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Utah State Standards for Paraprofessionals
in Special Education

For Instructional Paraeducators

 

Under the supervision of licensed and/or certificated personnel, paraeducators shall participate within clearly defined roles to assist those personnel in providing appropriate education and related services for students with disabilities.

School Districts shall define and clarify specific job roles and responsibilities for paraeducators. The roles and responsibilities for paraeducators serving as "aides" and "instructional assistants" or any other job titles used in school districts shall address how paraeducators assist in the following areas related to the individual job descriptions

 

  1. Data collection for determining strengths and weaknesses
  2. Implementation of instruction and curriculum
  3. Behavior management
  4. Monitoring of student progress

Approved by State Board, May 1995

 

 

GUIDELINES FOR SUPPORT TO THE STANDARDS FOR PARAEDUCATORS IN SPECIAL EDUCATION

  1. PARAEDUCATORS AND THE INSTRUCTIONAL TEAM
    • Paraeducators should be respected and supported as members of the instructional team responsible for assisting in the delivery of education and other related services.
    • A specific title, e.g., "Instructional Assistant," should be used for paraeducators whose duties are predominantly instructional and who work under the direct supervision of certified personnel.
    • Staffing arrangements involving paraeducators should enhance the continuity and quality of services for students.
  2. SUPERVISION OF PARAEDUCATORS
    • Paraeducators should receive appropriate supervision to ensure the delivery of effective education services to students with disabilities.
    • Preservice and inservice efforts should address the training and management needs of teachers and other professionals who are directly responsible for the supervision of paraeducators.
    • Administrators should understand the roles and responsibilities of paraeducators and assume a central role in the administration of an effective paraeducator program.
  3. PARAEDUCATOR TRAINING
    • Paraeducators should receive training through district inservice or a local community college or university in the general areas relating to their responsibilities as well as on-the-job training specific to their job assignments to ensure an appropriate education for students with disabilities.
    • Paraeducators should be provided with evaluation and feedback relating to training content.
  4. CAREER RECOGNITION AND SUPPORT FOR PARAEDUCATORS
    • Paraeducators should be recognized and supported at a building, district, and state level for their expertise and contributions.
    • Paraeducators should receive ongoing opportunities for career development.
    • The Utah State Office of Education should work with 2-and 4-year institutions of higher education to provide career opportunities for paraeducators and should support their transition to professional training.
    • School districts should provide appropriate support for paraeducators in district communications and staff development vehicles such as newsletters, inservice training, and conference activities.
  5. PARAEDUCATOR ADVISORY COMMITTEE
    • A standing advisory committee to include administrators, teachers, other professionals, paraeducators, parents, and representatives from higher education should be organized at the state level to review and support the Utah Standards and associated Guidelines for Paraeducators.
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