Working with Paraprofessionals

and
Developing Peer Tutor Programs

The need for Paraprofessionals

Support inclusive education, early
childhood intervention, and transition
services
ESL/ELL students
Economically disadvantaged students
Shortages in special educators
Culturally diverse populations

Responsibilities may include:

Level 1

Level 2

Level 3

Preparing materials

Monitoring student
performance

Documenting data using

functional assessments

Conducting small group

instruction following the
teachers lesson plan

Implementing programs
appropriate to learner needs

Monitoring learners in
different settings
Assisting teacher or
providers to provide
supportive, safe, & healthy
learning environments
Maintaining learning
centers

Assisting with informal

assessments
Preparing instructional
materials
Participating in team
meetings

Making onsite decisions

while coaching learners in
the community
Provide feedback and
make recommendations
regarding learner
performance to teacher or
provider

Specifics for Title I Paras

Required with NCLB
Prior to NCLB: High school diploma and anything goes role
Currently: Instructional roles. This is intended to provide extra
academic support in Title I schools to help students meet high
standards of achievement.
Completed at least 2 years of study (48 semester hours) at an
institution of higher education, OR
Obtain an associates (or higher) degree, OR
Formal test/demonstration
Similar to the Praxis, the test by ETS is called ParaPro
Portfolio option for those with field experience

Specifics for ELL Paras

Responsibilities:

Simplification of classroom language (re-phrase and re-state)

Accommodating assignments, tests, quizzes
Role models for language minority groups
Bilingual paraeducators may translate classroom instructions, parental
communication (conferences and phone trees), school personnel
communication
It can be abused (translation does not equal instruction)
Students may not know content-area vocabulary in their L1, so translation will not
help them learn the concept

Requirements
Paraprofessionals are expected to have at least two years of college and
sufficient skills in academic English to assist students. Bilingual
paraprofessionals must be proficient in English and also another language.

Specifics for SPED Paras

1.
2.
3.
4.
5.
6.
7.

Positive role model for students

Increase learning opportunities
Provide individualization
Monitor and evaluate student progress
Monitor and carry out instruction
Assess student behavior and academic performance
Supervise students during academic and recreational
activities

Requirement: High school diploma or equivalent

For more
information:
www.utahparas.org

PEER TUTOR/MENTOR PROGRAMS

Benefits
Students with Disabilities

Peers without Disabilities

Increased access to
Provides opportunities
general education
to develop deeper sense
classes
of global awareness
Increased positive
Reduces fear and
interactions
stereotyping
Opportunities to
Developed courses can
develop social skills
be designated for credit
Increased access to
and even career
extra-curricular activities
exploration

Additional ideas from reading group #1?

(Hell-Bent on Helping and The Need to Belong)

What is the role of peer tutors?

Peer tutors are. . . .

Peer tutors should

not be . . .

Teachers
Disciplinary figures
Instructional
assistants
Behavior modifiers
Supervisors

PEERS!
Friends
Role models
Guides

Great Resources
Kentucky Peer Tutoring provides resources for developing
programs for peer tutors
www.kypeertutoring.org

Best Buddies is a national non-profit organization for

establishing a volunteer movement that creates opportunities
for friendships, integrated employment, and leadership
development for people with intellectual and developmental
disabilities
www.bestbuddies.org