GARLAND EDUCATION ASSOCIATION

AFFILIATED WITH TSTA /NEA

For ESPs - Paraprofessionals and ESEA

The National Education Association (NEA) and its state affiliates want to make sure that you are informed and that your rights are protected. The Elementary and Secondary Education Act (ESEA), a federal law, contains several provisions which affect paraprofessionals’ job security and duties.

This law is also known as The No Child Left Behind Act.

NEA developed this information to help you start collecting the data you may need as ESEA is implemented in your state and school district. Below you will find information about what the law provides, how it affects you, steps you should take now, documents you should collect, and where you can find more information.

What’s in the law?

WHO?

All paraprofessionals who work in programs funded by Title I are affected. Paraprofessionals are generally those education support professionals who work with students in an instructional role.

WHEN?

The new law became official January 8, 2002. Paraprofessionals hired after that date must meet these requirements immediately. Paraprofessionals hired before that date must prove that they are highly qualified (see below) by 2006. New requirements concerning the duties of paraprofessionals went into effect when the act became law.

WHAT?

Qualifications

All Title I paraprofessionals must have a high school diploma or the equivalent and prove that they are highly qualified. There are three ways that paraprofessionals may prove they are highly qualified:

  1. Complete an associate degree OR
  2. Complete two years of college OR
  3. Demonstrate knowledge of reading, writing, math, and the ability to assist in instructing these subjects. This demonstration must be met through a state or local academic assessment, which does not necessarily mean a pencil and paper test.

Local school districts may use federal funds to help paraprofessionals meet the new requirements of the federal law.

Duties of paraprofessionals

ESEA says that paraprofessionals may perform these duties:

  • Tutoring outside normal class time
  • Assisting with classroom management
  • Assisting in a computer laboratory, library, or media center
  • Translating
  • Providing instruction under the direct supervision of a teacher
  • Conducting parental involvement activities

Title I paraprofessionals may perform certain functions outside those listed above for the benefit of all students, such as lunchroom, playground or study hall monitoring. However, the portion of the time they spend on these general duties may not exceed that of a non-Title I paraprofessional at the same school.

Paraprofessionals who conduct parental involvement activities or translate are exempt from the requirement to be highly qualified.

ESEA and You:  Steps to Take Now

The National Education Association and your state association encourage you to:

  • Check with your school district to see if you work in a program funded by Title I. If your school has a school-wide Title I program and you work in an instructional capacity, you are probably included under ESEA. If your school receives targeted assistance, you are included only if your position is funded by Title I.
  • Meet ESEA’s qualifications requirements even if you do not currently work in a Title I program. This will greatly increase your flexibility and job security.
  • Determine whether you were officially hired before or after January 8, 2002.
  • Collect documentation of your education, including your high school diploma or GED certificate and transcripts for any college courses you have taken.
  • Document your conference and workshop attendance as this may help you attain highly qualified status.
  • Submit your documentation to your school district. Make sure you keep copies for yourself.
  • If you do not currently meet the requirements to be highly qualified, find out what assessment your state or school district has decided to use.
  • If you choose to meet the requirements by taking additional college courses, contact local colleges to find out about their programs that may help you become highly qualified.
  • Ask your local association what financial assistance your school district provides to employees getting additional education.
  • Contact the local education association to find out how you can help elect lawmakers who support positive changes in ESEA.

What is NEA doing?

As the U.S. Congress was considering ESEA, the National Education Association strongly represented its members’ interests. The Association is assisting members through bargaining and providing information and workshops. In addition, the Association is working with school and state officials to make sure implementation of ESEA is fair and equitable.

Where can I get more information?

  • No Child Left Behind Act/ESEA (website of the National Education Association)
  • Your state and local association websites. You can find links to state websites on the NEA website.
  • Your local association leaders and UniServ staff.
  • www.ed.gov/nclb (website of the U.S. Department of Education)
  • Website of your state department of education.
  • http://www.ecs.org/ (website of the Education Commission of the States)
  • http://www.learningfirst.org/ (website of the Learning First Alliance)

 

ESP's Highly Qualified (2009)

The Garland Education Association stepped up to the plate and assisted Educational Support Professional members this summer.  This past April, middle schools became Title 1.  Instructional aides, employed at these schools, were informed that they had to pass a test, before the beginning of school, in order to keep their jobs and be considered “Highly Qualified.”  This sounded so familiar and it brought back memories of the TECAT.  Texas teachers, in the 80’s, had to take this test in order to keep their jobs.  We had to prove that we could teach, despite a college degree and certification. The Texas State Teachers Association provided workshops to teachers across the state. Teachers passed the TECAT.

GEA heard the cries of our instructional aides.  We offered our ESP members test preparation workshops before the scheduled tests. These were held at Hudson Middle School, Sachse High School and Garland High School.  We had great turn outs.  ESP members reviewed areas that would be tested such as English, reading and mathematics. GEA members volunteered their time and expertise to make sure our ESP’s felt relaxed, confident and comfortable with the subject matter. Test taking strategies were also given.

After the first test administration, we invited two ESP members who passed their test, to attend a workshop and speak to those who were preparing to take their test in July. Lisa Phinesse and Jessie Cordova not only gave their testimonials and put the instructional aides at ease, but stayed and helped tutor the others.

Our goal was to assist our members at a time when their livelihood was on the line.  They were scared.  During a time of financial hardships, we had to help them.  To some, it may not have been a big deal but to our instructional aides, it was everything.  It took GISD, administrators and GEA members working together, to make sure that our ESP’s were prepared and at ease. No other organization provided workshops to help their members.

GEA would like to thank, Mr. Victor Leos, Mr. Jim Ross and Ms. Teena Johnson, for clarifying the test procedures and information needed to inform our members.  Another thank you goes out to the administrators who allowed us to use their schools during the summer:  Michelle Bounds, LaKeisha Rider, Steve Hammerle, and Dr. Kim Davis.  Last but not least, a big “Thank You” goes out to member volunteers who assisted in training at the workshops during the summer:  Christopher Reza, Carlos Reza, Norma Waters, Evelina Loya, Eula Axe, and Janna Connolly.

We are proud to say that all the members who attended our workshops, passed their exam.  Once again, your Association was at work helping members. 

ESP Corner