PROGRAM
CONTACT:
Jim Willis
Walla Walla Community College
500 Tausick Way
Walla Walla, WA 99362-9267
509/527-4324
jwillis@mail.ww.cc.wa.us
ORDER MANUAL
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Today,
paraeducators are important members of the instructional team.
The assist licensed/certificated staff in all components of
the instructional process. Over the last four decades, education
practices and systems across the country have change. As a
result, paraeducator employment in general compensatory, bilingual,
and special education programs has increased significantly.
The expanding employment of paraeducators is attributed to
several causes. Significant factors include federal and state
legislative actions that encourage schools to provide services
for all learners in at least restrictive environments; increase
enrollment of children and youth from homes where English
is the second language; growth in the number of children and
youth from economically and educationally disadvantaged backgrounds;
and the restructuring and licensed/certificated staff roles.
There is no doubt among all stakeholders nationwide that a
well-prepared workforce is essential to ensure that children,
youth and their families with diverse learning styles and
abilities have access to quality education services. There
are a myriad of issues related to the employment, preparation
and retention of skilled personnel at all levels. None is
more critical than the need to establish standardized, structured
operations for paraeducator training.
A three-phase process was undertaken to develop the Skill
Standards:
1) Identify critical work functions, key activities, and performance
indicators and identify occupational technical knowledge and
skills.
2) Identify and level academic and employability skills.
3) Validate the critical work functions and key activities.
The Skill Standards for paraeducators Project was an continuation
of historic efforts and work in progress aimed at clarifying
the roles and educational requirements for paraeducators.
Paraeducator Skill Standards were developed after careful
consideration of historic efforts. DACUM documents concerning
paraeducators were inspected and became a part of the materials
considered by the Skill Standards focus panel discussions.
As the study progressed, full consideration was also given
to the previous development of paraeducator Core Competencies
for Paraeducators Working with Students With Disabilities.
Three job clusters were identified:
Paraeducator Critical Work Functions:
A) Assist Licensed/Certificated Staff with Student Instruction;
B) Assist Licensed/Certificated Staff with Behavior Management;
C) Assist Licensed/Certificated Staff with Clerical Functions;
D) Assist Licensed/Certificated Staff with Parental Contact.
Special Education Paraeducator Critical Work Functions:
A) Assist Licensed/Certificated Staff with Student Instruction;
B) Assist Licensed/Certificated Staff with Behavior Management;
C) Assist Licensed/Certificated Staff with Clerical Functions;
D) Assist Licensed/Certificated Staff with Parental Contact;
E) Assist Licensed/Certificated Staff and/or Licensed Staff
with Physical Needs Management.
ESL/Bilingual/Migrant Paraeducator Critical Work Functions:
A) Assist Licensed/Certificated Staff with Student Instruction;
B) Assist Licensed/Certificated Staff with Behavior Management;
C) Assist Licensed/Certificated Staff with Clerical Functions;
D) Assist Licensed/Certificated Staff with Parental Contact;
F) Assist Licensed/Certificated Staff with Cultural Issues.
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