Research literature demonstrates that an over-dependence on paraprofessionals may negatively impact students’ growth, both socially and academically. For example, in a general education classroom, when a teacher seats a student with special needs on the periphery of the classroom with a paraprofessional next to them, the student may experience inadequate peer interactions. Contacts at profiled districts emphasize that paraprofessionals may inadvertently create restrictive environments in which students consistently rely on an adult for academic or socialization support.
This report profiles paraprofessional service delivery models from high-performing districts that enroll between 14,000 and 17,000 students and promote some level of inclusion for students with special needs. The report provides guidance on how to structure the paraprofessional role and responsibilities to effectively serve students with special needs and ultimately build their capacity to function independently in the school environment.
The number of paraprofessionals varies at similarly sized districts
Overview of students and paraprofessionals at profiled districts
| District Name | Student Population | Percentage of Students with IEPs | Number of Paraprofessionals |
| District A | 16,700 | 13% | 400 |
| District B | 15,800 | 16% | 125 |
| District C | 14,100 | 10% | 130 |
| District D | 15,400 | 11% | < 300 |
| District E | 15,900 | 12% | < 250 |
Further, the percentage of students with individualized education programs (IEPs) who receive paraprofessional support also varies at profiled districts. Contacts at District C state that approximately 10 percent of students with IEPs receive 1:1 or 2:1 student-to-paraprofessional support. In contrast, at District A, contacts report that approximately 50 percent of students with IEPs receive some level of paraprofessional support.
Explore alternative supports before assigning paraprofessionals
At District C, District D, and District E, administrators assign paraprofessional support to individual students only after building staff have already tried alternative supports and interventions. Examples include Positive Behavioral Interventions and Supports (PBIS), functional behavior assessments, assistive technology, support from a registered behavior technician, and classroom management coaching for teachers.
At District D, before administrators assign a new paraprofessional to a student, district-level teacher consultants conduct classroom observations to evaluate how that school uses current staff support and resources. At District C, building administrators must identify—via a form—why a student needs paraprofessional support, list existing supports and interventions that address this specific need, and explain the duration for which administrators have provided existing supports.
These processes—in which building administrators must clearly demonstrate why a paraprofessional represents the best choice to support a student—reduce the likelihood that district administrators assign paraprofessionals unnecessarily.
Paraprofessionals provide academic, behavioral, and physical/medical support
Contacts at District C and District E emphasize that paraprofessionals do not possess the training and certification necessary to provide core academic instruction to students (e.g., deliver primary instruction, plan lessons). Instead, paraprofessionals provide academic supports and accommodations so that students with special needs can access the general education curriculum.
Examples of support provided by paraprofessionals at profiled districts
- Clarify assignment or assessment instructions
- Pre-teach concepts
- Reteach concepts taught by lead teacher
- Reinforce learning strategies
- Provide prompts to follow the lead teacher’s directions
- Encourage participation in class (e.g., raise hand, point to something on the board)
- Train student to use assistive technology for functional communication purposes
- Assist student with organizing materials
- Coach students on how to better cope with stressors
- Facilitate task transitions and sensory breaks
- Redirect student when they are off-task
- Teach self-regulation strategies (e.g., 5-Point Scale for students with ASD)
- Support student’s daily living needs (e.g., mobility, positioning, feeding, medication needs)
- Assist student with physical transfers into wheelchairs
- Accompany student during class transitions
Paraprofessionals should promote student independence
An over-dependence on paraprofessionals may negatively impact students’ growth, both socially and academically. As such, administrators at District B, District C, and District E fade—or reduce—paraprofessional support over time to encourage student independence.
Planning and Placement Teams (PPTs) at District E clearly describe the settings, time of day, and structure of paraprofessional support in the student’s IEP. By specifying the extent of paraprofessional support that a student receives, administrators ensure that the student develops the ability to function as independently as possible in school.
Parameters of paraprofessional support at District E
IEPs define the extent of paraprofessional support across three categories:
Setting
- General education classroom
- Resource room
- Self-contained classroom
- Transitions
- Specials
- Related services
- Lunch/recess
Time of Day
- Morning
- Afternoon
Group Size
- 1:1 (pull-out support)
- Small group (pull-out support)
- Whole class (push-in support)
In addition, at District E, the PPT must integrate an annual independence goal with corresponding short-term objectives into the student’s IEP. These short-term objectives progress from foundational behaviors to full independence.
Example of student independence goal at District E
Goal: Student will be able to monitor his feelings and emotions and handle disappointment and frustration without exhibiting maladaptive behaviors
1
Student will be able to identify emotions such as happy, sad, angry, tired, etc. when shown pictures on a card.
2
Student will be able to identify his own emotions when asked using pictures. Student will be able to identify situations that may make him feel happy, sad, angry, tired, etc. when presented with pictures.
3
Student will be able to identify how to handle emotions such as cool-down strategies, taking a walk, giving a high five, etc.
4
Student will begin to identify his emotion and the attached response that can be used, with no maladaptive behaviors, with paraprofessional or adult support.
5
Student will be able to manage his feelings and behaviors when they are negative or positive, without adult support.
Provide general training at the beginning of the year
Research literature demonstrates that the quality of training positively impacts the degree of fidelity with which paraprofessionals deliver interventions, which ultimately connects to student outcomes. At District A, District C, District D, and District E, administrators provide training at the start of the year on a variety of topics.
Sample training topics for paraprofessionals across profiled districts
Overview of IEP components
Common interventions, such as PBIS
Nonviolent crisis intervention (NVCI) training and de-escalation techniques
Trauma-informed care
Strategies to help students gain independence
Perspective-taking and empathy: family challenges of supporting a child with special needs
Structure of beginning-of-the-year training at profiled districts
Schedule: Break Down Training Day into Short, Single-Topic Workshops
At District C, the coordinator of student services facilitates half-hour workshops on visual supports, behavior plans, data collection, and paraprofessional support review meetings (see pages 16-17). Half-hour, as opposed to hourlong, workshops help maximize focus.
Engagement Strategy: Facilitate Trainings in Small Groups
At District D, district-level teacher consultants—instructional coaches who work for the special education department—facilitate trainings in small groups. By delivering training in small groups, administrators may increase participant engagement.
Collaboration: Dedicate Time for Paraprofessionals and Special Education Teachers to Review IEPs
Administrators at District E provide a half-day training for all paraprofessionals, in which external guest speakers present on a variety of topics. Paraprofessionals spend two hours of the half-day training with special education teachers to review students’ IEPs together and discuss teamwork expectations.
Modality: Implement Online Training Options for Paraprofessionals During COVID-19
Given the pandemic, administrators at District A seek to train paraprofessionals on the district’s technology platforms so that paraprofessionals can effectively serve students in a virtual environment. Since paraprofessionals have varying levels of access to devices and the internet, administrators plan to schedule staggered blocks of times for paraprofessionals to complete online training modules on-campus.
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