The Highly Qualified Paraprofessional Portfolio Plan - Traverse Bay ...

The Highly Qualified Paraprofessional Portfolio Plan
Northern Michigan Learning Consortium
Alpena-Montmorency-Alcona ESD
Bay-Arenac ISD
Charlevoix-Emmet ISD
Cheboygan-Otsego-Presque Isle ESD
Crawford-Oscoda-Ogemaw-Roscommon ISD
Iosco RESA
Manistee ISD
Mason-Lake ISD
Mecosta-Osceola ISD
Traverse Bay Area ISD
Wexford-Missaukee ISD
June 2004
8/31/2004

INTRODUCTION
On January 8, 2002, President Bush signed the No Child Left Behind Act, federal legislation that
mandates 100 percent proficiency in reading, writing and mathematics for all students by the
2013 –2014 school year. To reach this goal, the law requires that teachers and
paraprofessionals become highly qualified.
For the purposes of Title I, Part A, a paraprofessional is defined as an employee who provides
instructional support in a program supported with Title I, Part A funds. This includes paraprofessionals
who do the following:
1) provide one-on-one tutoring if such tutoring is scheduled at a time when a student
would not otherwise receive instruction from a teacher,
2) assist with classroom management, such as organizing instructional and other
materials,
3) conduct parental involvement activities,
4) provide instructional assistance in a computer laboratory,
5) provide support in a library or media center,
6) act as a translator, or
7) provide instructional support services under the direct supervision of a teacher.
The new requirements apply if paraprofessionals
• work as a classroom instructional paraprofessional in a Title I building
• work as a classroom instructional paraprofessional in a designated Title I
targeted-assistance building
• work as a classroom instructional paraprofessional in a designated Title I
School-wide building
As partners in the instructional process, these paraprofessionals must meet one of the following
requirements:
OR
OR
• Complete at least two years of study at an institution of higher education; or
• Obtain an associate’s degree (or higher); or
• Meet a rigorous standard of quality and demonstrate through a formal state or an approved
local academic assessment
⇒ Knowledge of, and the ability to assist in, instructing reading, writing, and mathematics;
or
⇒ Knowledge of, and the ability to assist in, instructing reading readiness, writing readiness,
and mathematics readiness, as appropriate; or
• Complete the Portfolio Process approved by the State Board of Education in Spring 2004
All paraprofessionals hired after January 2, 2002, must already meet NCLB requirements as a condition
of employment, while those paraprofessionals hired prior to January 8, 2002, have four years, or until
January 8, 2006, to meet NCLB requirements.
Several commercial tests have been developed and approved to address the areas in which
paraprofessionals must be assessed
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• Michigan Test for Teacher Certification (MTTC)--Basic Skills. Additional information
regarding this assessment may be found at www.mttc.nesinc.com
• American College Testing Service--Work Keys. The tests are applied mathematics, reading
for information, and writing. Additional information regarding this assessment may be found
at www.workkeys.com or www.act.org/workkeys
• Educational Testing Service (ETS)--ParaPro Assessment. Additional information regarding
this assessment may be found at www.ets.org/parapro/
MDE has developed a framework for portfolio assessment that can be used as a rigorous, local assessment
to meet NCLB paraprofessional requirements.
The portfolio assessment for currently employed paraprofessionals will focus on their ability to assist
students. A collaborative professional development plan (Form A) should be developed with the building
administrator or his/her designee to identify the necessary skills to be demonstrated in the portfolio. As
required in the NCLB legislation, the portfolio must address the content areas of reading, writing, and
mathematics.
A District Review Committee must be established to affirm that individuals submitting completed
portfolios have met the necessary requirements. The committee should include representation of
paraprofessionals, administrators, and teachers.
The school district superintendent or his/her designee will issue the final recommendation. The MDE
strongly recommends that the approved completion of the portfolio assessment be portable to other
schools and districts within the state of Michigan.
THE MICHIGAN PARAPROFESSIONAL PORTFOLIO ASSESSMENT
The following pages include the required components of the portfolio and an accompanying rubric to
guide the gathering of documentation and evidence. A point system is used to satisfy the NCLB
requirements. Using the components of the portfolio listed below, the paraprofessional must accumulate
sixty (60) portfolio points.
The portfolio components must lead to a deeper understanding of the content areas and/or the
ability to assist in the content areas. The portfolio is divided into three sections
• Demonstration of Content Area Knowledge
• Professional Development
• Paraprofessional Work Experience
Directions for Completing and Submitting the Portfolio
1. Review and complete the evidence required for each section and attach the appropriate
documentation.
2. Include a signed Assurance Statement (Form B) to verify to the local district, PSA or MDE that
the information being documented is accurate.
3. Submit the completed portfolio (with all supporting documentation) AND forms to the local
district, PSA Superintendent, or chief school administrator (or District Review Committee) for
review. The District Review Committee will complete the Paraprofessional Portfolio Final
Recommendation (Form C) attesting that the paraprofessional has met NCLB requirements.
4. Keep a copy of the portfolio and supporting documentation.
5. Each local district and public school academy (PSA) must provide an assurance and
documentation that all paraprofessionals are highly qualified prior to January 8, 2006.
PLEASE NOTE: Misrepresentation or falsification of information may result in loss of employment.
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Directions for the District Review Committee
1. Maintain an original signed Assurance Statement (Form B) in the paraprofessional’s personnel
file.
2. Complete the Michigan Highly Qualified Paraprofessional Portfolio District Review Committee
Evaluation Form. (Form D)
3. Maintain the original portfolio and all forms (A-N) in the paraprofessional’s personnel file.
PLEASE NOTE: The portfolio and forms must be readily available for audit purposes.
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COLLABORATIVE PROFESSIONAL DEVELOPMENT PLAN
Form A
Employee Name: ____________________________________________________________________________
School District: _____________________________________________________________________________
Planning Date: _____________________________________________________________________________
Set priorities for the training
Next Twelve Months
Priority Skill Training Provider
Contact
Hours
Concurrence: _____________________________________
___________________________________
(Supervisor) (Date) (Employee) (Date)
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Form B
CONTENT/SUBJECT AREA PORTFOLIO ASSURANCE STATEMENT
___________________________________________________________
Print full name
___________________________
______________________________
Social Security Number Home Telephone #
________________________________________________________________________
Current Home Address City State Zip
___________________________________
Place of Employment (District)
_____________________________
Building
I hereby assure the Michigan Department of Education that I have completed and
attached my Highly Qualified Paraprofessional Portfolio and District Review
Committee final recommendation as mandated by the federal No Child Left Behind
legislation.
__________________________________
Signature of Paraprofessional
______________________________
Notary or signature of building or
district administrator
Date: __________________________________
Misrepresentation or falsification of information may result in loss of
employment.
PLEASE SUBMIT THIS FORM TO YOUR LOCAL
DISTRICTOR PSA SUPERINTENDENT OR
CHIEF ADMINISTRATOR BY JANUARY 8, 2006.
Mandated by Federal No Child Left Behind Legislation
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Paraprofessional Portfolio Final Recommendation
(Form C)
Paraprofessional’s Name: Date: ________________________
Based on the submitted portfolio:
The paraprofessional demonstrates knowledge in reading to appropriately meet the learning needs of the students.
Meets
Expectations
Below
Expectations
The paraprofessional demonstrates knowledge in writing to appropriately meet the learning needs of the students.
The paraprofessional demonstrates knowledge in math to appropriately meet the learning standards of the students.
The paraprofessional demonstrates ability to assist with reading, writing and mathematics.
The District Review Committee has reviewed the attached Paraprofessional Portfolio.
Committee Representative:__________________________________ Date: _______________________________
The above mentioned paraprofessional has met / not met the portfolio requirements that affirm he/she is a qualified paraprofessional.
Superintendent or Designee: _________________________________ Date:
School District:__________________________________________________
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Form D
Michigan Highly Qualified Paraprofessional Portfolio District Review Committee Evaluation
PARAPROFESSIONAL’S NAME: ______________________________________________
EMPLOYING SCHOOL DISTRICT: ___________________________________________
PORTFOLIO COMPONENT
Each portfolio component must lead to a deeper understanding of the
content areas and/or the ability to assist in content areas.
Demonstration of Content Area Knowledge
The No Child Left Behind Act focuses on three areas for the basis
of assessment: reading, writing and mathematics.
Professional Development
Paraprofessionals may participate in professional development
activities to accumulate no more than one-half (30)of the required sixty
(60) portfolio points. To assist paraprofessionals with meeting this
professional development requirement, the MDE encourages districts
to develop a professional development plan based on the reading, math
and writing subject areas.
Paraprofessional Work Experience
Relevant work experience as a paraprofessional assisting Title I
students
RATING
Demonstrates Competency
Competency not Demonstrated
Demonstrates Competency
Competency not Demonstrated
Demonstrates Competency
Competency not Demonstrated
Overall Committee Assessment: Demonstrates Competency (Competency must be demonstrated in each
component)
Competency Not Demonstrated
District Review Committee Suggestions (to be used only if the portfolio fails to demonstrate content
competence): _________________________________________________________________________
____________________________________________________________________________________
District Review Committee Members:
______________________________________________________________
(Please type or print)
____________________________________________________________________________________
Administrator Signature: ___________________________________
Date: ______________________
PLEASE SUBMIT ALL FORMS, ALONG WITH THE PORTFOLIO TO YOUR LOCAL DISTRICT, PSA
SUPERINTENDENT, OR CHIEF ADMINISTRATOR PRIOR TO JANUARY 8, 2006.
Mandated by Federal No Child Left Behind Legislation
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Section I

Section I. Demonstration of Content Area Knowledge
The No Child Left Behind Act focuses on three areas for the basis of assessment: reading, writing, and
mathematics.
Points: Up to 30 points allowed for this section.
Evidence Attachments Comments (For reviewers only)
1. Professional Reading
(Reading for portfolio can be
found in professional
education journals or
publications of professional
education organizations. One
point per article, up to a
maximum of ten points, is
allowed)
a. Professional Reading
Record (Form E)
and
b. Professional Reading
Reflections (Form F)
2. Content Knowledge.
(Demonstrated knowledge and
competency in ELA and Math
Grade Level Content
Expectations)
a. Professional
Development/Workshop
Participation Record
(Form G)
and
b Professional
Development/Workshop
Reflection (Form H)
and
c. Math Objectives
Knowledge Checklist
(Form I)
3. College Credit--one (1) point
for every college credit earned.
The same college credit may
not be counted in Section I and
Section II. Attach transcripts.
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Total Points Earned:

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Section II

Section II. Professional Development /Workshop Participation
Must be content specific in math, reading, and writing (content, instructional practice and/or assessment)
in accordance with the Professional Development Plan.
Points: Up to 30 points
Evidence Attachments Comments (For reviewers only)
1. Professional
Development/Workshop
Participation within the past five
(5) years
(Professional
Development/workshop
activities should be distributed
between the content areas. One
point for every five (5) hours of
activity may be earned up to 30
points.)
a. Collaborative Professional
Development Plan (Form A)
and
b. Professional Development/
Workshop Participation
Record (Form G)
and
c. Professional
Development/Workshop
Reflection (Form H)
and
d. Portfolio Conference/
Collaboration Record
(Form J)
2. College Credit--one (1) point for
every college credit earned.
The same college credit may not
be counted in Section I and
Section II. Attach transcripts.
Total Points Earned:
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Section III

Section III. Paraprofessional Work Experience
Relevant work experience as a paraprofessional assisting Title I students.
Points: Up to thirty (30) points
Evidence Attachments Comments (For reviewers only)
1. Previous work experience
as evidenced by
employment record--one
point per year of related
work experience
(maximum 30 points)
2. Supportive Instructional
Activities as evidenced by
Special Projects,
Individual Study, Work
with Students, Committee
Participation. One point
per documented activity
up to five (5) points
a. The Supportive
Instruction Activity
Reflection (Form K)
Total Points Earned:
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(Form E)
Professional Reading Record
Name: Date:
Content Area Title, Publication and/or Web Site Author(s) # Pages
Copyright
Date
Points
Earned
One point per chapter or article read. Attach additional pages as needed.
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(Form F)
Professional Reading Reflection
Name:
Date:
Title:
Author:
Publication:
Points:
Content Area: Reading Writing Math (1 Point per Chapter/article)
Assessment Style: Observation Dialogue
Complete Summary Below:
· Describe or summarize the reading material (include main topic/theme and main learning points).
· Discuss the implications for instructional support.
Submission Reviewed and Verified By:
Qualified Colleague’s Name: ____________________________________________________________
Qualified Colleague’s Signature: _________________________________________________________
Date: _____________________________________________________________________
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Professional Development/Workshop Participation Record
(Form G)
Name:
CONTENT AREA: READING
Workshop Title Presenter(s) Location Date (s) Hours Points
CONTENT AREA: WRITING
Workshop Title Presenter(s) Location Date (s) Hours Points
CONTENT AREA: MATHEMATICS
Workshop Title Presenter(s) Location Date (s) Hours Points
Attach additional pages as necessary. It is recommended that hours/points be distributed as evenly as possible over the 3 content areas.
Five seat hours/contact hours is equal to one portfolio point.
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(Form H)
Professional Development/Workshop Reflection
Name:
Date:
Workshop/Course Title:
Presenter(s):
Location:
Content Area: Reading Writing Mathematics
Points:
(5 contact hrs. = 1 point)
Assessment Style: Observation Dialogue
Complete Summary Below:
• Describe or summarize the training session (include main topic/theme and main learning points).
• Discuss the implications for instructional support.
Submission Reviewed and Verified By:
Qualified Colleague’s - Name: _________________________________________________________
Qualified Colleague’s - Signature: ______________________________________________________
Date: ______________________________________________________________
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Math Objectives Knowledge Checklist
(Form I)
Name:
Date:
Concepts What It Might Look Like Demonstrates
Competency
I. Using number concepts and computation skills 1+1, 4 x 3, ¼ + ¼, $2.00 / 10, 2 + 3 x 4 -5
If a portion of a pie is eaten, what percent is left? If
you have a room that is 12 foot square, what is its
area in square feet? You have $5, how many candy
bars might you be able to buy?
II. Solves word problems involving integers, fractions or decimals
III. Interpret information from a graph, table or chart
IV. Graphing numbers or number relationships
Recognize meaning of operations when words like
difference, sum, product, quotient are used.
Was there an increase or decrease?
Which month had the highest sales?
What portion of a company’s product was clothing?
In what month were the most bananas eaten?
Locate the cost of an item in a particular month on a
table.
If car sales for GMC, Ford and Toyota are graphed
on the same line graph, determine which had the
most sales on any given day?
Locate items on a graph; Write coordinates;
Determine location of points on a series of graphs or
given a series of points on a series of graphs or given
a series of graphs, be able to identify which has the
specified ordered pair; Determine the
increase/decrease of a line; Recognize a slope and
locate an interception of lines.
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V. Solving one- and two-variable equations The wholesale cost ofan item is x. The mark
up is 10%. What is the final cost?
x= y+2 given a two-variable equation, solve
for either of the unknowns.
-x+y = 2 and x+y=2 find any one point that
would be a solution to either equation by
graphing, trial and error, algebraically or with a
calculator
VI. Solving word problems involving one- and two-variables 4 lawnmowers and 5 rakes =$100 and 2
lawnmowers and 15 rakes =$80. What is the
value of the lawnmowers and the rakes?
VII. Understanding operations with algebraic expressions
VIII. Solving problems involving geometric figures
IX. Applying reasoning skills
3(x z +1) or
2x 2 +3x C~ add x 2 + 2x + 1= 3~Ê +5x +1
1 Point The paraprofessional must demonstrate evidence of math knowledge as a part of the portfolio, even if the total number of portfolio points
exceeds the sixty (60) points required. This point is required for completion of the portfolio.
Assessment Style: Observation Dialogue
Math Competency Reviewed and Verified By:
Qualified Colleague’s Name: _________________________________________________________
Qualified Colleague’s Signature: ______________________________________________________
Date: _______________________________________________________________
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Portfolio Conference/Collaboration Record
(Form J)
Name: ________________________________________________________Date: ____________________
·
·
·
Conference Date: ________________________________________________________________
Qualified Colleague: ______________________________________________________________
Conference
Collaborative Session
Conference Date: ________________________________________________________________
Qualified Colleague: ______________________________________________________________
Conference
Collaborative Session
Conference Date: ________________________________________________________________
Qualified Colleague: ______________________________________________________________
Conference
Collaborative Session
·
·
·
·
Conference Date: ________________________________________________________________
Qualified Colleague: ______________________________________________________________
Conference
Collaborative Session
Conference Date: ________________________________________________________________
Qualified Colleague: ______________________________________________________________
Conference
Collaborative Session
Conference Date: ________________________________________________________________
Qualified Colleague: ______________________________________________________________
Conference
Collaborative Session
Conference Date: ________________________________________________________________
Qualified Colleague: ______________________________________________________________
Conference
Collaborative Session
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(Form K)
Supportive Instruction Activity Reflection
Name: Date: Points:
Points to be awarded based on time and work needed to complete the project. (Ex. created math manipulative = 1 point)
Content Area: Reading Writing Mathematics
Activity/Project Description:
• Describe your supportive instruction activity or project. Feel free to attach pictures or copies of actual project and/or
components.
Summary:
• Discuss the implications for instructional support and/or your professional development.
Submission Reviewed and Verified By:
Qualified Colleague’s Name: ____________________________________________________
Qualified Colleague’s Signature: ________________________________________________
Date: ____________________________________________________________
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(Form L)
Portfolio Assessment Participant Checklist
As an assessment participant:
Working with a Qualified Colleague, identify professional development or
workshops to meet your needs and the needs of the students, teachers and
school(s) you support.
Attend workshops and/or professional development activities. Complete a
reflection for each.
Read articles from professional education journals, publications from
professional education organizations, on-line articles or books regarding
education. Complete a reflection for each.
Meet periodically with a Qualified Colleague to discuss the portfolio, your
goals/achievements and to complete reflections (as needed).
Meet with other paraprofessionals in collaborative sessions to discuss the
portfolio and your goals/achievements.
Document Supportive Instruction Activities. Complete a reflection for each.
Continue to meet with a Qualified Colleague, and in collaborative sessions,
to review goals and progress.
Keep completed forms and all Portfolio Assessment documentation in a safe
place.
Once your Portfolio Assessment has been completed and 60 portfolio points
have been accumulated, retain a copy for your records and submit all
documentation to your school district’s review committee. Also include
transcripts for college credit used in the portfolio.
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Portfolio Summary
(Form M)
Name:
Date:
CONTENT AREA – READING
Points
Professional Readings
Professional Development
Supportive Instruction Activities
College Credit
CONTENT AREA – WRITING
Points
Professional Readings
Professional Development
Supportive Instruction Activities
College Credit
CONTENT AREA - MATHEMATICS
Points
Math Objectives
Knowledge
1 point required for evidence of
knowledge and competency:
observation or dialogue
Professional Readings
Professional Development
Supportive Instruction Activities
College Credit
College Credit
NON-CONTENT SPECIFIC
Points
Previous Relevant Work
Experience
30 point maximum
1 year of successful employment =1 point
TOTAL PORTFOLIO POINTS ACCUMULATED
(60 Required for completion) POINTS =
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(Form N)
Portfolio District Review Committee Checklist
In using the Portfolio as an assessment option, the school district must agree to
the following:
Establish a Portfolio Review Committee, consisting of paraprofessionals, teachers and
administrators.
Provide each participating paraprofessional with a Qualified Colleague
Identify professional development or workshops to meet the needs of the students, teachers and
school(s) that the participating paraprofessionals support (example: L.I.F.T. training).
Make recommendations for articles from professional education journals, publications from
professional education organizations, on-line articles or books regarding education that would
benefit the participating paraprofessional and those teachers they support. (example: Open
Court Reading teacher’s manual)
Provide time for participating paraprofessionals to meet with Qualified Colleagues and other
paraprofessionals in collaborative sessions to discuss the portfolio.
Evaluate all submitted portfolios based upon the guidelines provided by MDE.
Retain completed Portfolio Assessment in the paraprofessionals personnel file.
Provide a copy of the completed portfolio, including signed Final Recommendation, to the
paraprofessional for their personal records.
Note: The Portfolio Assessment Review Committee is responsible for
determining the connection between professional development/workshops or
college coursework and the paraprofessional’s knowledge of and ability to
assist in the content areas.
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Resources

Portfolio Record-Keeping
To maintain records of assessment progress, paraprofessionals should complete several forms, all of which
document their work (with the exception of Form I) and are submitted with the final portfolio.
• Form A- Collaborative Professional Development Plan
• Form B- Assurance Statement
• Form C– Paraprofessional Portfolio Final Recommendation
When the portfolio is complete, it is to be submitted, along with all other forms and documentation, to be
approved by the district review committee. The committee established by the district must authorize this
recommendation. This final recommendation confirms that the paraprofessional has successfully met
NCLB requirements. A copy of this completed form must be given to the paraprofessional for their personal
records.
• Form D- Michigan Highly Qualified Paraprofessional Portfolio District Review Committee
Evaluation Form
• Form E- Professional Reading Record
This form is used as a record of the paraprofessional's professional readings for the portfolio.
This completed form must be included in the final portfolio submission.
• Form F- Professional Reading Reflections
This form is used to guide the paraprofessional’s reflection required for each professional reading. For
every reading title recorded on Form A, there must be a corresponding Professional Reading
Reflection included in the final portfolio submission.
• Form G- Professional Development/Workshop Participation Record
The completed portfolio must include a record of the professional development and workshop activities
used to meet the portfolio point requirements. All professional development and workshop activities should be
entered using this form. It must be included in the final portfolio submission.
• Form H- Professional Development/Workshop Reflection
After participating in any professional development activity or workshop, the paraprofessional must
complete this form for reflection of the activity. For every activity recorded on Form C, there must be a
corresponding Professional Development/Workshop Reflection included in the final portfolio
submission.
• Form I- Math Objectives Knowledge Checklist
The completed portfolio must include evidence of the paraprofessional’s knowledge, competency and ability to
assist in the area of math. The way by which the paraprofessional has chosen to evaluate must be
documented on this form. The objectives listed on this form are to assist the Qualified Colleague in the
assessment of the paraprofessional’s math knowledge using the dialogue or observation method. It
must be included in the final portfolio submission.
• Form J- Portfolio Conference/Collaboration Record
After every conference or collaborative session, the paraprofessional and a Qualified Colleague should sign
and date this form. It must be included in the final portfolio submission.
• Form K– The Supportive Instruction Activity Reflection
After completing a supportive instruction project, experience or activity, the paraprofessional must
complete this form and include it in the final portfolio submission.
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• Form L- Portfolio Assessment Participant Checklist
This form is to assist the paraprofessional with the steps necessary for completion of the portfolio and does
not need to be submitted with the final, complete portfolio assessment.
• Form M– Portfolio Summary
Successful completion of the portfolio assessment is contingent upon the paraprofessional accumulating
60 portfolio points. This form is a matrix of each area in which points may be accumulated. Here the
paraprofessional documents the points earned for each area. During a conference between the Qualified
Colleague and paraprofessional, this form should be used as a reference to gauge the paraprofessional’s
progress in the assessment process. It must be included in the final portfolio submission.
Portfolio Record-Keeping Continued
• Form N– Paraprofessional Portfolio District Review Committee Checklist
This form is to assist the school district and the Portfolio Review Committee with the steps necessary
for completion of the portfolio. It does not need to be submitted with the final, complete
portfolio assessment.
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