The following shall apply to the certification of a Paraeducator II:

1. (a) To be certified as a Paraeducator II, an individual shall meet the following entry level requirements relative to education and experience:

   1. (1) Possess a high school degree or HiSET equivalent; and

   2. (2) Meet one of the following requirements:

      1. a. Hold an associates’ degree or a minimum of 48 college credit hours;
      2. b. Demonstrate a passing score on a nationally recognized assessment such as the ParaPro offered by ETS; or

      3. c. Demonstrate a knowledge of and ability to assist in the instruction of reading, writing, and mathematics as evidenced by a formal assessment of a portfolio submitted by the individual, that demonstrates knowledge and skills in each of the following areas:

         1. 1. Professionalism;
         2. 2. Literacy;
         3. 3. Mathematics;
         4. 4. Child development; and
         5. 5. Individualized instructional strategies; and
2. (b) The portfolio assessment may be managed by the department and administered by the department, the department’s agents(s), or the local district; and

3. (c) Qualifications for a Paraeducator II shall include the following skills, competencies, and knowledge to be demonstrated by evidence such as, but not limited to, college course work, documented professional experience, letters of recommendation, professional development hours or CEU’s, and artifacts of professional practice:

   1. (1) As relating to professionalism, the individual shall demonstrate the knowledge of and ability to work under the direct supervision of a certified educator by:

      1. a. Interacting professionally in various and social group settings;
      2. b. Participating in ongoing professional development and self-evaluation;
      3. c. Applying constructive feedback to improve performance;
      4. d. Maintaining confidentiality of information regarding students, staff, and families, and the legal rights and responsibilities of school staff and students;
      5. e. Reflecting on the effects of one’s choices and actions on students, parents and others in the community;
      6. f. Understanding the applicable laws, rules, regulations, and procedural safeguards that must be observed in educational environments;
      7. g. Assisting in maintaining a safe, healthy learning environment that includes following prescribed policy and procedures;
      8. h. Functioning 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;
      9. i. Communicating, following instructions and using problem-solving skills that will enable the individual to work as an effective member of the instructional team;
      10. j. Assisting with maintaining student records including using any technology employed by the district;
      11. k. Seeking help from appropriate sources as necessary; and
      12. l. Supporting the instructional choices made for students;

   2. (2) As relating to knowledge of literacy, the individual shall demonstrate competency at a level equivalent to the second year of college by:

      1. a. Reading and comprehending passages written in English;
      2. b. Identifying key elements in a written passage;
      3. c. Using standard spoken English correctly;
      4. d. Clearly communicating thoughts, ideas, information, and messages in both spoken and written language;
      5. e. Using language, style, organization, and format appropriate to the subject matter, purpose, and audience;
      6. f. Proof reading, editing and revising written works to ensure correct information, appropriate emphasis, form, grammar, spelling usage, and punctuation; and
      7. g. Retrieving information from print and electronic resources;

   3. (3) As relating to instructional skills associated with literacy, the individual shall demonstrate the ability to:

      1. a. Assist students to use study skill strategies;
      2. b. Read aloud to students using appropriate phrasing and inflection;
      3. c. Help students explore literature as a source for understanding their own experience and those of others;
      4. d. Reinforce reading skills in small group or one-on-one settings;
      5. e. Use a variety of technologies, including assistive technologies, to help students develop reading, writing, and learning skills; and
      6. f. Use a variety of strategies to reinforce literacy skills including the essential components of reading and writing;

   4. (4) As relating to knowledge of mathematics, the individual shall demonstrate competency at a level equivalent to the second year of college by:

      1. a. Performing the 4 basic operations of addition, subtraction, multiplication, and division with whole numbers, positive and negative integers, rational and irrational numbers;
      2. b. Demonstrating the ability to estimate mathematical results;
      3. c. Using tables, graphs, diagrams, and charts to obtain or convey quantitative information;
      4. d. Choosing appropriate techniques to approach mathematical problems;
      5. e. Using quantitative data to construct logical explanations for real-world situations;
      6. f. Expressing mathematical ideas and concepts orally and in writing;
      7. g. Understanding the role of chance in the occurrence and prediction of events;
      8. h. Extracting key elements from a word problem and translate the information into accurate mathematical expressions; and
      9. i. Applying mathematical concepts to real life situations;

   5. (5) As relating to instructional skills associated with mathematics, the individual shall demonstrate the ability to:

      1. a. Reinforce mathematical skills presented by the teacher;
      2. b. Assist in the review and evaluation of student work in mathematics;
      3. c. Use technologies to help students create charts, graphs, and projects that express mathematical ideas;
      4. d. Use a variety of technologies, including assistive technologies, to help students learn mathematical concepts and skills;
      5. e. Demonstrate how manipulatives can be used to represent and solve mathematical problems; and
      6. f. Use a variety of instructional strategies to reinforce mathematical skills;

   6. (6) As relating to human development, the individual shall demonstrate understanding of:

      1. a. Developmental stages through which children progress from birth to age 21;
      2. b. Various risk factors that might prohibit or impede typical development;
      3. c. Different learning styles;
      4. d. The influence families have on childhood learning and development;
      5. e. Multiple intelligences;
      6. f. Various personality types; and
      7. g. The existence of a variety of developmental disorders and delays; and

   7. (7) As relating to individualized instructional strategies, the individual shall demonstrate the ability, under the supervision of a professional, to:

      1. a. Implement various approaches to reading, writing, and mathematics;
      2. b. Use strategies and techniques for facilitating the inclusion of individuals with exceptional learning needs into various settings;
      3. c. Prepare and organize materials to support teaching and learning;
      4. d. Implement strategies that promote student independence;
      5. e. Use and adapt a variety of developmentally and age appropriate materials and equipment, including assistive technology, to support student learning;
      6. f. Use a variety of instructional strategies appropriate to unique needs of the student;
      7. g. Respect diversity in cultural heritages, lifestyle, and value systems among children, youth and families when delivering instruction or support;
      8. h. Support and implement a variety of behavior management strategies to create a climate conducive to learning;
      9. i. Monitor and record student learning in a variety of ways, such as but not limited to, observation, conversation, and testing;
      10. j. 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 behavior;
      11. k. Use strategies that support strengthening appropriate social skills of students;
      12. l. Carry out activities to collect and document objective information about student strengths and needs; and
      13. m. Support and work within a tiered system of instructional services.

Source. #7074, eff 8-30-99; amd by #7923, eff 7-24-03; ss by #8229, eff 12-17-04; ss by #8667, eff 7-1-06, EXPIRED: 7-1-14 New. #12143, eff 3-24-17; renumbered by #12661 (formerly Ed 504.05)