Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • Fax: 303.296.8332 • www.ecs.org
50-State Scan of Title I Instructional Paraprofessional Requirements

Research for this Database Updated July, 2006

Since the implementation of the No Child Left Behind Act, there has been an increased focus on the requirements for paraprofessionals in Title I schools. This report details the compliance to the federal paraprofessional qualification requirements at the state level. Although some states have existing certification requirements for paraprofessionals, it is important to note that the federal requirement does not include certification. In addition, the qualification requirements at the state level for non-Title I paraprofessionals are examined and state-level professional development programs have also been highlighted.

The federal requirements for paraprofessionals working in a program supported with Title I, Part A, funds are outlined in Section 1119 of the No Child Left Behind Act. The United States Department of Education released a guidance report concerning Title I paraprofessionals on March 1st, 2004. This updated version of the Title I Paraprofessionals Non-regulatory Guidance is reorganized so that all questions addressing similar topics are in the same section, and in addition to a number of technical changes, new or drastically revised questions are included.

For the purposes of Title I, Part A, a paraprofessional is an employee of a Local Education Agency (LEA) who provides instructional support in a program supported with Title I, Part A funds. Paraprofessionals who provide instructional support includes those who (1) provide one-on-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher, (2) assist with classroom management, such as by organizing instructional materials, (3) provide instructional assistance in a computer laboratory, (4) conduct parental involvement activities, (5) provide instructional support in a library or media center, (6) act as a translator, or (7) provide instructional support services under the direct supervision of a highly qualified teacher [Title I, Section 1119(g)(2)]. Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions are not considered paraprofessionals under Title I, Part A.

The original deadline for compliance to the NCLB regulations was set for January 8, 2006. The U.S. Department of Education on June 17, 2005 extended the deadline for paraprofessionals to meet the NCLB mandates until the end of the 2005-06 school year. Since this is a federal extension, some states may not have had the opportunity to revise policy to reflect this postponement at the time of this report, and therefore the original date for compliance may be cited.

Source: This data was collected directly from DOE websites, local Administrative Code, General State Statutes, etc., at the state level. Links to all sources are listed and the collected information was verified by the appropriate paraprofessional, Title I or certification expert from each state.

Qualification Requirements for EXISTING Title I Instructional Paraprofessionals Qualification Requirements for NEW Title I Instructional Paraprofessionals
Alabama All Title I paraprofessionals must have a high school diploma or its recognized equivalent without regard to the date they were hired.

An instructional paraprofessional who works in a program supported with Title I, Part A, funds and was hired on or before January 8, 2002, must meet these requirements by January 8, 2006.

  • Complete at least two years of study at an institution of higher education, which may be accomplished by documented successful completion of 48 semester hours at a regionally accredited institution of higher education; or
  • Obtain an associate’s degree, which may be accomplished by documented successful completion of 64 semester hours at a regionally accredited institution of higher education; or
  • Pass a local assessment test. The State assessment includes;
    1. A test of subject knowledge and the ability to assist in instructing reading/language arts, writing, and mathematics; and
    2. A demonstration of competence in instruction based on observations similar to the Professional Education Personnel Evaluation (PEPE).

Once a Title I instructional paraprofessional has met the increased qualification requirements through one of the options described above, he/she is deemed “qualified” in any school system in the state.

Source: Alabama Department of Education

All Title I paraprofessionals must have a high school diploma or its recognized equivalent without regard to the date they were hired.

An instructional paraprofessional who works in a program supported with Title I, Part A, funds and was hired after January 8, 2002, must meet the increased qualifications requirements as described below at the time he/she was or is employed.

  • Complete at least two years of study at an institution of higher education, which may be accomplished by documented successful completion of 48 semester hours at a regionally accredited institution of higher education; or
  • Obtain an associate’s degree, which may be accomplished by documented successful completion of 64 semester hours at a regionally accredited institution of higher education; or
  • Pass the State Workkeys assessment which includes;
    1. A test of subject knowledge and the ability to assist in instructing reading/language arts, writing, and mathematics; and
    2. A demonstration of competence in instruction based on observations similar to the Professional Education Personnel Evaluation (PEPE).

Once a Title I instructional paraprofessional has met the increased qualification requirements through one of the options described above, he/she is deemed “qualified” in any school system in the state.

Source: Alabama Department of Education

Alaska Paraprofessionals hired into a Title I schoolwide or targeted assistance program prior to January 8, 2002 have until June 30, 2006 to meet the following NCLB requirements:

  • Hold a high school diploma (or recognized equivalent) and;
  • Have a minimum of 48 semester hour credits for purposes of the NCLB paraprofessional requirements, or an associates' degree; or
  • Complete the paraprofessional assessment AND the paraprofessional check list.

The SBOE approved use of the Educational Resources, Inc. Help instrument for the content portion of the assessment process.

Source: Alaska Department of Education and Early Development

Paraprofessionals hired into a Title I schoolwide or targeted assistance program after January 8, 2002 are required to:

  • Hold a high school diploma (or recognized equivalent) and;
  • Have a minimum of 48 semester hour credits for purposes of the NCLB paraprofessional requirements, or an associates' degree; or
  • Complete the paraprofessional assessment AND the paraprofessional check list.

The SBOE approved use of the Educational Resources, Inc. Help instrument for the content portion of the assessment process.

Source: Alaska Department of Education and Early Development

Arizona Current paraprofessionals in Title I programs have until January 2006 to meet the following requirements:

  • They must have a high school diploma or its equivalent and
  • Have completed two years of study at an institution of higher education, or
  • Obtained an associate degree, or
  • Be able to demonstrate, by passing a state or local assessment, their knowledge of and ability to assist in instructing reading, writing and mathematics or reading, writing and mathematics readiness as appropriate.

Arizona Department of Education

New paraprofessionals in Title I programs must meet the following requirements prior to being hired:

  • Have a high school diploma or its equivalent and
  • Have completed two years of study at an institution of higher education, or
  • Obtained an associate degree,
  • Or be able to demonstrate, by passing a state or local assessment, their knowledge of and ability to assist in instructing reading, writing and mathematics or reading, writing and mathematics readiness as appropriate.

Arizona Department of Education

Arkansas Paraprofessionals hired prior to January 2006 may be required to provide documentation affirming their pursuit of Highly Qualified status. Appropriate documentation includes transcripts, degree verification, and/or assessment results. In addition, Paraprofessionals must meet one of the following three requirements:

  • Completed 2 years of study at an institution of higher education, or
  • Obtained an associate’s (or higher) degree, or
  • Passed the ParaPro Assessment.

Source: The 2005-2006 Arkansas Consolidated School Improvement Planning, ACSIP, Handbook, page 48.

All paraprofessionals hired after January 8, 2002 must meet one of the following three requirements:
  • Completed 2 years of study at an institution of higher education, or
  • Obtained an associate’s (or higher) degree, or
  • Passed the ParaPro Assessment.

Source: The 2005-2006 Arkansas Consolidated School Improvement Planning, ACSIP, Handbook, page 48.

California Paraprofessionals in Title I programs hired prior to January 8, 2002 are must meet the following requirements no later than January 8, 2006:

  • Complete at least two years of study at an institution of higher education, or
  • Have an associate's degree or higher; or
  • Demonstrate, through a local or state assessment that is appropriate to the responsibilities to be assigned to the paraprofessional, knowledge of, and ability to assist in,instructing reading, writing and mathematics.

CAEC § 45330

The California State Board of Education has determined that, for purposes of these requirements, "two years of study" is defined as 48 semester units; that the type of coursework for completion of those units is determined locally; and that the development or selection of an assessment also is a local decision.

Each local educational agency shall also ensure that all paraprofessionals working in programs supported with Title I, Part A funds, regardless of their hiring date, have earned a secondary school diploma or its recognized equivalent. A paraprofessional who was hired on or before January 1, 2003, and who has previously demonstrated, through a local assessment, knowledge of, and an ability to assist in, instructing reading, writing, and mathematics, is deemed to have met the proficiency exam requirements.

Source: California Department of Education

Paraprofessionals in Title I programs hired after January 8, 2002 must meet the following requirements upon being hired:
  • Completion of at least two years of study at an institution of higher education, or
  • Possession of an associate's degree or higher; or
  • Demonstrate through a local or state assessment, that is appropriate to the responsibilities to be assigned to the paraprofessional,knowledge of, and ability to assist in, instructing reading, writing,and mathematics.

CAEC § 45330

The California State Board of Education has determined that, for purposes of these requirements, "two years of study" is defined as 48 semester units; that the type of coursework for completion of those units is determined locally; and that the development or selection of an assessment also is a local decision. Each local educational agency shall also ensure that all paraprofessionals working in programs supported with Title I, Part A funds, regardless of their hiring date, have earned a secondary school diploma or its recognized equivalent.

Source: California Department of Education

Colorado Paraprofessionals hired prior to January 8, 2001 have until January 8, 2006 to satisfy the following requirements:

  • Completed 2 years of study (48 semester hours) at an institute of higher education (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
  • Obtained an associate's (or higher) degree (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
  • Demonstrated knowledge of reading, writing and mathematics, as well as the ability to assist in reading, writing and mathematics through a formal academic assessment.

Source: Colorado Department of Education

New Paraprofessionals must have:
  • Completed 2 years of study (48 semester hours) at an institute of higher education (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
  • Obtained an associate's (or higher) degree (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
  • Demonstrated knowledge of reading, writing and mathematics, as well as the ability to assist in reading, writing and mathematics through a formal academic assessment.

Source: Colorado Department of Education

Connecticut By January 8, 2006 each Connecticut Title I funded paraprofessional (in addition to having a high school diploma or its equivalent), must meet one of the following requirements:

  • Two years of college credit, or
  • Have an associate's (or higher) degree, or
  • Pass a State Board of Education adopted Paraprofessional Assessment which assesses content knowledge in mathematics, reading and writing and an understanding of how to assist in the instruction of these topics. (NCLB requires a rigorous state or local assessment as one option.)

The Connecticut State Board of Education adopted the Educational Testing Services ParaPro Assessment at the December 2002 Board meeting and established a passing score of 457. This test fulfills the option of passing a rigorous state assessment.

Source: Connecticut Department of Education

Any Title I paraprofessional who is newly hired after January 8, 2002, must have the following:

  • A high school diploma or General Educational Development (GED) test, and
  • Two years of college credit, or an associate's (or higher) degree, or pass a State Board of Education adopted Paraprofessional Assessment which assesses content knowledge in mathematics, reading and writing and an understanding of how to assist in the instruction of these topics. (NCLB requires a rigorous state or local assessment as one option.)

The Connecticut State Board of Education adopted the Educational Testing Services ParaPro Assessment at the December 2002 Board meeting and established a passing score of 457. This test fulfills the option of passing a rigorous state assessment.

Source: Connecticut Department of Education

Delaware Title I Paraeducators hired before January 8, 2002 must hold a high school diploma or its recognized equivalent and have until June 30, 2006 to meet the following requirements:

A Title I Paraeducator must hold a Title I Paraeducator Permit. To obtain a permit a paraeducator is required to submit evidence to his/her district, charter school, or other employing authority of:

  • Completion of at least two years of study in general or educational studies at an institution of higher education; or
  • Receipt of an associate's or higher degree; or
  • Evidence of a high school diploma or its recognized equivalent, and a passing score on a rigorous assessment of knowledge of, and the ability to assist in, the instruction in reading, writing, and mathematics.

Assessments which are accepted as providing evidence of knowledge and ability to assist in the instruction in reading, writing, and mathematics include:

  • Para Pro assessment with a qualifying score of 459 or higher.
  • Accuplacer Test, if taken before April 1, 2003, with the following qualifying scores: Mathematics, greater than or equal to a total right score of 94 on arithmetic; English, greater than or equal to a total right score of 87; Reading, greater than or equal to a total right score of 78.
  • Such alternative as may be established by the Standards Board, with the approval of the State Board.

Accordingly, Title I Paraeducators hired before January 8, 2002 who do not meet the requirements set forth above, with the exception of the high school diploma or its recognized equivalent, shall be issued a Title I Paraeducator Permit which shall expire on June 30, 2006 unless evidence of meeting the requirements set forth above is provided prior thereto. If such evidence is provided to the Department prior to June 30, 2006, the Permit shall expire five years from the date of issuance and may be renewed.

Source: DAC, 14:1584.3.

Pursuant to the provisions of the No Child Left Behind Act, Title I Paraeducators hired after January 8, 2002 must meet the following requirements immediately. A Title I Paraeducator must hold a Title I Paraeducator Permit. To obtain a permit a paraeducator is required to submit evidence to his/her district, charter school, or other employing authority of:

  • Completion of at least two years of study in general or educational studies at an institution of higher education; or
  • Receipt of an associate's or higher degree; or
  • Evidence of a high school diploma or its recognized equivalent, and a passing score on a rigorous assessment of knowledge of, and the ability to assist in, the instruction in reading, writing, and mathematics.

Assessments which are accepted as providing evidence of knowledge and ability to assist in the instruction in reading, writing, and mathematics include:

  • Para Pro assessment with a qualifying score of 459 or higher.
  • Accuplacer Test, if taken before April 1, 2003, with the following qualifying scores: Mathematics, greater than or equal to a total right score of 94 on arithmetic; English, greater than or equal to a total right score of 87; Reading, greater than or equal to a total right score of 78.
  • Such alternative as may be established by the Standards Board, with the approval of the State Board.

Source: DAC, 14:1584.3.

District of Columbia
  • No information found.
  • No information found.
  • Florida Existing paraprofessionals hired on or before January 8, 2002, must meet one the following qualifications no later than January 8, 2006:
    • An associate's or higher degree, or
    • Two years of study at an institution of higher education, or
    • A rigorous state or local assessment of knowledge of and the ability to assist in instruction in reading, writing, and mathematics or reading readiness, writing readiness, or mathematics readiness.
    The Florida Department of Education does not have a state test for meeting option three, but rather allows the local districts to identify and approve the assessment(s) to comply with the paraprofessional qualification requirements of NCLB.

    Source: Florida Department of Education; NCLB Paraprofessional Requirements

    Paraprofessionals hired after January 8, 2002, must meet one of the following requirements at the time of hiring:
    • An associate's or higher degree, or
    • Two years of study at an institution of higher education, or
    • A rigorous state or local assessment of knowledge of and the ability to assist in instruction in reading, writing, and mathematics or reading readiness, writing readiness, or mathematics readiness.
    The Florida Department of Education does not have a state test for meeting option three but rather allows the local districts to identify and approve the assessment(s) to comply with the paraprofessional qualification requirements of NCLB..

    Source: Florida Department of Education; NCLB Paraprofessional Requirements

    Georgia

    Must have accomplished at least one of the following:

    • Passed the Georgia Paraprofessional Assessment with pasing score of 75 (July-November 2002); or
    • Passed the Educational Testing Service (ETS) Para-Pro Assessment; [ETS ParaPro Assessment (#0755) passing score: 456]; or
    • Completed two years of full-time study (60 semester credit hours) from a state-approved or regionally accredited institution of higher education*; or
    • Earned an Associate of Arts, Associate of Science, or Associate of Applied Science degree from a state-approved or regionally accredited institution of higher education.

    *Within the sixty semester hours, the paraprofessional must complete a total of 18 hours of general education requirements that include English Composition (3), English/Reading (6), and Mathematics (9). For the remaining 30 hours of coursework, acceptance of credit for a course shown on a transcript from an approved higher education institution is left to school district discretion in addressing the needs of the specific job. Discipline-specific electives may include as many as 12 hours of developmental (remedial) courses.

    Source: Georgia Professional Standards Commission

    Must have accomplished at least one of the following:

    • Passed the Georgia Paraprofessional Assessment with pasing score of 75 (July-November 2002); or
    • Passed the Educational Testing Service (ETS) Para-Pro Assessment [ETS ParaPro Assessment (#0755) passing score: 456]; or
    • Completed two years of full-time study (60 semester credit hours) from a state-approved or regionally accredited institution of higher education*; or
    • Earned an Associate of Arts, Associate of Science, or Associate of Applied Science degree from a state-approved or regionally accredited institution of higher education.

    *Within the sixty semester hours, the paraprofessional must complete a total of 18 hours of general education requirements that include English Composition (3), English/Reading (6), and Mathematics (9). For the remaining 30 hours of coursework, acceptance of credit for a course shown on a transcript from an approved higher education institution is left to school district discretion in addressing the needs of the specific job. Discipline-specific electives may include as many as 12 hours of developmental (remedial) courses.

    Source: Georgia Professional Standards Commission

    Hawaii Existing Title I paraprofessionals are required to comply with one of the following requirement options by June 30, 2006.

    Option 1: 48 credits

    • Credits must be 100 level or higher in any subject area.
    • If earned after June 30, 2003, credits must include 3 credits in Math and 3 credits in English.
    • Must be earned from a regionally accredited institution.
    • Employees must submit all transcripts to the Support Services Personnel (SSP) section.

    Option 2: Associate’s Degree

    • Degree must be earned with 100 level or higher courses.
    • For employees who earned a degree prior to January 8, 2002, the degree may include less than 100 level courses.
    • Must be earned from a regionally accredited institution.
    • Employees must submit all transcripts to the Support Services Personnel (SSP) section.

    Option 3: EA Training Program

    • Successfully complete the Intermediate and Advanced courses including all practicum (observations) requirements AND one (1) of the following Math and English requirements:
      1. Earn 3 college credits in Math and 3 credits in English at the 100 level or higher.
      2. Successfully pass the ParaEnglish and ParaMath courses conducted by the Community School for Adults (CSA).
      3. Pass the ParaPro Assessment (2 hr. multiple choice test – RRSC conducts)

    Option 4: EA Foundation Courses (Intermediate and Advanced for college credits)

    • Successfully complete the four (4) courses including all practicum (observations) requirements AND one (1) of the following Math and English requirements:
      1. Earn 3 college credits in Math and 3 credits in English at the 100 level or higher.
      2. Successfully pass the ParaEnglish and ParaMath courses conducted by the Community School for Adults (CSA).
      3. Pass the ParaPro Assessment (2 hr. multiple choice test – RRSC conducts)

    Option 5: ParaPro Assessment (2 hr. multiple choice test – RRSC conducts)

    • Successfully pass the assessment with a cut-off score of 459.
    • Assessment includes competency in reading, writing, math, and the ability to assist instruction in those areas.
    • Reimbursement is provided for successful attempt only ($50.00).
    • Format: Computer based delivery conducted throughout the year by the DOE and paper-pencil by ETS.

    Source: Hawaii Department of Education

    The following is a list of the minimum qualification requirements for paraprofessionals hired into a Title I school.

    Education: The minimum education requirements are mandated by the Federal Government's "No Child Left Behind" Act of 2001 (NCLB).

    • 48 semester credits, 100 or higher level courses, from a regionally accredited institution of higher education recognized by the Hawaii Department of Education. The forty-eight (48) credits may be from various program or academic subject areas. In addition, six (6) of the credits must include any combination of both math and English courses at the 100 level or higher.
    • An Associate in Arts (AA) or Science (AS) degree or higher (e.g. Bachelors or Masters degree) from a regionally accredited institution recognized by the Hawaii Department of Education. A minimum of forty-eight (48) credits earned for the degree must have been for courses that are 100 level of higher.
    • A certificate with a minimum score of 459 on the ParaPro Assessment provided by the Educational Testing Service. For information regarding the ParaPro Assessment you may call ETS to request a registration bulletin at 1-800-772-9476.

    Source: Hawaii Department of Education

    Idaho

    Existing paraprofessionals paid under NCLB must meet these requirements by the end of the 2006 school year, the same timeframe required for Highly Qualified teachers. (NOTE: Paraprofessionals paid under IDEA must have a written plan to meet the Idaho Standards/Competencies within 3 years of hire. This provision will also apply to NCLB paraprofessionals hired after May 2006).

    Exceptions to paraprofessional requirements are made for those whose duties exclusively involve:

    1. Translation for second language learners participating in programs,
    2. Conducting parental involvement activities,
    3. Non-instructional duties.

    Specifies permitted duties for paraprofessionals as the following:

    1. Provide one-on-one tutoring for eligible students during non-instructional time by a teacher,
    2. Assist with classroom management and organizing materials,
    3. Provide assistance in a computer lab or media center,
    4. Conduct parental involvement activities,
    5. Act as a translator,
    6. Provide instructional services ONLY under the direct supervision of a certified teacher,
    7. Teacher plans instruction and evaluates student achievement,
      1. Paraprofessional works in close and frequent physical proximity to teacher ( in same building daily).
    8. Assume limited non-program related or supported duties that are assigned to similar personnel for a similar proportion of total work time.

    Source: Idaho Department of Education; NCLB Qualifications for Paraprofessionals

    Paraprofessionals hired after Jan. 8, 2002 and working in programs using NCLB funds, (Title I-A, Title I-C Migrant, Title I-D Neglected and Delinquent, Title III, LEP) and ALL paraprofessionals in a Title I Schoolwide, must have a high school diploma or equivalent AND:
    • Completed 2 years of study at institution of higher education:
      1. 32 academic core credits per ISBO policy: 8 credits/semester = full time
      2. Verified by official college transcript; OR
    • Obtained an academic associate's or higher degree (in any academic area):
      1. Verified by official college transcript; OR
    • Met a rigorous standard of quality and can demonstrate on formal state or local academic assessment:
      1. Knowledge of, (ETS Paraprofessional Assessment, passing score 460) and the ability to assist in instructing, (Idaho SDE Paraprofessional Standards/Competencies used for job performance evaluation for ALL paraprofessionals, including special education) reading, writing, and mathematics (Note: Special Education Parapros have 3 years from the date of hire to meet the Competencies)

    Exceptions to paraprofessional requirements are made for those whose duties exclusively involve:

    1. Translation for second language learners participating in programs,
    2. Conducting parental involvement activities,
    3. Non-instructional duties.

    Specifies permitted duties for paraprofessionals as the following:

    1. Provide one-on-one tutoring for eligible students during non-instructional time by a teacher,
    2. Assist with classroom management and organizing materials,
    3. Provide assistance in a computer lab or media center,
    4. Conduct parental involvement activities,
    5. Act as a translator,
    6. Provide instructional services ONLY under the direct supervision of a certified teacher,
    7. Teacher plans instruction and evaluates student achievement,
      1. Paraprofessional works in close and frequent physical proximity to teacher ( in same building daily).
    8. Assume limited non-program related or supported duties that are assigned to similar personnel for a similar proportion of total work time.

    Source: Idaho Department of Education; NCLB Qualifications for Paraprofessionals

    Illinois Service as a paraprofessional requires a statement of approval by the State Board of Education, in consultation with the State Teacher Certification Board. In addition to the general requirements to serve as a paraprofessional, those that are employed in Title I schools are required to submit an application of approval accompanied by evidence that he or she has done ONE of the following four:

    • Met a rigorous State-approved local academic assessment that conforms to federal guidelines; or
    • Completed 60 semester hours of college credit at a regionally accredited institution of higher education. Evidence is an official transcript; or
    • Obtained an associates degree (or higher) at a regionally accredited institution of higher education. Evidence is an official transcript; or
    • Met a formal State assessment by ONE of the following means:
      1. Passed the ETS ParaPro assessment (460 or higher). Evidence is the official score report; or
      2. Passed the applicable WorkKeys assessments (Applied Mathematics - 4, Reading for Information - 4, Writing/ Business Writing - 3, and Acceptable on the Instructional Support Inventory). Evidence is the official WorkKeys Proficiency Certificate for Teacher Assistants; or
      3. Met State paraprofessional approval PLUS 300 Professional Training Points (PTPs)

    Source: Illinois State Board of Education

    Source: IAC, 25.510(b)

    Service as a paraprofessional requires a statement of approval by the State Board of Education, in consultation with the State Teacher Certification Board. In addition to the general requirements to serve as a paraprofessional, those that are employed in Title I schools are required to submit an application of approval accompanied by evidence that he or she has done ONE of the following four:

    • Met a rigorous State-approved local academic assessment that conforms to federal guidelines; or
    • Completed 60 semester hours of college credit at a regionally accredited institution of higher education. Evidence is an official transcript; or
    • Obtained an associates degree (or higher) at a regionally accredited institution of higher education. Evidence is an official transcript; or
    • Met a formal State assessment by ONE of the following means:
      1. Passed the ETS ParaPro assessment (460 or higher). Evidence is the official score report; or
      2. Passed the applicable WorkKeys assessments (Applied Mathematics - 4, Reading for Information - 4, Writing/ Business Writing - 3, and Acceptable on the Instructional Support Inventory). Evidence is the official WorkKeys Proficiency Certificate for Teacher Assistants; or
      3. Met State paraprofessional approval PLUS 300 Professional Training Points (PTPs)

    Source: Illinois State Board of Education

    Source: IAC, 25.510(b)

    Indiana For instructional paraprofessionals in Indiana districts and schools receiving Title I funds, Indiana is adopting the ParaPro Assessment developed by the Educational Testing Service. Individuals who were hired before January 8, 2002 with less than two years of college must pass the test before January 8, 2006. Instructional Assistants will be required to successfully complete this assessment with a qualifying score of 460 or above.

    Source: Indiana Department of Education, Division of Professional Standards

    For instructional paraprofessionals in Indiana districts and schools receiving Title I funds, Indiana is adopting the ParaPro Assessment developed by the Educational Testing Service. Individuals who were hired before January 8, 2002 with less than two years of college must pass the test before January 8, 2006. Instructional Assistants will be required to successfully complete this assessment with a qualifying score of 460 or above.

    Source: Indiana Department of Education, Division of Professional Standards

    Iowa

    Paraprofessionals must possess:

    • A minimum of a high school diploma or a graduate equivalent diploma; and
    • Shall have successfully completed at least 90 clock hours of training in the areas of behavior management, exceptional child and at-risk child behavior, collaboration skills, interpersonal relations skills, child and youth development, technology, and ethical responsibilities and behavior.
    Paraprofessionals shall be disqualified for any of the following reasons:
    1. The applicant is less than 18 years of age;
    2. The applicant has been convicted of child abuse or sexual abuse of a child;
    3. The applicant has been convicted of a felony;
    4. The applicant's application is fraudulent;
    5. The applicant's certification from another state is suspended or revoked;
    6. The applicant fails to meet board standards for application for an initial or renewed certificate.

    Source: Iowa Administrative Code 282.21

    No mention of Title I specific qualifications were found for paraprofessionals.

    Paraprofessionals must possess:

    • A minimum of a high school diploma or a graduate equivalent diploma; and
    • Shall have successfully completed at least 90 clock hours of training in the areas of behavior management, exceptional child and at-risk child behavior, collaboration skills, interpersonal relations skills, child and youth development, technology, and ethical responsibilities and behavior.
    Paraprofessionals shall be disqualified for any of the following reasons:
    1. The applicant is less than 18 years of age;
    2. The applicant has been convicted of child abuse or sexual abuse of a child;
    3. The applicant has been convicted of a felony;
    4. The applicant's application is fraudulent;
    5. The applicant's certification from another state is suspended or revoked;
    6. The applicant fails to meet board standards for application for an initial or renewed certificate.

    Source: Iowa Administrative Code 282.21

    No mention of Title I specific qualifications were found for paraprofessionals.

    Kansas Title I paraprofessionals hired on or before January 8, 2002 have until the end of the 2005-2006 school year to meet these requirements:

    • Have a high school diploma or a GED; and
    • Complete 48 hours at an institution of higher education; or
    • Obtain an associate’s (or higher) degree; or
    • Pass a State approved assessment that assesses the ability to assist in instructing reading, writing, and mathematics (or reading, writing, mathematics readiness).

    There are two types of Title I schools. The type of Title I school determines which paraprofessionals have to meet the requirements.

    In a Targeted Assistance School, only paraprofessionals paid with Title I Part A funds who provide instructional support must meet the requirements.

    All paraprofessionals providing instructional support must meet the requirements. In schoolwides, Title I funds are benefiting all students; all teachers and paraprofessionals are considered Title I teachers and paraprofessionals. It also does not matter in schoolwides who hires the paraprofessional (i.e. district or co-op) or from which fund he or she is paid (i.e. general, special education, Title I, ESL, at risk). If the paraprofessional provides instructional support in a schoolwide, he or she must meet the requirements.

    The Kansas State Board of Education approved the following assessments and established passing scores for each:

    • ParaPro Assessment by Educational Testing Services (ETS). One assessment includes reading, writing and mathematics. The passing score is 455 points.
    • ParaEducator Learning Network by Master Teacher, Inc. There are two assessments; both must be passed to meet the requirements: Assessment 1 Reading, Writing and Math: Instructional Support (65% to pass) and Assessment 2 Reading, Writing and Math: Knowledge and Application (70% to pass).
    • WorkKeys by ACT, Inc. There are three assessments and an observation survey that must be taken and passed: Reading for Information (Level 4 score to pass)Applied Mathematics (Level 4 score to pass) Writing (either writing assessment is acceptable; Level 3 to pass); and Instructional Support Inventory (ISI) (150 points to pass).

    Source: Kansas State Department of Education

    Any paraprofessional hired after January 8, 2002 must meet these qualifications upon hiring:

    • Have a high school diploma or a GED; and
    • Complete 48 hours at an institution of higher education; or
    • Obtain an associate’s (or higher) degree; or
    • Pass a State approved assessment that assesses the ability to assist in instructing reading, writing, and mathematics (or reading, writing, mathematics readiness).

    There are two types of Title I schools. The type of Title I school determines which paraprofessionals have to meet the requirements.

    In a Targeted Assistance School, only paraprofessionals paid with Title I Part A funds who provide instructional support must meet the requirements.

    In a schoolwide, all paraprofessionals providing instructional support must meet the requirements. In schoolwides, Title I funds are benefiting all students; all teachers and paraprofessionals are considered Title I teachers and paraprofessionals. It also does not matter in schoolwides who hires the paraprofessional (i.e. district or co-op) or from which fund he or she is paid (i.e. general, special education, Title I, ESL, at risk). If the paraprofessional provides instructional support in a schoolwide, he or she must meet the requirements.

    The Kansas State Board of Education approved the following assessments and established passing scores for each:

    • ParaPro Assessment by Educational Testing Services (ETS). One assessment includes reading, writing and mathematics. The passing score is 455 points.
    • ParaEducator Learning Network by Master Teacher, Inc. There are two assessments; both must be passed to meet the requirements: Assessment 1 Reading, Writing and Math: Instructional Support (65% to pass) and Assessment 2 Reading, Writing and Math: Knowledge and Application (70% to pass).
    • WorkKeys by ACT, Inc. There are three assessments and an observation survey that must be taken and passed: Reading for Information (Level 4 score to pass) Applied Mathematics (Level 4 score to pass) Writing (either writing assessment is acceptable; Level 3 to pass); and Instructional Support Inventory (ISI) (150 points to pass).

    Source: Kansas State Department of Education

    Kentucky Paraeducators hired on or before January 8, 2002 and whose duties include instructional support in a program supported with Title I-A funds must meet the NCLB educational requirement listed below by the end of the 2005-06 school year.

    Paraeducators whose duties include instructional support and who work in a program supported with Title I-A funds must meet the NCLB educational requirement through one of the following:

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree;
    • Met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or as appropriate reading readiness, writing readiness, and mathematics readiness).

    Paraeducators in Kentucky - This technical assistance document explains the educational requirement for paraeducators as well as information about the Kentucky Paraeducator Assessment.

    Source: Kentucky Department of Education

    Paraeducators hired after January 8, 2002 must meet the NCLB educational requirement listed below before they are hired to provide instructional support in a program supported with Title I-A funds.

    Paraeducators whose duties include instructional support and who work in a program supported with Title I-A funds must meet the NCLB educational requirement through one of the following:

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree;
    • Met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or as appropriate reading readiness, writing readiness, and mathematics readiness).

    Paraeducators in Kentucky - This technical assistance document explains the educational requirement for paraeducators as well as information about the Kentucky Paraeducator Assessment.

    Source: Kentucky Department of Education

    Louisiana Title I paraprofessionals hired before January 8th, 2002 must have accomplished at least one of the following by the end of the 2005-2006 school year:

    • Passed the Educational Testing Service (ETS) Para-Pro Assessment [ETS ParaPro Assessment (#0755) passing score: 450]; or
    • Completed two years of full-time study (48 semester credit hours) from a state-approved or regionally accredited institution of higher education*; or
    • Earned an Associate of Arts, Associate of Science, or Associate of Applied Science degree from a state-approved or regionally accredited institution of higher education.
    • Successfully completed the ACT, Inc., Work Keys skills assessments and on-the-job observation

    *Within the forty-eight semester hours, the paraprofessional must complete a total of 15 hours of general education requirements that include English Composition (3), English/Reading (6),and Mathematics (6). For the remaining 33 hours of coursework, acceptance of credit for acourse shown on a transcript from an approved higher education institution is left to school district discretion in addressing the needs of the specific job. Discipline-specific electives may include as many as 12 hours of developmental (remedial) courses.

    Source: Louisiana Department of Education

    Title I paraprofessionals hired after January 8th, 2002, must have accomplished at least one of the following at the time of hire:

    • Passed the Educational Testing Service (ETS) Para-Pro Assessment [ETS ParaPro Assessment (#0755) passing score: 450]; or
    • Completed two years of full-time study (48 semester credit hours) from a state-approved or regionally accredited institution of higher education*; or
    • Earned an Associate of Arts, Associate of Science, or Associate of Applied Science degree from a state-approved or regionally accredited institution of higher education.

    *Within the forty-eight semester hours, the paraprofessional must complete a total of 18 hours of general education requirements that include English Composition (3), English/Reading (6),and Mathematics (9). For the remaining 30 hours of coursework, acceptance of credit for a course shown on a transcript from an approved higher education institution is left to school district discretion in addressing the needs of the specific job. Discipline-specific electives may include as many as 12 hours of developmental (remedial) courses.

    Source: Louisiana Department of Education

    Maine Each Local Education Agency (LEA) receiving assistance under Title I, Part A must ensure that all “existing” paraprofessionals hired before January 8, 2002 and providing instructional support in a program supported with Title I funds satisfy the following requirements by the end of the 2005-2006 school year:

    • Hold an Associate’s degree or higher; or
    • Have forty-eight semester hours from an accredited two-year and/or four-year college(s) or university; or
    • Achieve the qualifying score on the ParaPro Assessment. (The ParaPro Assessment was chosen by the State of Maine as a way to meet the NCLBA criteria for “highly qualified paraprofessionals.”)

    The State of Maine’s passing score for the ParaPro Assessment has been set at 459.

    Paraprofessionals need to verify that they have met the NCLB requirements. Documentation is sent from The LEA’s contact person to the Certification office indicating that the federal requirements have been met and then a new Ed Tech authorization card, bearing the appropriate code, is issued. They still need to follow State of Maine requirements to renew their Ed Tech authorization with 3 credits of approved study every five years.

    Souce: Maine.gov FAQ’s

    Each Local Education Agency (LEA) receiving assistance under Title I, Part A must ensure that all paraprofessionals (Educational Technicians) hired after January 8, 2002 and providing instructional support in a program supported with funds under this Title meet one of the following requirements:

    • Hold an Associate’s degree or higher; or
    • Have forty-eight semester hours from an accredited two-year and/or four-year college(s) or university; or
    • Achieve the qualifying score on the ParaPro Assessment. (The ParaPro Assessment was chosen by the State of Maine as a way to meet the NCLBA criteria for “highly qualified paraprofessionals.”)

    The State of Maine’s passing score for the ParaPro Assessment has been set at 459.

    Paraprofessionals need to verify that they have met the NCLB requirements. Documentation is sent from The LEA’s contact person to the Certification office indicating that the federal requirements have been met and then a new Ed Tech authorization card, bearing the appropriate code, is issued. They still need to follow State of Maine requirements to renew their Ed Tech authorization with 3 credits of approved study every five years.

    Souce: Maine.gov FAQ’s

    Maryland Paraprofessionals hired prior to January 8, 2001 have until January 8, 2006 to satisfy the following requirements:

    • Completed 2 years of study (48 semester hours) at an institute of higher education (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
    • Obtained an associate's (or higher) degree (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
    • Demonstrated knowledge of reading, writing and mathematics, as well as the ability to assist in reading, writing and mathematics through a formal assessment.

      Source: Maryland Department of Education; Teacher Quality & Paraprofessional Regulations

    Paraprofessionals hired prior to January 8, 2001 have until January 8, 2006 to satisfy the following requirements:

    • Completed 2 years of study (48 semester hours) at an institute of higher education (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
    • Obtained an associate's (or higher) degree (demonstrating knowledge of and the ability to assist, i.e., instructing in reading, writing and math), or
    • Demonstrated knowledge of reading, writing and mathematics, as well as the ability to assist in reading, writing and mathematics through a formal assessment.

      Source: Maryland Department of Education; Teacher Quality & Paraprofessional Regulations

    Massachusetts All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent. Paraprofessionals hired on or before January 8, 2002, and working in a program supported with Title I, Part A funds must meet these requirements by January 8, 2006.

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree

    Source: Massachusetts Department of Education

    Paraprofessionals hired after January 8, 2002, and working in a program supported with Title I, Part A funds must have:

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree.

    Source: Massachusetts Department of Education

    Michigan Paraprofessionals who work in Title I schools or who are supported with Title I funds hired before January 8, 2002 have until June 2006 to meet one of the following requirements:

    • Complete at least two years of study at an institution of highter education ( equal to 60 semester hours); or
    • Obtain an associate’s (or higher) degree;
    • Demonstrate, through a formal academic assessment test, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading, writings, and mathematics readiness).

    The Michigan State Board of Education has approved the following formal assessments by which a paraprofessional can demonstrate knowledge:

    On February 10, 2004, the Michigan State Board also approved The Guidelines for Michigan Paraprofessional Portfolio as a local academic assessment.

    Michigan Department of Education-Paraprofessionals and NCLB

    Source: Michigan State Board of Education Pararpofessional Requirements Memorandom

    Paraprofessionals who work in Title I schools or who are supported with Title I funds and who were hired after January 8, 2002 must meet the following requirements immediately:

    • Complete at least two years of study at an institution of higher education (equal to 60 semester hours); or
    • Obtain an associate’s (or higher) degree;
    • Demonstrate, through a formal academic assessment test, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading, writings, and mathematics readiness).

    The Michigan State Board of Education has approved the following formal assessments by which a paraprofessional can demonstrate knowledge:

    On February 10, 2004, the Michigan State Board also approved The Guidelines for Michigan Paraprofessional Portfolio as a local academic assessment.

    Michigan Department of Education-Paraprofessionals and NCLB

    Source: Michigan State Board of Educaiton Pararpofessional Requirements Memorandom

    Minnesota Paraprofessionals hired on or before January 8, 2002 must meet the following requirements by January 8, 2006:

    • A minimum of 60 semester credits at an institution of higher education or the amount required to complete two years of full time enrollment as determined by the institution attended; or
    • An AA, AS, AAS (or higher) degree; or
    • A demonstration, through a formal state or local academic assessment of the following:
      1. knowledge of and the ability to assist in instructing reading, writing and math; or
      2. knowledge of and the ability to assist in instructing reading readiness, writing readiness and mathematics readiness as appropriate.

    Minnesota’s standard for an academic assessment can be met in one of three ways:

    • A passing score on an assessment from the state approved list;* or
    • By demonstrating all Minnesota Paraprofessional Core Competencies (1-8) by local district validation of a portfolio through: transferable work experience, college courses, workshops/conferences, Para eLink and demonstration of skill using Para eLink or a similar curriculum that focuses on recent training addressed in Competency 9 of Reading, Math and Writing; or
    • A state approved local assessment.**(criteria listed below)

    *The ParaPro test has been approved for statewide use. The cut score for ParaPro is 460

    **Criteria for Local Assessments: A local assessment must satisfy the following criteria, and be submitted to Minnesota Department of Education for approval: Reliable, valid, accessible, objective, comparable to two years of higher education, and able to measure knowledge and ability to assist in instructing reading, writing, and math (or reading, writing and math readiness) in the language of instruction. Local Education Agencies interested in this option may choose to explore assessments, which meet local needs. Examples of current local choices include “WorkKeys” and “Accuplacer.”

    Source: Minnesota Department of Education

    Paraprofessionals hired after January 8, 2002 must meet the following requirements immediately:

    • A minimum of 60 semester credits at an institution of higher education or the amount required to complete two years of full time enrollment as determined by the institution attended; or
    • An AA, AS, AAS (or higher) degree; or
    • A demonstration, through a formal state or local academic assessment of teh following:
      1. knowledge of and the ability to assist in instructing reading, writing and math; or
      2. knowledge of and the ability to assist in instructing reading readiness, writing readiness and mathematics readiness as appropriate.

    Minnesota’s standard for an academic assessment can be met in one of three ways:

    • A passing score on an assessment from the state approved list;* or
    • By demonstrating all Minnesota Paraprofessional Core Competencies (1-8) by local district validation of a portfolio through: transferable work experience, college courses, workshops/conferences, Para eLink and demonstration of skill using Para eLink or a similar curriculum that focuses on recent training addressed in Competency 9 of Reading, Math and Writing; or
    • A state approved local assessment.**(criteria listed below)

    *The ParaPro test has been approved for statewide use. The cut score for ParaPro is 460

    **Criteria for Local Assessments: A local assessment must satisfy the following criteria, and be submitted to Minnesota Department of Education for approval: Reliable, valid, accessible, objective, comparable to two years of higher education, and able to measure knowledge and ability to assist in instructing reading, writing, and math (or reading, writing and math readiness) in the language of instruction. Local Education Agencies interested in this option may choose to explore assessments, which meet local needs. Examples of current local choices include “WorkKeys” and “Accuplacer.”

    Source: Minnesota Department of Education

    Mississippi All Title I paraprofessionals hired before the date of enactment of the No Child Left Behind Act of 2001, must satisfy the following requirements by January 8, 2006.

    • Completed at least 2 years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment—
      1. Knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or
      2. Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    CLARIFICATION- The receipt of a secondary school diploma (or its recognized equivalent) shall be necessary but not sufficient to satisfy the requirements

    Assistant teachers and paraprofessionals working in a program supported with Title I funds must meet the federal regulations. If assistant teachers and paraprofessionals are not working in a program funded by Title I, they may meet the state regulations. The following is the minimum criteria for selection for assistant teachers.

    • Applicants must have a high school diploma or GED equivalent.
    • Applicants must score at or above the 60th percentile on the Stanford Achievement Test, California Achievement Test, Mini-Battery of Achievement, or the Iowa Test of Basic Skills of reading and the 60th percentile of language arts. On the mathematics portion of the test given, the applicant must score at the 50th percentile. Applicants must score at the 10th grade level on the Test of Adult Basic Education.
    • Applicants must demonstrate oral language reading proficiency.
    • Written proficiency must be demonstrated.
    • The district must adopt a policy stating the number of times applicants who fail to meet minimum standards may retake all or part of the test.

    Source: Mississippi Department of Education

    All Title I paraprofessionals hired after the date of enactment (January 8, 2002) of the No Child Left Behind Act of 2001 must satisfy the following requirements at the time of hire.

    • Completed at least 2 years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment—
      1. Knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or
      2. Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    CLARIFICATION- The receipt of a secondary school diploma (or its recognized equivalent) shall be necessary but not sufficient to satisfy the requirements

    Assistant teachers and paraprofessionals working in a program supported with Title I funds must meet the federal regulations. If assistant teachers and paraprofessionals are not working in a program funded by Title I, they may meet the state regulations. The following is the minimum criteria for selection for assistant teachers.

    • Applicants must have a high school diploma or GED equivalent.
    • Applicants must score at or above the 60th percentile on the Stanford Achievement Test, California Achievement Test, Mini-Battery of Achievement, or the Iowa Test of Basic Skills of reading and the 60th percentile of language arts. On the mathematics portion of the test given, the applicant must score at the 50th percentile. Applicants must score at the 10th grade level on the Test of Adult Basic Education.
    • Applicants must demonstrate oral language reading proficiency.
    • Written proficiency must be demonstrated.
    • The district must adopt a policy stating the number of times applicants who fail to meet minimum standards may retake all or part of the test.

    Source: Mississippi Department of Education

    Missouri Any paraprofessional hired on or before January 8, 2002, and working in a Title I, Part A program must already have a secondary school diploma or its recognized equivalent (GED) and meet one of the following qualifications by January 8, 2006:

    • Completed at least two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    Source: Missouri Department of Elementary and Secondary Education

    Any paraprofessional hired after January 8, 2002, and working in a Title I, Part A program must have a secondary school diploma or its recognized equivalent (GED) and meet one of the following qualifications:

    • Completed at least two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    Source: Missouri Department of Elementary and Secondary Education

    Montana All existing Title I paraprofessionals have until the end of the 2005-2006 school year to satisfy the following requirements.

    • Complete 2 years of study at an institution of higher learning; or
    • Obtain an associate or higher degree; or
    • Meet a rigorous standard of quality and can demonstrate through a formal state or local academic assessment: Knowledge of, and the ability to assist in instructing in the areas of reading, writing and math or reading readiness, writing readiness, or math readiness.

    Montana OPI Paraprofessional Consortium's standards and OPI Resource Guide for School Administrators, Educators & Paraprofessionals are recommended for use with all paraprofessionals.

    Paraprofessionals will keep a portfolio of information that demonstrates that the paraprofessional has met the standards.

    The principal is responsible to verify that the paraprofessional has met the standards.

    Ongoing professional development is recommended to assist paraprofessionals to meet the Montana standards.

    Source: Montana Office of Public Instruction

    Title I paraprofessionals hired after the date of enactment of the new law, which was January 8, 2002, must meet one of the following requirements upon hire.

    • Complete 2 years of study at institution of higher learning; or
    • Obtain an associate or higher degree; or
    • Meet a rigorous standard of quality and can demonstrate through a formal state or local academic assessment: Knowledge of, and the ability to assist in instructing in the areas of reading, writing and math or reading readiness, writing readiness, or math readiness.

    Montana OPI Paraprofessional Consortium's standards and OPI Resource Guide for School Administrators, Educators & Paraprofessionals are recommended for use with all paraprofessionals.

    Paraprofessionals will keep a portfolio of information that demonstrates that the paraprofessional has met the standards.

    The principal is responsible to verify that the paraprofessional has met the standards.

    Ongoing professional development is recommended to assist paraprofessionals to meet the Montana standards.

    Source: Montana Office of Public Instruction

    Nebraska In December 2002, the Nebraska NCLB Committee of Practitioners (COP) approved the recommendations made by a statewide taskforce regarding paraprofessional requirements. Paraprofessionals hired on or before January 8, 2002 have until January 8, 2006 to meet the following requirements:

    • 48 hours of college credit; or
    • Any associate degree, regardless of the subject area, since all associate degrees require some courses that cover reading, writing, and mathematics; or
    • A passing score on a state approved assesment test.*

    *Four options will be pursued as options for the state approved assessment requirement. (Information regarding each is provided below.) Nebraska utilizes a standards setting process for each of the state-approved assessments to establish a state passing score or proficiency level. Districts have the option to set expectations higher than the proficiency levels established by the state.

    The following assessments have been approved as meeting Title I qualifications for paraprofessionals in Nebraska:

    • ParaPro(Educational Testing Services--ETS)
      • Passing score: 456
    • Para Educator(Master Teacher)
      • Passing score: 70% on the comprehensive exam
    • Workkeys (ACT)
      • Passing score: Writing – 4; Reading – 4; Math – 3; Instructional Skills Inventory – 150
    • Project Para (UNL)
      • Composite Passing Score: 116

    Paraprofessionals providing services in an Early Childhood program must also meet the requirements of Rule 11.

    Nebraska's Approved Paraprofessional Assesments

    Nebraska Department of Education

    In December 2002, the Nebraska NCLB Committee of Practitioners (COP) approved the recommendations made by a statewide taskforce regarding paraprofessional requirements. Paraprofessionals hired after January 8, 2002 must meet the following requirements:

    • 48 hours of college credit; or
    • Any associate degree, regardless of the subject area, since all associate degrees require some courses that cover reading, writing, and mathematics; or
    • A passing score on a state approved assesment test.*

    *Four options will be pursued as options for the state approved assessment requirement. (Information regarding each is provided below.) Nebraska utilizes a standards setting process for each of the state-approved assessments to establish a state passing score or proficiency level. Districts have the option to set expectations higher than the proficiency levels established by the state.

    The following assessments have been approved as meeting Title I qualifications for paraprofessionals in Nebraska:

    • ParaPro(Educational Testing Services--ETS)
      • Passing score: 456
    • Para Educator(Master Teacher)
      • Passing score: 70% on the comprehensive exam
    • Workkeys (ACT)
      • Passing score: Writing – 4; Reading – 4; Math – 3; Instructional Skills Inventory – 150
    • Project Para (UNL)
      • Composite Passing Score: 116

    Paraprofessionals providing services in an Early Childhood program must also meet the requirements of Rule 11.

    Nebraska's Approved Paraprofessional Assesments

    Nebraska Department of Education

    Nevada Paraprofessionals hired by the school district or charter school before January 8, 2002, to work in a program supported with Title I money are required to satisfy the following on or before January 8, 2006.

    • Possession of a high school diploma or its recognized equivalent; and
    • At least 48 semester hours of credit at an accredited college or university; and
    • Obtained an associate’s degree or higher degree from an accredited college or university; or
    • Passed:
      1. The ParaPro Assessment prepared and administered by the Educational Testing Service with a score of at least 460; or
      2. An alternative assessment approved by the Board with a score prescribed by the Board.

    Source: Nevada State Board of Education

    Paraprofessionals Initially hired by the school district or charter school on or after January 8, 2002, to work in a program supported with Title I money must satisfy the following requirements upon hire.

    • Possession of a high school diploma or its recognized equivalent; and
    • At least 48 semester hours of credit at an accredited college or university; and
    • Obtained an associate’s degree or higher degree from an accredited college or university; or
    • Passed:
      1. The ParaPro Assessment prepared and administered by the Educational Testing Service with a score of at least 460; or
      2. An alternative assessment approved by the Board with a score prescribed by the Board.

    Source: Nevada State Board of Education

    New Hampshire Paraprofessionals hires before January 8, 2002 must meet the following requirements by the conclusion of the 2005-2006 school year.

    All paraeducators in Title I schoolwide schools must have a secondary school diploma or its equivalent; and

    • Complete two years of study at an institution of higher education; or
    • Obtain an associate's degree (or higher) degree; or
    • *Meet a rigorous standard of quality and be able to demonstrate through a formal assessment, knowledge of and the ability to assist in the instruction of reading, writing, and mathematics (or when appropriate, reading readiness, writing readiness, and mathematics readiness).

    *The New Hampshire Department of Education in collaboration with the College for Lifelong Learning and the New Hampshire Technical Institute has developed a formal academic assessment process to meet the needs of local school districts and paraeducators statewide. Assessment evaluation can also be done by the Bureau of Credentialing.

    Title I paraeducators are also required to meet the qualifications for all paraeducators. These include the following skills, competencies, and knowledge:

    • As relating to professionalism, the individual shall demonstrate ability for or knowledge of:
      1. Appropriate social interactions in various group settings;
      2. Participation in ongoing professional development and self-evaluation and application of constructive feedback;
      3. A clear understanding of professional ethics, including the need to maintain confidentiality of information regarding students, staff, and families, and the legal rights and responsibilities of school staff and students;
      4. Reflection on the effects of his or her choices and actions on students, parents and others in the community; and
      5. Following the health and safety protocols and practices established by a school district.
    • As relating to knowledge of reading and writing, the individual shall demonstrate ability to:
      1. Read and comprehend passages written in English;
      2. Identify key elements in a written passage;
      3. Use standard spoken English appropriately;
      4. Communicate thoughts, ideas, information, and messages in writing;
      5. Use language, style, organization, and format appropriate to the subject matter, purpose, and audience;
      6. Check, edit, and revise for correct information, appropriate emphasis, form, grammar, spelling, usage, and punctuation; and
      7. Retrieve information from print and electronic resources;
    • As relating to classroom skills relating to reading and writing, the individual shall demonstrate ability to:
      1. Assist students to use study skill strategies;
      2. Read aloud to children using appropriate phrasing and inflection;
      3. Help students explore literature as a source for understanding their own experience and those of others;
      4. Reinforce reading skills in small group or one-on-one settings;
      5. Use a variety of technologies, including assistive technologies, to help students develop reading, writing, and learning skills; and
      6. Use several strategies to reinforce the learning of word study skills, including phonemic awareness, phonics, structures, vocabulary, context, and spelling;
    • As relating to knowledge of mathematics, the individual shall demonstrate ability to:
      1. Perform computations using addition, subtraction, multiplication, and division;
      2. Demonstrate the ability to estimate mathematical results;
      3. Use tables, graphs, diagrams, and charts to obtain or convey quantitative information;
      4. Choose appropriate techniques to approach mathematical problems;
      5. Use quantitative data to construct logical explanations for real-world situations;
      6. Express mathematical ideas and concepts orally and in writing;
      7. Understand the role of chance in the occurrence and prediction of events;
      8. Demonstrate how manipulatives can represent mathematical concepts;
      9. Extract key elements from a word problem and translate the information into accurate mathematical expressions; and
      10. Apply mathematical concepts to real life situations;
    • As relating to classroom skills relating to mathematics, the individual shall demonstrate ability to perform the following skills under the supervision of a professional:
      1. Reinforce mathematical skills presented by the teacher;
      2. Help students use manipulatives to express mathematical ideas;
      3. Assist in the review and evaluation of students’ work in mathematics;
      4. Use technologies to help students create charts, graphs, and projects that express mathematical ideas; and
      5. Use a variety of technologies, including assistive technologies, to help students learn mathematical concepts and skills;
    • As relating to supporting the classroom environment, the individual shall demonstrate knowledge:
      1. Of the developmental stages through which children progress from birth to age 21;
      2. That there are various risk factors that might prohibit or impede typical development;
      3. That students have different learning styles;
      4. Of the influence that families have on childhood learning and development;
      5. Of a variety of teaching strategies that teachers may use;
      6. Of the necessity to be sensitive to diversity in cultural heritages, lifestyle, and value systems among children, youth and families;
      7. Of the applicable laws, rules, regulations, and procedural safeguards that must be observed in educational environments;
      8. Of a range of classroom and behavior management strategies that a teacher might use to create a climate conducive to learning;
      9. That student learning needs may be assessed in a variety of ways, including, but not limited to, observation, conversation, testing, and analysis of the work of students; and
      10. Of the various approaches to reading, writing, and mathematics that are used in schools; and
    • As relating to supporting the classroom environment, the individual shall demonstrate the ability, under the supervision of a professional, to:
      1. Assist in maintaining a safe, healthy learning environment that includes following prescribed policy and procedures;
      2. Use strategies and techniques for facilitating the integration of individuals with exceptional learning needs into various settings;
      3. Prepare and organize materials to support teaching and learning;
      4. Use strategies that promote students’ independence;
      5. Function in a manner that demonstrates the ability to use effective problem solving, engage in flexible thinking, employ appropriate conflict management techniques and analyze one’s own personal strengths and preferences;
      6. Use and adapt a variety of developmentally and age appropriate materials and equipment, including assistive technology, to support students’ learning;
      7. Use approaches such as but not limited to, modifying the learning environment, implementing district or building behavior programs and implementing individual behavior plans in order to manage individual student’s behavior;
      8. Use strategies that support students’ appropriate social skills;
      9. Communicate, follow instructions and use problem-solving and other skills that will enable the individual to work as an effective member of the instructional team;
      10. Carry out assessment activities to collect and document objective information about the students’ strengths and needs;
      11. Assist with maintaining student records including using any technology employed by the district;
      12. Seek help from appropriate sources as necessary; and
      13. Support the instructional choices made for students.

    New Hampshire Department of Education

    Source: NHER, 504.05 (a & b)

    Paraeducators hired after January 8, 2002 must meet the following requirements upon hire:

    All paraeducators in Title I schoolwide schools must have a secondary school diploma or its equivalent; and

    • Complete two years of study at an institution of higher education; or
    • Obtain an associate's degree (or higher) degree; or
    • *Meet a rigorous standard of quality and be able to demonstrate through a formal assessment, knowledge of and the ability to assist in the instruction of reading, writing, and mathematics (or when appropriate, reading readiness, writing readiness, and mathematics readiness).

    *The New Hampshire Department of Education in collaboration with the College for Lifelong Learning and the New Hampshire Technical Institute has developed the formal academic assessment process to meet the needs of local school districts and paraeducators statewide.

    Title I paraeducators are also required to meet the qualifications for all paraeducators. These include the following skills, competencies, and knowledge:

    • As relating to professionalism, the individual shall demonstrate ability for or knowledge of:
      1. Appropriate social interactions in various group settings;
      2. Participation in ongoing professional development and self-evaluation and application of constructive feedback;
      3. A clear understanding of professional ethics, including the need to maintain confidentiality of information regarding students, staff, and families, and the legal rights and responsibilities of school staff and students;
      4. Reflection on the effects of his or her choices and actions on students, parents and others in the community; and
      5. Following the health and safety protocols and practices established by a school district.
    • As relating to knowledge of reading and writing, the individual shall demonstrate ability to:
      1. Read and comprehend passages written in English;
      2. Identify key elements in a written passage;
      3. Use standard spoken English appropriately;
      4. Communicate thoughts, ideas, information, and messages in writing;
      5. Use language, style, organization, and format appropriate to the subject matter, purpose, and audience;
      6. Check, edit, and revise for correct information, appropriate emphasis, form, grammar, spelling, usage, and punctuation; and
      7. Retrieve information from print and electronic resources;
    • As relating to classroom skills relating to reading and writing, the individual shall demonstrate ability to:
      1. Assist students to use study skill strategies;
      2. Read aloud to children using appropriate phrasing and inflection;
      3. Help students explore literature as a source for understanding their own experience and those of others;
      4. Reinforce reading skills in small group or one-on-one settings;
      5. Use a variety of technologies, including assistive technologies, to help students develop reading, writing, and learning skills; and
      6. Use several strategies to reinforce the learning of word study skills, including phonemic awareness, phonics, structures, vocabulary, context, and spelling;
    • As relating to knowledge of mathematics, the individual shall demonstrate ability to:
      1. Perform computations using addition, subtraction, multiplication, and division;
      2. Demonstrate the ability to estimate mathematical results;
      3. Use tables, graphs, diagrams, and charts to obtain or convey quantitative information;
      4. Choose appropriate techniques to approach mathematical problems;
      5. Use quantitative data to construct logical explanations for real-world situations;
      6. Express mathematical ideas and concepts orally and in writing;
      7. Understand the role of chance in the occurrence and prediction of events;
      8. Demonstrate how manipulatives can represent mathematical concepts;
      9. Extract key elements from a word problem and translate the information into accurate mathematical expressions; and
      10. Apply mathematical concepts to real life situations;
    • As relating to classroom skills relating to mathematics, the individual shall demonstrate ability to perform the following skills under the supervision of a professional:
      1. Reinforce mathematical skills presented by the teacher;
      2. Help students use manipulatives to express mathematical ideas;
      3. Assist in the review and evaluation of students’ work in mathematics;
      4. Use technologies to help students create charts, graphs, and projects that express mathematical ideas; and
      5. Use a variety of technologies, including assistive technologies, to help students learn mathematical concepts and skills;
    • As relating to supporting the classroom environment, the individual shall demonstrate knowledge:
      1. Of the developmental stages through which children progress from birth to age 21;
      2. That there are various risk factors that might prohibit or impede typical development;
      3. That students have different learning styles;
      4. Of the influence that families have on childhood learning and development;
      5. Of a variety of teaching strategies that teachers may use;
      6. Of the necessity to be sensitive to diversity in cultural heritages, lifestyle, and value systems among children, youth and families;
      7. Of the applicable laws, rules, regulations, and procedural safeguards that must be observed in educational environments;
      8. Of a range of classroom and behavior management strategies that a teacher might use to create a climate conducive to learning;
      9. That student learning needs may be assessed in a variety of ways, including, but not limited to, observation, conversation, testing, and analysis of the work of students; and
      10. Of the various approaches to reading, writing, and mathematics that are used in schools; and
    • As relating to supporting the classroom environment, the individual shall demonstrate the ability, under the supervision of a professional, to:
      1. Assist in maintaining a safe, healthy learning environment that includes following prescribed policy and procedures;
      2. Use strategies and techniques for facilitating the integration of individuals with exceptional learning needs into various settings;
      3. Prepare and organize materials to support teaching and learning;
      4. Use strategies that promote students’ independence;
      5. Function in a manner that demonstrates the ability to use effective problem solving, engage in flexible thinking, employ appropriate conflict management techniques and analyze one’s own personal strengths and preferences;
      6. Use and adapt a variety of developmentally and age appropriate materials and equipment, including assistive technology, to support students’ learning;
      7. Use approaches such as but not limited to, modifying the learning environment, implementing district or building behavior programs and implementing individual behavior plans in order to manage individual student’s behavior;
      8. Use strategies that support students’ appropriate social skills;
      9. Communicate, follow instructions and use problem-solving and other skills that will enable the individual to work as an effective member of the instructional team;
      10. Carry out assessment activities to collect and document objective information about the students’ strengths and needs;
      11. Assist with maintaining student records including using any technology employed by the district;
      12. Seek help from appropriate sources as necessary; and
      13. Support the instructional choices made for students.

    Source: New Hampshire Department of Education

    NHER, 504.05 (a & b)

    New Jersey Paraprofessionals hired on or before January 8, 2002 who work in schools that are supported by Title I funds must meet the following criteria by January 8, 2006:

    • Completed at least 2 years of study at an institution of higher education;
    • Obtained an associate's (or higher) degree; or
    • Met a rigorous standard of quality through a formal State assessment.

    Source: New Jersey Department of Education

    As of January 8, 2002 paraprofessionals that are supported by Title I funds must meet the following criteria:

    • Completed at least 2 years of study at an institution of higher education;
    • Obtained an associate's (or higher) degree; or
    • Met a rigorous standard of quality through a formal State assessment.

    Source: New Jersey Department of Education

    New Mexico Regardless of their date of hire, paraprofessionals working in a Title I program who provide instructional support must hold at least a high school diploma or equivalent. Paraprofessionals hired prior to January 8, 2002, must meet the following standards by January 8, 2006.

    • Completed at least 48 credit hours at an institution of higher education with at least 15 of those hours in language arts, reading, math, and instructional assistance coursework; or
    • Obtained an associate’s degree or higher degree with at least 15 of those hours in language arts, reading, math, and instructional assistance coursework; or
    • Met a rigorous standard of quality demonstrated through a formal State or local academic assessment in knowledge and ability in instructional assistance in reading/language arts, writing, and mathematics or reading readiness, writing readiness, and mathematics readiness.

    Source: New Mexico Administrative Code 6.63.9.9

    Regardless of their date of hire, paraprofessionals working in a Title I program who provide instructional support must hold at least a high school diploma or equivalent. Paraprofessionals hired on or after January 8, 2002, who provide support in a Title I program, must have

    • Completed at least 48 credit hours at an institution of higher education with at least 15 of those hours in language arts, reading, math, and instructional assistance coursework; or
    • Obtained an associate’s degree or higher degree with at least 15 of those hours in language arts, reading, math, and instructional assistance coursework; or
    • Met a rigorous standard of quality demonstrated through a formal State or local academic assessment in knowledge and ability in instructional assistance in reading/language arts, writing, and mathematics or reading readiness, writing readiness, and mathematics readiness.

    Source: New Mexico Administrative Code 6.63.9.10

    New York All paraprofessionals providing instructional support services must meet the State's certification standards for "teaching assistants" outlined in Section 80.5-6 of the Commissioner's regulations regarding supplementary support personnel.

    Those who work in schools or programs funded by NCLB Title I funds must also meet the following federal NCLB standards.

    The candidate shall have attained a high school diploma or its equivalent and have one of the following;

    • Completed an Associate's degree; or
    • Completed 2 years of college (48 semester hours); or
    • Achieved a passing score on a rigorous state or local assessment.
    All paraprofessionals providing instructional support services must meet the State's certification standards for "teaching assistants" outlined in Section 80.5-6 of the Commissioner's regulations regarding supplementary support personnel.

    Those who work in schools or programs funded by NCLB Title I funds must also meet the following federal NCLB standards.

    The candidate shall have attained a high school diploma or its equivalent and have one of the following;

    • Completed an Associate's degree; or
    • Completed 2 years of college (48 semester hours); or
    • Achieved a passing score on a rigorous state or local assessment.
    North Carolina Title I paraprofessionals hired prior to January 8, 2002 must successfully complete one of the following by June 30, 2006:

    • Have 48 semester hours of college credit; or
    • An associate’s degree; or
    • Choose to meet employment criteria in schools supported with Title I funds by completing a State or local assessment.

    These assessments must meet a rigorous standard of quality and allow the paraprofessional to "demonstrate knowledge of, and the ability to assist in instructing reading, writing and mathematics, or to assist in instructing reading readiness, writing readiness and mathematics readiness."

    These paraprofessionals are also eligible to select the staff development options and have additional choices.

    Source: North Carolina Public Schools

    Title I Paraprofessionals hired after January 8, 2002 must successfully complete one of the following:

    • Have 48 semester hours of college credit; or
    • An associate’s degree; or
    • Choose to meet employment criteria in schools supported with Title I funds by completing a State or local assessment.

    These assessments must meet a rigorous standard of quality and allow the paraprofessional to "demonstrate knowledge of, and the ability to assist in instructing reading, writing and mathematics, or to assist in instructing reading readiness, writing readiness and mathematics readiness."

    The paraprofessional must also complete all coursework and training requirements before being employed in a Title I school-wide or targeted assistance program.

    Source: North Carolina Public Schools

    North Dakota All Title I aides/paraprofessionals hired before January 8, 2002 have until July 1, 2005 or if pursuing the education option, by waiver until January 8, 2006 to complete one of the following requirements. Plans are in place, as allowed within the new flexibility, to allow existing aides/paraprofessionals until July 1, 2006 to meet one of the following requirements.

    • Obtain an associate (or higher) degree; or
    • Complete at least two years of study at an institution of higher education; or
    • Meet a rigorous standard of quality, which includes an assessment of skills in math, reading, and writing.

    These new regulations pertain to Title I aides/paraprofessionals in a targeted assistance setting. In a Title I schoolwide setting, this law pertains to all instructional aides employed within the building.

    The North Dakota Department of Public Instruction has approved three options in meeting the assessment requirement for aides/paraprofessionals under the No Child Left Behind Act; The Higher Education Learning Profile (HELP), The Praxis I (PPST) and The Parapro Assessment.

    With the implementation of these new regulations, the State Title I office will be requiring Title I aides/paraprofessionals to document their compliance with this regulation.

    Source: North Dakota Department of Public Instruction

    All Title I aides/paraprofessionals hired after January 8, 2002, must meet one of the following requirements immediately.

    • Obtained an associate (or higher) degree; or
    • Have completed at least two years of study at an institution of higher education; or
    • Met a rigorous standard of quality, which includes an assessment of skills in math, reading, and writing.

    These new regulations pertain to Title I aides/paraprofessionals in a targeted assistance setting. In a Title I schoolwide setting, this law pertains to all instructional aides employed within the building.

    The North Dakota Department of Public Instruction has approved three options in meeting the assessment requirement for aides/paraprofessionals under the No Child Left Behind Act; The Higher Education Learning Profile (HELP), The Praxis I (PPST) and The Parapro Assessment.

    With the implementation of these new regulations, the State Title I office will be requiring Title I aides/paraprofessionals to document their compliance with this regulation.

    Source: North Dakota Department of Public Instruction

    Ohio Paraprofessionals with instructional duties in programs supported by Title I funds employed before Jan. 8, 2002 must meet one of the following requirements by January 8, 2006.

    • Complete at least two years of study at an institution of higher education (defined as 48 semester or 72 quarter hours as verified by college transcript from an accredited institution of higher education*); or
    • Obtain an associate (or higher) degree from an accredited institution of higher education (defined as any associate degree program from an accredited institution of higher education*); or
    • Meet a rigorous standard of quality and demonstrate, through a formal State or local academic assessment
      1. knowledge of, and the ability to assist in instructing reading, writing and mathematics; or
      2. knowledge of, and the ability to assist in readiness for reading, writing, and mathematics.

    The Parapro Assessment, developed by Educational Testing Service (ETS) in 2002, will be the state assessment for paraprofessionals in Ohio. The Parapro Assessment has been piloted and validated for Ohio, with a passing score of 456 approved by the State Board of Education on June 10, 2003. The Parapro Assessment will have portability across school districts.

    Source: Ohio Department of Education

    Source: Ohio Department of Education; 2005-2006 Highly Qualified Teacher

    Paraprofessionals with instructional duties in programs supported by Title I funds employed AFTER Jan. 8, 2002 must meet one of the following requirements upon being hired.

    • Complete at least two years of study at an institution of higher education (defined as 48 semester or 72 quarter hours as verified by college transcript from an accredited institution of higher education*); or
    • Obtain an associate (or higher) degree from an accredited institution of higher education (defined as any associate degree program from an accredited institution of higher education*); or
    • Meet a rigorous standard of quality and demonstrate, through a formal State or local academic assessment
      1. knowledge of, and the ability to assist in instructing reading, writing and mathematics; or
      2. knowledge of, and the ability to assist in readiness for reading, writing, and mathematics.

    The Parapro Assessment, developed by Educational Testing Service (ETS) in 2002, will be the state assessment for paraprofessionals in Ohio. The Parapro Assessment has been piloted and validated for Ohio, with a passing score of 456 approved by the State Board of Education on June 10, 2003. The Parapro Assessment will have portability across school districts.

    Source: Ohio Department of Education

    Source: Ohio Department of Education; 2005-2006 Highly Qualified Teacher

    Oklahoma Paraprofessionals hired on or before January 8, 2002, and working in a program supported with Title I, Part A funds must meet these requirements by the end of the 2005-06 school year.
    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Passed the Oklahoma General Education test, or a local school district assessment approved by the Oklahoma DOE.

    Source: State Superintendent of Public Instruction, memo

    Paraprofessionals must meet the following No Child Left Behind, 2001 requirements before they are hired.
    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Passed the Oklahoma General Education test, or a local school district assessment approved by the Oklahoma DOE.

    Source: State Superintendent of Public Instruction, memo

    Oregon Paraprofessionals hired on or before January 8, 2002, and working in a program supported with Title I, Part A funds must meet these requirements by June 30, 2006.

    Title I paraprofessionals must have the appropriate knowledge and ability to assist in instructing students and be competent in required instructional techniques and academic content areas. They must also demonstrate that they are competent in basic literacy skills, including the ability to speak and write standard English.

    All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent.

    Additionally, paraprofessionals working in a program supported with Title I, Part A funds must have:

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and be able to demonstrate, through a local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).

    Source: Oregon Title I A Handbook

    Title I paraprofessionals must have the appropriate knowledge and ability to assist in instructing students and be competent in required instructional techniques and academic content areas. They must also demonstrate that they are competent in basic literacy skills, including the ability to speak and write standard English.

    All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent.

    Additionally, paraprofessionals hired after January 8, 2002, and working in a program supported with Title I, Part A funds must have:

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and be able to demonstrate, through a local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).

    Source: Oregon Title I A Handbook

    Pennsylvania All Title I funded instructional paraprofessionals hired by an LEA are required to hold a high school diploma or GED. Those hired prior to January 8, 2002, must meet one of the following requirements by January 8, 2006.

    • Have an associate’s degree; or
    • Completed at least 2 years of study at an institution of higher education; or
    • Met a rigorous standard of quality demonstrated through a state or local assessment.

    Source: PAC, § 403.5

    All Title I funded instructional paraprofessionals hired by an LEA are required to hold a high school diploma or GED. Those paraprofessionals hired by an LEA after January 8, 2002, must have one of the following:

    • Have an associate’s degree; or
    • Completed at least 2 years of study at an institution of higher education; or
    • Met a rigorous standard of quality demonstrated through a state or local assessment.

    Source: PAC, § 403.5

    Puerto Rico
  • No information found.
  • No information found.
  • Rhode Island The following is a list of qualifications of instructional teacher assistants as established in state and federal law.

    • Be of good character as verified by the employer;
    • Hold a high school diploma or general equivalency diploma;
    • For any person hired after January 1, 1999, complete a training program approved by the RI Department of Education (RIDE) in compliance with RIDE teacher assistant program standards. The training program shall not be required of those persons employed as a teacher assistant in another Rhode Island school district prior to January 1, 1999, those who hold certification as a teacher assistant in another state, or those who hold an associate's or bachelor's degree and have completed coursework or other training consistent with the teacher assistant program standards developed by the department of elementary and secondary education.

    For teacher assistants hired PRIOR to Jan. 8, 2002, they have until June, 2006 to meet ONE of the following requirements.

    • Complete at least 2 years of study at an institution of higher education. The law does not specify that the coursework has to be in education or a related field. School districts or other education agencies have discretion to have requirements related to type of coursework; or
    • Obtain an associate’s or higher degree. School districts or other education agencies have discretion to have requirements related to type of degree; or
    • Meet a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment: Knowledge and ability to assist in instructing, reading, writing, and mathematics; or reading, writing, and mathematics readiness. (The ParaPro is the state recognized assessment with a passing score of 461. State law requires that the employer shall pay for up to two (2) test administration fees for all teacher assistants hired prior to July 1, 2003. Rhode Island General Assembly, 16-11.2-2

    Assessments developed at the local level must be designed in such a way to ensure that teacher assistants meet the pre-employment qualifications of the federal and state law and must be approved by the RI Department of Education. Local Assessments must:

    • Ensure that teacher assistants are evaluated against the same standards as those taking the ParaPro, that is, local assessments must test teacher assistants on the same knowledge and skills covered by the ParaPro related to:
      1. Reading knowledge
      2. Ability to assist in reading instruction
      3. Math knowledge
      4. Ability to assist in math instruction
      5. Writing knowledge
      6. Ability to assist in writing instruction
    • Identify a rigorous standard of quality for all content areas that each candidate is expected to meet or exceed.
    • Ensure that standards are applied to each candidate in the same way.
    • Ensure objectivity.
    • Provide evidence that the assessment is valid and reliable.
    • Include a method for documenting assessment results, i.e., a record of the assessment and the individual’s performance on that assessment.
    • Be conducted in a format(s) highly likely to demonstrate that individuals have the necessary knowledge and skills. Note: Federal guidance states, “For example, while an appropriate assessment might be entirely a written test, it alternatively could be a combination of a written test on content (reading, writing, and math) and a demonstration of competence in instruction (assessed through observations via a series of rubrics).

    Source: RIGA, 16-11.2-2

    The following is a list of qualifications of instructional teacher assistants as established in state and federal law.

    • Be of good character as verified by the employer;
    • Hold a high school diploma or general equivalency diploma;
    • For any person hired after January 1, 1999, complete a training program approved by the RI Department of Education (RIDE) in compliance with RIDE teacher assistant program standards. The training program shall not be required of those persons employed as a teacher assistant in another Rhode Island school district prior to January 1, 1999, those who hold certification as a teacher assistant in another state, or those who hold an associate's or bachelor's degree and have completed coursework or other training consistent with the teacher assistant program standards developed by the department of elementary and secondary education.

    For teacher assistants hired on or after Jan. 8, 2002, they must meet ONE of the following requirements upon hire.

    • Complete at least 2 years of study at an institution of higher education. The law does not specify that the coursework has to be in education or a related field. School districts or other education agencies have discretion to have requirements related to type of coursework; or
    • Obtain an associate’s or higher degree. School districts or other education agencies have discretion to have requirements related to type of degree; or
    • Meet a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment: Knowledge and ability to assist in instructing, reading, writing, and mathematics; or reading, writing, and mathematics readiness. (The ParaPro is the state recognized assessment with a passing score of 461. State law requires that the employer shall pay for up to two (2) test administration fees for all teacher assistants hired prior to July 1, 2003. Rhode Island General Assembly, 16-11.2-2

    Assessments developed at the local level must be designed in such a way to ensure that teacher assistants meet the pre-employment qualifications of the federal and state law and must be approved by the RI Department of Education. Local Assessments must:

    • Ensure that teacher assistants are evaluated against the same standards as those taking the ParaPro, that is, local assessments must test teacher assistants on the same knowledge and skills covered by the ParaPro related to:
      1. Reading knowledge
      2. Ability to assist in reading instruction
      3. Math knowledge
      4. Ability to assist in math instruction
      5. Writing knowledge
      6. Ability to assist in writing instruction
    • Identify a rigorous standard of quality for all content areas that each candidate is expected to meet or exceed.
    • Ensure that standards are applied to each candidate in the same way.
    • Ensure objectivity.
    • Provide evidence that the assessment is valid and reliable.
    • Include a method for documenting assessment results, i.e., a record of the assessment and the individual’s performance on that assessment.
    • Be conducted in a format(s) highly likely to demonstrate that individuals have the necessary knowledge and skills. Note: Federal guidance states, “For example, while an appropriate assessment might be entirely a written test, it alternatively could be a combination of a written test on content (reading, writing, and math) and a demonstration of competence in instruction (assessed through observations via a series of rubrics).

    Source: RIGA, 16-11.2-2

    South Carolina Paraprofessionals helping with classroom instruction or programs shall meet the following requirements:

    • All instructional paraprofessionals must be at least 18 years of age; and
    • All instructional paraprofessionals must have at least a high school diploma or state equivalency certificate.

    Instructional paraprofessionals who work in a Title I school or a Title I targeted assistance program and who were hired after January 8, 2002, must either

    • Hold a two-year associate's degree from an accredited institution; or
    • Have completed two years (60 semester hours) of college coursework from an accredited institution; or
    • Have passed a state-approved examination of content knowledge and pedagogy.

    In addition, all instructional paraprofessionals must work under the direct supervision of a certified teacher and must participate in preservice and inservice training programs for instructional paraprofessionals.

    Source: South Carolina Department of Education; Paraprofessionals

    Paraprofessionals helping with classroom instruction or programs shall meet the following requirements:

    • All instructional paraprofessionals must be at least 18 years of age; and
    • All instructional paraprofessionals must have at least a high school diploma or state equivalency certificate.

    Instructional paraprofessionals who work in a Title I school or a Title I targeted assistance program and who were hired before January 8, 2002, must meet one of the following requirements by January 8, 2006.

    • Hold a two-year associate's degree from an accredited institution; or
    • Have completed two years (60 semester hours) of college coursework from an accredited institution; or
    • Have passed a state-approved examination of content knowledge and pedagogy.

    In addition, all instructional paraprofessionals must work under the direct supervision of a certified teacher and must participate in preservice and inservice training programs for instructional paraprofessionals.

    Source: South Carolina Department of Education; Paraprofessionals

    South Dakota Paraprofessionals working in a program supported by Title I Part A funds must be "qualified" under the provisions of No Child Left Behind by June 30, 2006. They may meet this requirement in one of three ways:

    • Earning an associate’s degree or higher; or
    • Earning a minimum of 48 college credits; or
    • Passing the designated state test.

    Source: SDDOE, 200.58

    Source: South Dakota Department of Education

    Paraprofessionals working in a program supported by Title I Part A funds must be "qualified" under the provisions of No Child Left Behind by June 30, 2006. They may meet this requirement in one of three ways:

    • Earning an associate’s degree or higher; or
    • Earning a minimum of 48 college credits; or
    • Passing the designated state test.

    Source: SDDOE, 200.58

    Source: South Dakota Department of Education

    Tennessee The requirement that paraprofessionals be highly qualified applies only to instructional paraprofessionals who work in programs supported by Title I funds (school-wide or targeted assistance). However, all Title I paraprofessionals must, at a minimum, have a high school diploma or its recognized equivalent. Paraprofessionals who provide instructional services must have done one of the following to meet the highly qualified requirements.
    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s or higher degree; or
    • Passed a test that demonstrates knowledge of and the ability to assist in the instruction of reading, writing, and mathematics.

    Instructional paraprofessionals who were hired on or before January 8, 2002 and who work in programs supported by Title I funds (school-wide or targeted assistance), must meet the requirements by January 8, 2006.

    The state equates 48 semester hours (excluding remedial courses), as the equivalent of two years of college. Developmental courses may count toward the 48 hours.

    The state does not require that the coursework or associate’s degree be in any specific subject or field. The nature of the coursework or degree is left to the discretion of the school system. However, the coursework must have been obtained from an accredited institution of higher education.

    The SDE has collaborated with the Tennessee Board of Regents (TBR) in the development of an on-line associate’s degree program for paraprofessionals.

    Tennessee has adopted the ParaPro Assessment as the statewide test for paraprofessionals. The ParaPro was developed by Educational Testing Service (ETS) to satisfy the test option for paraprofessionals. The Tennessee passing score for the ParaPro Assessment is 456.

    Aides that are working as translators or parent liaisons do not need to meet these requirements. However, all paraprofessionals, including translators and parent liaisons, must now have, at a minimum, earned a secondary school diploma or its recognized equivalent.

    The highly qualified status will be portable across school systems.

    Source: Tennessee Department of Education; Tennessee Plan

    The requirement that paraprofessionals be highly qualified applies only to instructional paraprofessionals who work in programs supported by Title I funds (school-wide or targeted assistance). However, all Title I paraprofessionals must, at a minimum, have a high school diploma or its recognized equivalent. Paraprofessionals who provide instructional services must have done one of the following to meet the highly qualified requirements.
    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s or higher degree; or
    • Passed a test that demonstrates knowledge of and the ability to assist in the instruction of reading, writing, and mathematics.

    Instructional paraprofessionals newly hired after January 8, 2002 who work in programs supported by Title I funds (school-wide or targeted assistance), must meet these requirements upon employment.

    The state equates 48 semester hours (excluding remedial courses), as the equivalent of two years of college. Developmental courses may count toward the 48 hours.

    The state does not require that the coursework or associate’s degree be in any specific subject or field. The nature of the coursework or degree is left to the discretion of the school system. However, the coursework must have been obtained from an accredited institution of higher education.

    The SDE has collaborated with the Tennessee Board of Regents (TBR) in the development of an on-line associate’s degree program for paraprofessionals.

    Tennessee has adopted the ParaPro Assessment as the statewide test for paraprofessionals. The ParaPro was developed by Educational Testing Service (ETS) to satisfy the test option for paraprofessionals. The Tennessee passing score for the ParaPro Assessment is 456.

    All instructional paraprofessionals newly hired after January 8, 2002 who have not completed two years of college or do not hold an associate’s degree or higher, must pass the ParaPro test prior to being hired in a Title I school or program.

    Aides that are working as translators or parent liaisons do not need to meet these requirements. However, all paraprofessionals, including translators and parent liaisons, must now have, at a minimum, earned a secondary school diploma or its recognized equivalent.

    The highly qualified status will be portable across school systems.

    Source: Tennessee Department of Education; Tennessee Plan

    Texas Existing paraprofessionals that perform instructional duties in a Title I, Part A program must meet one of the following qualifications by the end of the 2005-06 school year.

    • Have completed at least two years of study at an institution of higher education; or
    • Have obtained an associate’s (or higher) degree; or
    • Have met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment
      1. Knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or
      2. Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    Source: Texas Education Agency

    Paraprofessionals hired by an LEA after January 8, 2002, must meet one of the following qualifications if the paraprofessional will perform instructional duties in a Title I, Part A program.

    • Have completed at least two years of study at an institution of higher education; or
    • Have obtained an associate’s (or higher) degree; or
    • Have met a rigorous standard of quality and can demonstrate, through a formal state or local academic assessment
      1. Knowledge of, and the ability to assist in instructing, reading, writing, and mathematics; or
      2. Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    Source: Texas Education Agency

    Utah Paraprofessionals hired before January 6, 2002 who function under Utah Administrative Code and who work in programs supported by Title I funds shall satisfy one of the following prior to January 6, 2006:

    • Completed at least two years (minimum of 48 semester hours) at an accredited higher education institution; or
    • Obtained an associates (or higher) degree from an accredited higher education institution; or
    • Satisfied a rigorous state assessment, approved by the Board, that demonstrates:
      1. Knowledge of and the ability to assist in instructing reading, writing, and mathematics; or
      2. Knowledge of and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate; or
    • The individual has satisfied a rigorous local assessment, approved by the local board, that demonstrates:
      1. Knowledge of and the ability to assist in instructing reading, writing, and mathematics; or
      2. Knowledge of and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate.

    Source: UAC, R277-524-4

    Paraprofessionals hired after January 6, 2002 in programs supported by Title I funds shall satisfy the following:

    • Earned a secondary school diploma or a recognized equivalent; and
    • Completed at least two years (minimum of 48 semester hours) at an accredited higher education institution; or
    • Obtained an associate's (or higher) degree from an accredited higher education institution; or
    • The individual has satisfied a rigorous state or local assessment about the individual's knowledge of an ability to assist students in core courses under NCLB.

    The individual shall satisfactorily complete a criminal background check if he will have significant unsupervised access to students.

    Source: UAC, R277-524-4

    Vermont All currently employed Title I instructional paraprofessionals must meet the following requirements by the end of the 2005-2006 school year.
    • Have completed at least 2 years of study (defined as a minimum of 48 credit hours) at an institution of higher education;
    • Obtained an associate's (or higher) degree; or
    • Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment –
      1. Knowledge of, and the ability to assist in instructing reading, writing, and mathematics; or
      2. Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    These requirements pertain to all instructional paraprofessionals in schoolwide programs and to those paid with Title I funds in targeted assistance programs.

    Paraprofessionals whose duties are in the areas of translation, parental involvement, or other noninstructional roles are exempt from this requirement.

    Source: Vermont Department of Education

    Instructional paraprofessionals hired after the enactment of NCLB (2001) shall:

    • Have completed at least 2 years of study (defined as a minimum of 48 credit hours) at an institution of higher education;
    • Obtained an associate's (or higher) degree; or
    • Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment –
      1. Knowledge of, and the ability to assist in instructing reading, writing, and mathematics; or
      2. Knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and mathematics readiness, as appropriate.

    These requirements pertain to all instructional paraprofessionals in schoolwide programs and to those paid with Title I funds in targeted assistance programs.

    Paraprofessionals whose duties are in the areas of translation, parental involvement, or other noninstructional roles are exempt from this requirement.

    Source: Vermont Department of Education

    Virgin Islands Paraprofessionals hired before July of 2001 must meet one of the following four requirements by the end of the 2005-2006 school year:
    • Obtain two (2) years of college, or
    • Sixty (60) college credits, or
    • An associates degree, or
    • A Virgin Islands passing score on the ParaPro Assessment.

    Source: US Virgin Islands Department of Education

    To be deemed highly qualified as defined by the amended No Child Left Behind Act of 2001, paraprofessionals hired after July of 2001 are required to meet one of the four (4) requirements prior to being hired:

    • Obtain two (2) years of college, or
    • Sixty (60) college credits, or
    • An associates degree, or
    • A Virgin Islands passing score on the ParaPro Assessment.

    Source: US Virgin Islands Department of Education

    Virginia All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent.

    Paraprofessionals hired on or before January 8, 2002, and working in a program supported with Title I funds must meet the following requirements by January 8, 2006.

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and be able to demonstrate, through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness)

    Source: Virginia Department of Education

    All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent.

    Additionally, Title I paraprofessionals whose duties include instructional support and who were hired after January 8, 2002, must have met one of the following options.

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Met a rigorous standard of quality and be able to demonstrate, through a formal state or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).

    Source: Virginia Department of Education

    Washington Existing Title I paraeducators who are funded with Title I or work in a Title I schoolwide building (including special education paraeducators) are expected to meet the Title I requirements by the end of the 2005–2006 school year.

    Paraeducators must meet the Title I requirements through the following options:

    • Two years of study at an institution of higher education; or
    • An associate (or higher) degree; or
    • A formal assessment.

    Washington’s paraeducators have multiple pathways to meet the formal assessment option. All formal assessment pathways are developed on a common set of knowledge and skill requirements in reading, writing, and mathematics and are approved by OSPI. The formal assessment pathways are listed below.

    • ETS ParaPro Assessment Pathway
    • Paraeducator Portfolio Assessment Pathway
    • School District Paraeducator Assessment Pathway
    • Paraeducator Apprenticeship Program Pathway

    School districts determine what qualifications a paraeducator must demonstrate, in addition to the Title I requirements, and may have higher standards for employment.

    Source: Washington Office of Superintendent of Public Instruction

    New paraeducators, employed after January 2002, who are funded through Title I or are in a Title I schoolwide building (including special education paraeducators) are expected to meet the following Title I requirements prior to being hired:

    Paraeducators must meet the Title I requirements through the following options:

    • Two years of study at an institution of higher education; or
    • An associate (or higher) degree; or
    • A formal assessment.

    Washington’s paraeducators have multiple pathways to meet the formal assessment option. All formal assessment pathways are developed on a common set of knowledge and skill requirements in reading, writing, and mathematics and are approved by OSPI. The formal assessment pathways are listed below.

    • ETS ParaPro Assessment Pathway
    • Paraeducator Portfolio Assessment Pathway
    • School District Paraeducator Assessment Pathway
    • Paraeducator Apprenticeship Program Pathway

    School districts determine what qualifications a paraeducator must demonstrate, in addition to the Title I requirements, and may have higher standards for employment.

    Source: Washington Office of Superintendent of Public Instruction

    West Virginia “Paraprofessionals” working in Title I funded positions or schoolwide Title I schools, as defined by NCLB, are classified in West Virginia Code, WVC §18A-4-8, as any Aide I, II, III, IV or paraprofessional who assists teachers in instructing students.

    NCLB provides that all “paraprofessionals” hired after January 8, 2002, must have:

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics.

    Meeting any one of these standards will satisfy NCLB requirements.

    Because aides are required by West Virginia law to have passed the aide competency exam, these requirements should already be met. Likewise, because most West Virginia paraprofessionals licensed under the requirements of West Virginia Board of Education, Policy 5202, were previously aides, they will also have met NCLB standards by having passed the aide competency exam.

    If a West Virginia paraprofessional licensed under Policy 5202 has not already passed the aide competency exam, the exam shall be made available if he or she desires to take it. Otherwise, a West Virginia paraprofessional licensed under an earlier version of Policy 5202 must meet the NCLB standards by completing either two years of college credit (48 hours), by acquiring West Virginia Paraprofessional Certification, or by obtaining an associate’s degree or higher.

    It is the position of the West Virginia Department of Education that the current state competency exam for aides, developed pursuant to West Virginia Code, WVC 18A-4-8e, will satisfy the NCLB requirement of demonstrating “knowledge of and the ability to assist in instructing reading, writing, and mathematics.”

    Source: West Virginia Department of Education

    “Paraprofessionals” working in Title I funded positions or schoolwide Title I schools, as defined by NCLB, are classified in West Virginia Code, WVC §18A-4-8, as any Aide I, II, III, IV or paraprofessional who assists teachers in instructing students.

    NCLB provides that all “paraprofessionals” hired after January 8, 2002, must have:

    • Completed two years of study at an institution of higher education; or
    • Obtained an associate’s (or higher) degree; or
    • Be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics.

    Meeting any one of these standards will satisfy NCLB requirements.

    Because aides are required by West Virginia law to have passed the aide competency exam, these requirements should already be met. Likewise, because most West Virginia paraprofessionals licensed under the requirements of West Virginia Board of Education, Policy 5202, were previously aides, they will also have met NCLB standards by having passed the aide competency exam.

    If a West Virginia paraprofessional licensed under an earlier version of Policy 5202 has not already passed the aide competency exam, the exam shall be made available if he or she desires to take it. Otherwise, a West Virginia paraprofessional licensed under Policy 5202 must meet the NCLB standards by completing either two years of college credit (48 hours, by acquiring West Virginia Paraprofessional Certification, or by obtaining an associate’s degree or higher.

    It is the position of the West Virginia Department of Education that the current state competency exam for aides, developed pursuant to West Virginia Code, WVC 18A-4-8e, will satisfy the NCLB requirement of demonstrating “knowledge of and the ability to assist in instructing reading, writing, and mathematics.”

    Source: West Virginia Department of Education

    Wisconsin Section 1119 of the ESEA or NCLB Act requires each local education agency receiving assistance to ensure that all paraprofessionals hired after the date of the ESEA reauthorization (Jan. 8, 2002) must have:

    • At least two years of higher education that is equivalent to at least 48 semester hours from an accredited higher education institution; or
    • Obtained an associate (or higher) degree; or
    • Met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).

    Existing paraprofessionals that were hired on or before January 8, 2002, must meet the requirements by January 8, 2006.

    In order to meet the paraprofessional requirements, the Wisconsin Department of Public Instruction developed Assessment Guidelines for Local School District Use for Title I Paraprofessionals.

    These are, however, recommendations only and therefore, school districts may develop their own protocols as long as they meet the requirements of Section 1119 of the ESEA described above.

    Source: Wisconsin Department of Public Instruction

    Section 1119 of the ESEA or NCLB Act requires each local education agency receiving assistance to ensure that all paraprofessionals hired after the date of the ESEA reauthorization (Jan. 8, 2002) must have:

    • At least two years of higher education that is equivalent to at least 48 semester hours from an accredited higher education institution; or
    • Obtained an associate (or higher) degree; or
    • Met a rigorous standard of quality and be able to demonstrate, through a formal State or local academic assessment, knowledge of and the ability to assist in instructing reading, writing, and mathematics (or, as appropriate, reading readiness, writing readiness, and mathematics readiness).

    Paraprofessionals that were hired on or after January 8, 2002, must meet the requirements by January 8, 2006.

    In order to meet the paraprofessional requirements, the Wisconsin Department of Public Instruction developed Assessment Guidelines for Local School District Use for Title I Paraprofessionals.

    These are, however, recommendations only and therefore, school districts may develop their own protocols as long as they meet the requirements of Section 1119 of the ESEA described above.

    Source: Wisconsin Department of Public Instruction

    Wyoming NCLB requires LEAs to ensure that teachers’ aides hired with Title I, Part A funds or working in local programs supported with Title I, Part A funds after enactment of NCLB:

    • Complete at least two years of study at an institution of higher education; or
    • Obtain an associate’s degree or higher; or
    • Meet a rigorous standard of quality established at the local level, which includes an assessment of math, reading and writing.

    LEAs must also ensure that teachers’ aides hired with Title I, Part A funds or working in local programs supported with Title I, Part A funds (under previous law) meet these requirements no later than four years after enactment.

    NCLB requires LEAs to ensure that teachers’ aides hired with Title I, Part A funds or working in local programs supported with Title I, Part A funds after enactment of NCLB:

    • Complete at least two years of study at an institution of higher education; or
    • Obtain an associate’s degree or higher; or
    • Meet a rigorous standard of quality established at the local level, which includes an assessment of math, reading and writing.

    LEAs must also ensure that teachers’ aides hired with Title I, Part A funds or working in local programs supported with Title I, Part A funds (under previous law) meet these requirements no later than four years after enactment.



    The collection and analysis of this database is supported by The National Center for Teacher Transformation based at St. Petersburg College, Florida.

    For questions, comments or changes, please contact Angela Baber at 303.299.3655 or ababer@ecs.org. To request permission to excerpt part of this publication, either in print or electronically, please fax a request to the attention of the ECS Communications Department, 303.296.8332 or e-mail ecs@ecs.org.


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