States, school districts and the AFT continue to wrestle with the complex regulations of the No Child Left Behind Act of 2001 (including Title I). The following Q&A addresses the latest developments related to Title I and, especially, paraprofessionals funded by the program.

Who must meet the law's requirements?
As you probably know, the law includes new education requirements for paraprofessionals (complete two years of college; hold a two-year degree; or pass a state or local assessment designed to demonstrate knowledge of, and the ability to assist in, instruction in reading, writing, math, or reading readiness, writing readiness and math readiness). The U.S. Department of Education has stated that all paraprofessionals providing instructional services to students in schools that receive Title I funds must meet the requirements.

What if I work only in special education?
If you provide only personal care (such as health services or moving/lifting), you should be exempt from the new requirements. However, if you provide any kind of instructional service (tutoring, reinforcement, coaching) and your school receives Title I funds, you will most likely need to meet the new education requirements. Contact your local union for a definitive answer.

What is the status of the assessment that paraprofessionals might have to take?
We know that our members are nervous about what they will have to do to meet the new education requirements. The assessment option is still unclear at this point. This is what we do know:

What will a test include?
Every state (or each district, if the state chooses not to develop a test) has the option of developing an academic assessment that can be given to currently employed paraprofessionals to meet the new requirements. The law doesn't specify the content of a test, but the information the AFT is getting indicates that states will include an assessment of knowledge of reading, writing and math, as well as some assessment of ability to provide instructional support in these areas.

Will I have to take a test?
Under the law, an assessment is not the only option for paraprofessionals. The AFT does not believe it should be the only option, and we are working with states and local districts to ensure a broad range of options for those paraprofessionals who must meet the requirements by Jan. 8, 2006. Some paraprofessionals may choose to take a test at their earliest opportunity in the event that, if they don't pass, they will still be able to pursue the training and education necessary to meet one of the other requirements. Each state and/or local school district will set guidelines for the frequency test takers are permitted to successfully master the test and will set cost guidelines (if any) to paraprofessionals who choose to take a test.

How do I find out more about what my district or state is doing?
Contact your local union. This is one area where the collective action provided by the union can be a great benefit to paraprofessionals. The union can look out for the rights of all workers and ensure that all paraprofessionals are provided the same opportunities. Help ensure that your union plays a pivotal role throughout the process.

Congress focuses on special education law

The individuals with disabilities education Act, or IDEA, will be the focus of attention in Washington, D.C., this fall as Congress discusses how to renew and revise the law governing special education. Among the issues Congress is expected to focus on during the reauthorization process:

Funding--When IDEA was enacted in 1975, it included a promise that the federal government would pay 40 percent of the additional expense needed to educate students with disabilities. Despite recent increases, the federal government's share has never even approached 20 percent.

Training and professional development--Teachers, paraprofessionals and other staff who work with special education students need access to more and better training about what works in the classroom. Paras, in particular, have never gotten enough professional development.

Discipline--The AFT has long sought improved discipline policies that reduce the double standard that makes it difficult to remove from the classroom disruptive students who are classified as disabled.

Paraprofessional qualifications-- It is widely expected that IDEA legislation will incorporate the same kind of education requirements for paraprofessionals that were included in the ESEA/Title I bill (see above for related story).