Paraprofessional Highly Qualified Status
Highly Qualified (HQ) Status for a Paraprofessional:
IU 29 recognizes several ways to determine Highly Qualified Status for a paraprofessional
IU 29 recognizes several ways to determine Highly Qualified Status for a paraprofessional
- Highly Qualified status must be obtained within 3 months of hire date to continue employment.
- Proof of the Highly Qualified status can be demonstrated in the following ways: (only 1 item required)
(i) Have completed at least 2 years of postsecondary study.
(ii) Possess an associate degree or higher.
(iii) Meet a rigorous standard of quality as demonstrated through a State or local assessment.
Proof of Highly Qualified status must be presented to the Program Supervisor and will be placed in their personnel file.
______________________________________________________________________________________________________________
Questions and Answers Regarding Qualifications and "Rigorous Standard of Quality as Demonstrated through a State or Local Assessment."
Will the state or local assessment be more than a test? If so, give examples Will the credential program offered by PDE via PaTTAN satisfy the requirements?
The current Pennsylvania Special Education Paraeducator Credential of Competency will satisfy the requirement. It is based on ten performance-based standards identified by The Council for Exceptional Children (CEC) as necessary for a special education paraeducator to know or be able to so in order to work effectively with students in special education programs. PDE has endorsed the use of these ten CEC performance-based standards and their corresponding required knowledge and skills, as they define the basic content for the initial preparation and practice of special education paraeducators# Training covers a broad range of topics, such as the special education process, including assessment and progress monitoring, supporting the use of assistive technology in the classroom, effective behavior management and supporting students in inclusive settings.
The current Pennsylvania Special Education Paraeducator Credential of Competency will satisfy the requirement. It is based on ten performance-based standards identified by The Council for Exceptional Children (CEC) as necessary for a special education paraeducator to know or be able to so in order to work effectively with students in special education programs. PDE has endorsed the use of these ten CEC performance-based standards and their corresponding required knowledge and skills, as they define the basic content for the initial preparation and practice of special education paraeducators# Training covers a broad range of topics, such as the special education process, including assessment and progress monitoring, supporting the use of assistive technology in the classroom, effective behavior management and supporting students in inclusive settings.
Performance-based competencies encompass statements of the knowledge and skills required for paraprofessionals to work effectively in educational environments. Competencies for knowledge and skill are the foundation for pre-service preparation, ongoing professional development, and performance assessment of paraprofessionals. Knowledge and Skills for Beginning Special Educators were identified by the Council for Exceptional Children (CEC) in What Every Special Educator Must Know, 4th ed, 2000. These knowledge and skill competencies correspond with the performance-based competencies for special education paraprofessionals promulgated by the CEC.
The Bureau of Special Education, Pennsylvania Department of Education, endorses the use of these seven CEC performance-based competencies and their corresponding required knowledge and skills, as they define the basic content for the initial preparation and practice of special education paraprofessionals.
No specific approval from PDE is needed for the local assessment.Core Competency Area 1: Professional Learning and Ethical Practices
Core Competency Area 2: Learner Development and Individual Learning Differences
Core Competency Area 3: Special Education Services and Supports in the Learning Environments
Core Competency Area 4: Assessment
Core Competency Area 5: Instructional Supports and Strategies
Core Competency Area 6: Social, Emotional, and Behavioral Supports
Core Competency Area 7: Collaboration with Team Members
These rigorous standards of quality(Credentials of Competency), as demonstrated through a state or local assessment, are detailed in the materials and resources available on the PaTTAN Website and may be accessed at http://www.pattan.net/.
A copy of the certificate for each webinar must be submitted for credit toward the 20 hours.
How does PDE plan to address paraprofessionals moving in from out of state? What if an individual passed some requirement in another state? Will there be reciprocity?
This is a matter for local discretion and will not be addressed by the Department# The local public entity would have discretion to determine whether previous training would
count toward the 20-hour staff development requirement, and whether previous credits or credentials would meet the "rigorous standard".
Do the paraprofessional qualifications apply to substitute paraprofessionals? If so, what is their timeline?
This is a matter of local discretion; however, PDE will encourage local entities to consider the length of time for which the person is substituting in making this determination.
When a school district or other public entity uses different terminology and job titles than those described in the regulations, do the regulations apply to those different names# and titles?
Districts, staff, and other public entities should not rely on their own specific titles, but compare what the individual does in the position to the definitions and instructional materials
paraprofessional and personal care assistant, as outlined in Section 14#105# Individuals whose job descriptions match those definitions must satisfy the requirements.
Must every instructional paraprofessional have completed two years of post-secondary education by 2012?
By July 1, 2010, there is an option to take two years of post-secondary education, complete an Associate's Degree, or meet a rigorous standard of quality as demonstrated
through a state or local assessment. PDE has determined that 48 credit hours would constitute two years of post-secondary education as described in Section 14.105.
For more information, contact:
Rene’ Evans, Ed.D.
Director Special Education
570-544-9131 Ext. 1211
evanr@iu29.org