability to assist in instructing reading, writing and math. What you have done or been involved in to develop/improve your ability to assist in instructing reading, writing and math. -- and – How you have benefited and/or used what you learned from what you have done or been involved in to assist in instructing in reading writing and math. How you have benefited and/or used what you learned from what you have done or been involved in to assist in instructing in reading writing and math.

9 9 Framework for the Portfolio Assessment Process Strengthen reading and writing skills and understanding of math Demonstrate content area knowledge in reading, writing and math Focus on assisting with instruction in reading, writing and math

10 10 Basic Elements of the Portfolio Assessment  District Review Committee  Qualified Colleague

11 11 For the portfolio, a District Review Committee, including a balanced representation of paraprofessionals, administrators, and teachers, must be established to approve the completion of all paraprofessional requirements and to recommend the issuance of the ESP Certificate. For the portfolio, a District Review Committee, including a balanced representation of paraprofessionals, administrators, and teachers, must be established to approve the completion of all paraprofessional requirements and to recommend the issuance of the ESP Certificate.

12 12 Qualified Colleague For the portfolio, the paraprofessional must work with one or more “Qualified Colleagues” to guide and assist the development of the portfolio, and the submission of the completed portfolio to the District Review Committee. For the portfolio, the paraprofessional must work with one or more “Qualified Colleagues” to guide and assist the development of the portfolio, and the submission of the completed portfolio to the District Review Committee.

13 13 About the Qualified Colleague An ESEA/NCLB qualified teacher or paraprofessional or an administrator An ESEA/NCLB qualified teacher or paraprofessional or an administrator The Qualified Colleague: Is the paraprofessional’s choice based upon an agreement between the two; Is the paraprofessional’s choice based upon an agreement between the two; Works collaboratively as a colleague and in a confidential manner throughout the assessment process; Works collaboratively as a colleague and in a confidential manner throughout the assessment process; Assists in establishing the number of points to be awarded for a particular activity/experience if not set by the guidelines; and Assists in establishing the number of points to be awarded for a particular activity/experience if not set by the guidelines; and Assists the development and submission of the completed portfolio to the District Review Committee for Portfolio Assessment. Assists the development and submission of the completed portfolio to the District Review Committee for Portfolio Assessment. The Qualified Colleague may be:

14 14 A point system is used to document each type of activity/experience used for the portfolio. A total of at least 60 points must be accumulated based on the following standards. A total of at least 60 points must be accumulated based on the following standards. Professional Development Professional Development Professional Professional Dialogue/Observation/Demonstration Mandatory Math Knowledge Standard Mandatory Math Knowledge Standard Optional Standard Optional Standard Standards for the Portfolio Assessment

15 15 Professional Development Standard Professional readings (selected or recommended) as documented by the Professional Reading Record (Form A) and the Professional Reading Reflection Framework (Form B). Professional readings (selected or recommended) as documented by the Professional Reading Record (Form A) and the Professional Reading Reflection Framework (Form B). This standard includes: No more than 30 points (one half) of the 60 points required for the portfolio may be earned for Professional Reading.

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18 18 Professional Development Standard ( cont’d.) Workshop & Related Type Activities such as school, district, regional or state workshops/conferences, meetings, special presentations/training sessions/classes, etc. that focus on the academic achievement in the content area of reading, writing and math. Documented by the Professional Development/Workshop Participation Record (Form C) and the Professional Development Workshop/Reflection Framework (Form D) Workshop & Related Type Activities such as school, district, regional or state workshops/conferences, meetings, special presentations/training sessions/classes, etc. that focus on the academic achievement in the content area of reading, writing and math. Documented by the Professional Development/Workshop Participation Record (Form C) and the Professional Development Workshop/Reflection Framework (Form D) No more than 30 points (one half) of the 60 points required for the Portfolio may be earned for Professional Development Workshops

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21 21 Professional Dialogue/Observation/Demonstration Standard Volunteer or appointed membership on a school, district, regional or state committee/panel for curriculum development/instruction; Volunteer or appointed membership on a school, district, regional or state committee/panel for curriculum development/instruction; Made or assisted presentation(s)/demonstration(s) to colleagues that enhance understanding of instructional support in reading, writing, and math; and Made or assisted presentation(s)/demonstration(s) to colleagues that enhance understanding of instructional support in reading, writing, and math; and Made visitations/observations to learn methods, techniques, tools for assisting instruction to students. Made visitations/observations to learn methods, techniques, tools for assisting instruction to students. A range of points may be earned for the following activities/experiences involving conferences, collaborative sessions, and observations such as: These activities/experiences are to be documented by the Supportive Instruction Activity Reflection Framework (Form G) to be submitted to the participant’s District Review Committee.

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23 23 Mandatory Knowledge of Math Objectives Standard The Title I funded paraprofessional must provide evidence of knowledge, competence and ability to assist instruction in math as demonstrated by either observations or dialogue with a Qualified Colleague. This mandate, worth one portfolio point, must be recorded on the Math Knowledge Checklist (Form E) to be submitted to the participant’s District Review Committee. This mandate must be met even if the total number of Portfolio Points earned exceeds the 60 point requirement. Questions concerning this form should be directed to Carolyn Logan at 800/ , ext For additional examples of items to meet the Math Objectives, go to

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26 26 Optional Standard Other activities/experiences for which Portfolio Points may be earned include: College Credit that supports the paraprofessional’s understanding of reading, writing and math based on a transcript of course work and recorded on the Portfolio Summary (Form F) submitted to the participant’s District Review Committee. One point per semester hour with no time limit or maximum. If less than 60 semester hours, then the mandatory math standard must be met. College Credit that supports the paraprofessional’s understanding of reading, writing and math based on a transcript of course work and recorded on the Portfolio Summary (Form F) submitted to the participant’s District Review Committee. One point per semester hour with no time limit or maximum. If less than 60 semester hours, then the mandatory math standard must be met. Relevant Work Experience – assisting students with instruction in an education setting, and recorded on the Portfolio Summary (Form F). One point for each complete year of employment, a maximum of 30 portfolio points may be earned for relevant work experience and; Relevant Work Experience – assisting students with instruction in an education setting, and recorded on the Portfolio Summary (Form F). One point for each complete year of employment, a maximum of 30 portfolio points may be earned for relevant work experience and; Supportive Instruction Activities – special projects, individualized study, committee/panel participation and other activities involving independent work in the content areas of reading, writing and math, and recorded on the Supportive Instruction Activity Reflection Framework (Form G, as shown on page 22). A range of points may be earned for these activities as negotiated with the qualified colleague. Supportive Instruction Activities – special projects, individualized study, committee/panel participation and other activities involving independent work in the content areas of reading, writing and math, and recorded on the Supportive Instruction Activity Reflection Framework (Form G, as shown on page 22). A range of points may be earned for these activities as negotiated with the qualified colleague.

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28 28 The evaluation of items submitted for the Paraprofessional Portfolio Assessment is based on the guidelines provided by the Michigan Department of Education The evaluation of items submitted for the Paraprofessional Portfolio Assessment is based on the guidelines provided by the Michigan Department of Education

29 29 The District Review Committee recommends the paraprofessional as ESEA/NCLB qualified based on the completion of the portfolio and The District Review Committee recommends the paraprofessional as ESEA/NCLB qualified based on the completion of the portfolio and

30 30 Successful completion of the portfolio is based on the accumulation of 60 Portfolio Points as documented by the submission of the Portfolio Summary (Form F, as shown on page 27). Successful completion of the portfolio is based on the accumulation of 60 Portfolio Points as documented by the submission of the Portfolio Summary (Form F, as shown on page 27).

31 31 Confirmation of completion of the Paraprofessional Portfolio Assessment is documented by the Paraprofessional Portfolio Final Recommendation (Form J) signed by the superintendent or designee of the employing district. Confirmation of completion of the Paraprofessional Portfolio Assessment is documented by the Paraprofessional Portfolio Final Recommendation (Form J) signed by the superintendent or designee of the employing district.

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