Iowa Admin. Code r. 282-24.3 - Paraeducator area of concentration
An area of concentration is not required but optional. Applicants will currently hold or have previously held an Iowa paraeducator generalist certificate. Applicants may complete one or more areas of concentration but will complete at least 45 clock hours in each area of concentration, with the exception of the substitute authorization.
(1)
Early childhood-prekindergarten
through grade 3. The paraeducator will successfully complete the
following list of competencies:
a.
Foundations. Under the supervision of a licensed education
professional, the paraeducator will:
(1) Know
and understand young children's typical and atypical developmental stages and
their needs at each stage.
(2)
Recognize multiple influences on young children's development and
learning.
(3) Recognize
developmentally appropriate practices for interactions with and the education
of young children.
b.
Learning environment. Under the supervision of a licensed
education professional, the paraeducator will:
(1) Describe the elements of environments
that support children's learning and well-being.
(2) Demonstrate skills, strategies, and
activities involving an individual child or small groups of children to
reinforce instruction from a licensed teacher.
(3) Set up environments that are safe,
inclusive, and responsive to children's developmental strengths, interests and
needs.
c.
Content
and instruction. Under the supervision of a licensed education
professional, the paraeducator will:
(1)
Recognize effective strategies and techniques to stimulate cognitive, physical,
social, emotional, and language development for each child in a developmentally
appropriate way.
(2) Demonstrate
knowledge and understanding of the Iowa Early Learning Standards by describing
what young children know and do in order to provide experiences and
interactions to promote learning.
(3) Gather information, as instructed by the
classroom teacher, about an individual child's development, learning and
behaviors, including observing, recording, and charting.
d.
Emotional and behavioral
competencies. Under the supervision of a licensed education
professional, the paraeducator will:
(1)
Gather information, as instructed by the classroom teacher, to identify
children's skills and provide appropriate levels of support needed for the
children to access, participate and engage in activities.
(2) Implement teacher-designed intervention
plans to promote positive social relationships, interactions and behaviors that
are age- and developmentally appropriate.
e.
Professional
relationships. Under the supervision of a licensed education
professional, the paraeducator will:
(1)
Demonstrate the ability to collaborate with an educational team to
systematically and regularly exchange information to support problem solving,
planning, and the implementing of instruction and individualized
interventions.
(2) Demonstrate the
ability to establish relationships with all children and their families that
are respectful, supportive and sensitive.
(3) Demonstrate a collaborative relationship
with the teacher to support children's learning.
(4) Demonstrate knowledge of community
services and agencies available to assist families.
f.
Ethical and professional
practice. Under the supervision of a licensed education professional,
the paraeducator will demonstrate knowledge of Iowa Early Learning Standards
and the preschool program standards being implemented, which may include the
Iowa Quality Preschool Program Standards, Head Start Program Performance
Standards and National Association for the Education of Young Children (NAEYC)
Program Standards and Accreditation Criteria.
(2)
Special needs-prekindergarten
through grade 12. The paraeducator will successfully complete the
following list of competencies:
a.
Foundations. Under the supervision of a licensed education
professional, the paraeducator will demonstrate an understanding of an
IEP.
b.
Learning
environment. Under the supervision of a licensed education
professional, the paraeducator will demonstrate an understanding of the value
of serving children and youth with disabilities and special needs in inclusive
settings.
c.
Content and
instruction. Under the supervision of a licensed education
professional, the paraeducator will:
(1)
Implement the activities assigned by a teacher to meet the goals and objectives
in an IEP.
(2) Assist in academic
subjects through use of lesson plans and instructional strategies developed by
teachers and other professional support staff.
(3) Gather and maintain data about the
performance of individual students and confer with special and general
education practitioners about student schedules, instructional goals, progress,
and performance.
(4) Operate
computers and use assistive technology and adaptive equipment that will enable
students with special needs to participate more fully in general
education.
d.
Emotional and behavioral. Under the supervision of a licensed
education professional, the paraeducator will:
(1) Gather and maintain data about the
behavior of individual students and confer with special and general education
practitioners about student schedules, instructional goals, progress, and
performance.
(2) Use appropriate
instructional procedures and reinforcement techniques as specified in the IEP
or by the behavior team.
e.
Professional
relationships. Under the supervision of a licensed education
professional, the paraeducator will, if asked, participate as a member of the
IEP team responsible for developing service plans and educational
objectives.
(3)
English as a second language-prekindergarten through grade 12.
The paraeducator will successfully complete the following list of competencies
so that, under the direction and supervision of a qualified classroom teacher,
the paraeducator will be able to:
a. Operate
computers and use technology that will enable students to participate
effectively in the classroom.
b.
Work with the classroom teacher as collaborative partners.
c. Demonstrate knowledge of the role and use
of primary language of instruction in accessing English for academic
purposes.
d. Demonstrate knowledge
of instructional methodologies for second language acquisition.
e. Communicate and work effectively with
parents or guardians of English as a second language students in their primary
language.
f. Demonstrate knowledge
of appropriate translation and interpretation procedures.
(4)
Career and transitional
programs-grades 5 through 12. The paraeducator will successfully
complete the following list of competencies so that, under the direction and
supervision of a qualified classroom teacher, the paraeducator will be able to:
a. Assist in the implementation of career and
transitional programs.
b. Assist in
the implementation of appropriate behavior management strategies for career and
transitional students and those students who may have special needs.
c. Assist in the implementation of assigned
performance and behavior assessments, including observation, recording, and
charting for career and transitional students and those students who may have
special needs.
d. Provide training
at job sites using appropriate instructional interventions.
e. Participate in preemployment, employment,
or transitional training in classrooms or at off-campus sites.
f. Communicate effectively with employers and
employees at work sites and with personnel or members of the public in other
transitional learning environments.
(5)
School library
media-prekindergarten through grade 12. The school library media
paraeducator will successfully complete the following list of competencies so
that, under the direct supervision and direction of a qualified school library
supervisor or school librarian, the paraeducator will be able to:
a. Be aware of, implement, and support the
goals, objectives, and policies of the school library media program.
b. Assist the school library supervisor or
school librarian in general operations, such as processing materials,
circulating materials, performing clerical tasks, assisting students and staff,
and working with volunteers and student helpers, and to understand the role of
the paraeducator in the library setting in order to provide efficient,
equitable, and effective library services.
c. Demonstrate knowledge of library technical
services, including but not limited to cataloging, processing, acquisitions,
routine library maintenance, automation and new technologies.
d. Be aware of and support the integration of
literacy initiatives and content area standards (e.g., visual information and
technology in support of the curriculum).
e. Be aware of the role school libraries play
in improving student achievement, literacy, and lifelong learning.
f. Demonstrate an understanding of ethical
issues related to school libraries, such as copyright, plagiarism, privacy,
diversity, confidentiality, and freedom of speech.
g. Assist in the daily operations of the
school library program, such as shelving, working with volunteers and student
helpers, inventory, materials repair and maintenance.
h. Exhibit welcoming behaviors to all library
patrons and visitors to encourage use of the library and its
resources.
i. Demonstrate knowledge
of the school library collection and the availability of other resources that
will meet individual student information or research needs.
j. Demonstrate a general knowledge of basic
technology skills and assist in troubleshooting basic hardware and software
problems.
(6)
Speech-language pathology (SLP)-prekindergarten through grade
12. The SLP paraeducator will successfully complete the following list
of competencies so that, under the direction and supervision of a qualified
speech-language pathologist, the paraeducator will be able to:
a. Understand the roles and responsibilities
of the SLP paraeducator.
b.
Demonstrate a basic understanding of the four areas of communication, including
articulation, language, fluency, and voice, and how they occur through typical
development.
c. Demonstrate an
understanding of articulation/phonological disabilities.
d. Demonstrate an understanding of language
disabilities.
e. Use appropriate
instructional procedures and reinforcement techniques when working with
children with articulation/phonological disabilities.
f. Use appropriate instructional procedures
and reinforcement techniques when working with children with language
disabilities.
g. Gather information
as directed by the speech-language pathologist regarding the performance of
children, including recording and charting responses.
(7)
Vision
impairments-prekindergarten through grade 12. Under the direction and
supervision of a qualified classroom teacher, the paraeducator will
successfully complete the following list of competencies:
a. Demonstrate knowledge of the impact of
vision loss on learning and concept development for students who are blind or
visually impaired.
(1) Demonstrate
introductory knowledge of expanded core curriculum (ECC) and the ability to
support ECC skills as directed by the supervising professional.
(2) Demonstrate introductory knowledge of
functional vision assessments (FVA) and learning media assessments (LMA) of
students who have vision impairments.
b. Demonstrate knowledge of and skills in
technology appropriate to the needs of students with vision impairments.
(1) Operate and use assistive technology that
supports students who have vision impairments.
(2) Support and strengthen each student's
capability to access and utilize assistive technology.
c. Demonstrate introductory knowledge of
instructional strategies unique to students who have vision impairments.
(1) Demonstrate the ability to adapt
educational materials by using varied learning media as determined by student
needs.
(2) Demonstrate an
introductory knowledge of Braille in relation to identified or expressed
student needs or both.
(3)
Demonstrate introductory skills in operating transcription software and
equipment.
d. Demonstrate
introductory knowledge of motor skills, movement, orientation, and mobility for
students with vision impairments.
e. Demonstrate knowledge of the role of
paraeducators in student plans, including IEPs and individualized family
service plans (IFSPs).
f.
Demonstrate knowledge about and skills in fostering independence,
self-determination, social skills, self-advocacy, and appropriate behaviors for
students with vision impairments.
g. Demonstrate professionalism and ethical
practices, including appropriate communication skills in relation to students
with vision impairments and the students' service providers and
families.
(8)
Autism spectrum disorders. Under the direction and supervision
of a qualified classroom teacher, the paraeducator will successfully complete
the following list of competencies:
a.
Foundations. Under the supervision of a licensed education
professional, the paraeducator will:
(1)
Demonstrate an understanding of the components of education plans (IEP,
behavior intervention plan (BIP), functional behavioral analysis (FBA), and
Section 504 Plan).
(2) Identify
common characteristics of students with autism spectrum disorder
(communication, social, restricted interest and behavior) and how these
characteristics compare to those of typical children.
b.
Learning environment.
Under the supervision of a licensed education professional, the paraeducator
will:
(1) Assist in structuring the
environment to meet the needs of students with autism spectrum
disorder.
(2) Implement with
integrity schedules and educational programs prescribed by the licensed
teacher.
c.
Content and instruction. Under the supervision of a licensed
education professional, the paraeducator will:
(1) Implement the educational, academic, and
communication accommodations, adaptations, and supports assigned by a
teacher.
(2) Provide opportunities
for students with autism spectrum disorders to initiate and respond to large
interactions and small interactions in academic settings.
(3) Provide opportunities for students with
autism spectrum disorders to initiate, respond to, and participate in
interactions in large groups and small groups in authentic
situations.
(4) Gather and maintain
data on student academic performance as directed by a licensed
teacher.
(5) Assist educational
staff in developing accommodations and adaptations and self-determination
skills to increase student independence.
d.
Emotional and behavioral.
Under the supervision of a licensed education professional, the paraeducator
will:
(1) Understand and identify the function
of a behavior (e.g., antecedents, behaviors, consequences).
(2) Collect data on student behavior and
related environmental stimuli, based on the concepts of antecedents, behaviors
and consequences.
(3) Implement
antecedent strategies on student behavior as defined by the licensed
educator.
(4) Reinforce and
practice replacement behaviors as defined by the licensed educator.
(5) Respond to problem behaviors in a
consistent manner as defined by the licensed educator.
(6) Gather and maintain data on student
social and behavioral performance as directed by a licensed teacher.
e.
Professional
relationships. Under the supervision of a licensed education
professional, the paraeducator will:
(1)
Demonstrate the ability to support the viewpoints and perspectives of students
with autism and be empathetic to the students' learning styles.
(2) Respond to challenging behaviors in a
respectful, empathetic manner.
f.
Ethical and professional
practice. Under the supervision of a licensed education professional,
the paraeducator will:
(1) Know and understand
the expectations of confidentiality in regard to student information and social
media usage.
(2) Know and
understand the legal constructs of the IEP and the Individuals with
Disabilities Education Act (IDEA).
(9)
Paraeducator substitute
authorization. An individual who holds a paraeducator certificate and
completes the substitute authorization requirements set forth in rule
282-22.2 (256) but who does not
meet the degree requirement in 282-subparagraph 22.2(1)"a"(2)
is authorized to substitute only in the special education classroom in which
the individual paraeducator is employed unless emergency permission is granted
by the executive director or designee based on documented need provided by the
employer. The employer will make a good-faith effort to employ a substitute
teacher who is not a paraeducator before requesting such emergency permission.
A school district employing a paraeducator as a substitute pursuant to this
subrule will compensate the person at the higher rate of either the school
district's substitute pay per diem or the hourly pay to which the paraeducator
is otherwise entitled.
Notes
State regulations are updated quarterly; we currently have two versions available. Below is a comparison between our most recent version and the prior quarterly release. More comparison features will be added as we have more versions to compare.
(1) Applicants must possess a minimum of a high school diploma or a graduate equivalent diploma.
(2) Qualifications or criteria for the granting or revocation of a certificate or the determination of an individual's professional standing shall not include membership or nonmembership in any teacher or paraeducator organization.
(3) Applicants shall have successfully completed at least 90 clock hours of training in the areas of behavior management, exceptional child and at-risk child behavior, collaboration skills, interpersonal relations skills, child and youth development, technology, and ethical responsibilities and behavior.
(4) Applicants shall have successfully completed the following list of competencies.
a. Foundations. Under the supervision of a licensed education professional, the paraeducator will:
(1) Recognize the different developmental stages of students.
(2) Believe every student can learn.
(3) Recognize that each learner has unique learning needs that may require accommodations.
(4) Demonstrate knowledge of the common core, including competence in reading, writing and math.
(5) Function in a manner that demonstrates a positive regard for the distinction between roles and responsibilities of paraeducators and other professionals, including respecting the teacher as supervisor and seeing the teacher as ultimately responsible for the education and behavior of the students.
b. Learning environment. Under the supervision of a licensed education professional, the paraeducator will:
(1) Follow the prescribed health, safety, and emergency school and classroom policy and procedures.
(2) Organize materials to support teaching and learning.
(3) Facilitate the integration of students with diverse needs in various settings.
(4) Assist with special health services, under the supervision of a licensed health care provider.
(5) Promote a safe and positive learning environment.
(6) Function in various instructional settings (e.g., large group, small group, tutoring).
c. Content and instruction. Under the supervision of a licensed education professional, the paraeducator will:
(1) Assist with learning activities and opportunities to accomplish instructional objectives.
(2) Support high expectations that are shared, clearly defined and appropriate.
(3) Monitor progress and document and report objective observations that inform instructional decisions.
(4) Effectively use verbal and nonverbal forms of communication with students.
(5) Assist with the implementation and use of instructional and assistive technology.
d. Emotional and behavioral. Under the supervision of a licensed education professional, the paraeducator will:
(1) Assist in modeling and teaching specific appropriate behaviors, social skills, and procedures that facilitate safety and learning in various environments.
(2) Assist in the implementation of individualized behavior management plans.
(3) Document and report objective observations on student behaviors.
(4) Assist in modifying the learning environment to manage behavior and social skills.
(5) Recognize that there is a cause or reason for misbehavior and assist in determining the cause or reason.
(6) Recognize, address, and report bullying.
(7) Recognize and report atypical emotional behavior.
e. Professional relationships. Under the supervision of a licensed education professional, the paraeducator will:
(1) Demonstrate a commitment to work as an effective team member.
(2) Foster a professional and caring relationship with each student's family.
(3) Develop and maintain positive and professional relationships with students.
f. Ethical and professional practice. Under the supervision of a licensed education professional, the paraeducator will:
(1) Follow ethical practices for confidential information.
(2) Participate in ongoing professional development.
(3) Accept and apply constructive feedback.
(4) Abide by the Iowa code of ethics and professional practice rules of the board of educational examiners and rules of the Iowa department of education.
(5) Demonstrate the ability to separate personal issues from one's responsibilities in the workplace.
(6) Maintain a high level of competency and integrity.
(7) Share information regarding students' performance, behavior, or program with students' parents or guardians only as directed by the supervising teacher or educator.
(8) Be aware of personal biases and beliefs and refrain from discriminatory practices based on a student's disability, race, creed, color, religion, age, sex, sexual orientation, gender identity, disability, marital status, or national origin.
(9) Demonstrate ethical behavior when supporting students with graded activities, quizzes, and tests.
(10)Abide by Iowa law regarding the use of restraint and seclusion.
(11)Recognize that the paraeducator may not be given primary responsibility for the education of an individual student(s).
(12)Recognize that instructional decisions are made by the individualized education program (IEP) team for students with disabilities and that any changes to instruction, accommodations, supports, and services cannot be made outside the IEP team.
(5) An applicant for a certificate under these rules shall demonstrate that the requirements of the certificate have been met, and the burden of proof shall be on the applicant.