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Utah State Standards for Paraprofessionals in Special Education
Lines of Evidence Documentation Key

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Rigorous Assessment NCLB Approved by Utah State Board of Education 11/03

Following are 10 methods of documenting knowledge and/or skill competence for a portfolio. Each method outlines specific conditions essential to meet the criteria and demonstrate mastery for each competency.

  1. PERFORMANCE EVALUATION = Ratings and comments based on observation(s) typically included within an annual performance evaluation. Must be skill specific and include examples relative to the competency. The performance evaluation must be completed by an administrator or immediate supervisor.
  2. INSERVICE TRAINING = Inservice training conducted by an outside consultant or district personnel. This may be documented through: a title, description and length of session(s), instructor, date and inservice objectives relative to the competency. There must be a minimum of 7 inservice hours (1/2 semester credit) in a specific content area to qualify. A written description must include information on how training content was applied and what outcome occurred. If possible, documentation would also address successful completion of inservice objectives such as attendance or training certificate or report. NOTE: A series or combination of inservice trainings may be used to meet this requirement.
  3. OBSERVATION = Direct observation of a competency(ies) by a supervisor accompanied by a written record indicating: observation date, name of supervisor, observation site and activity, narrative information or data on the observation summary notes, commendations and recommendations.
  4. COURSEWORK/CERTIFICATES OF COMPLETION = Coursework which must be documented by a written description of the course/training session and/or syllabus. This line of evidence could be strengthened by documentation of successful completion of course objectives. Examples: certificates of completion.
  5. TRANSCRIPTS = Official grade(s) documenting successful completion of coursework from an accredited institution of higher education (i.e., university or community college). Coursework must be directly related to knowledge and skill competencies.
  6. WRITTEN DOCUMENT = Written summary of experience with specific examples related to the competency. Graphics or photographs with accompanying description(s) may also be a component of a written document.
  7. WORK SAMPLE = Written examples produced on the job such as academic or behavioral data sheets, district approved basic skills assessment, writing samples (e.g., memos, letters to parents, data summary statements, etc.) or work samples from a supervised practicum experience.
  8. VIDEO OF WORK PERFORMANCE = A non-edited video demonstrating the competency(ies) in an appropriate setting. The video must be a minimum of 15 minutes of continuous tape. The supervisor should review and approve this video with the paraprofessional. A performance checklist or interview documenting use of the competencies should be used as part of the review phase.
  9. LETTERS OF REFERENCE = Letters of reference from an immediate supervisor, colleague, or parent. Letters should be specific and include examples relative to the competency(ies). One letter must be from an immediate supervisor.
  10. INTERVIEW = Verbal interview with a supervisor relative to a specific competency or skill area. The interview should be summarized in a written format.
  11. OTHER = Record of completed self-study, independent study or completed professional development plan and a written description of how it relates to the competency(ies) or how it has been applied. For example, a paraprofessional wishing to learn more about various instructional strategies might provide a list of readings and write a description of how the information provided a beginning level of awareness. She/he might include a list of questions that were generated and how she/he intends to use the information. Sources for independent study might include:

TWO lines of evidence are required to demonstrate success in each core competency.

  • For some competencies, one line of evidence may be required. These are indicated by an asterisk* . (See Standard 1 “Demonstrate the ability to record relevant information/data about learners.” )
  • The second line of evidence may be selected from the remaining approved methods.
A line of evidence may be used to demonstrate competency in more than one Standard area.
  • For example, a “Performance Evaluation” may be used to demonstrate competency in Standard 1 “Assist in delivering instruction according to teacher lesson plans.” It may also be used to demonstrate competency in Standard 1 “Organize and prepare materials to support learning and the teaching process.”
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