Just over one year ago, the no Child Left Behind Act of 2001 went into effect. Although the new federal law set forth education requirements for paraprofessionals working in Title I programs (which we've covered extensively in previous issues of the Reporter), it relinquished responsibility for implementation to state and local education agencies.

State and local responses to those new requirements have been all over the board. Those states that have always tried to address the training and employment concerns of paraprofessionals are continuing down that established path. Other states are struggling to gather information and pull together the right players to participate in developing their response.

After surveying state education officials and analyzing state-level efforts, the AFT has ranked the states into three groups, as shown in the accompanying chart. Here are some highlights from nine of them--the gold medalists--that are making the most progress so far.

Connecticut has established a statewide committee to develop job standards for paraprofessionals that will be used by districts to design appropriate evaluation instruments. Large-city school districts are working with community colleges to offer associate degree programs. The state is also developing a series of workshops to assist paraprofessionals in preparing for the Educational Testing Service (ETS) test that the state has elected to use.

Georgia is developing an assessment that meets the specific needs of the state's paraprofessionals. The existing licensure standards are under revision to bring them into compliance with Title I requirements.

Illinois has developed guidance for districts on appropriate assessments. The state has convened a task force to work with community colleges and four-year institutions to develop statewide paraprofessional preparation programs. The state is also working on plans to develop a mechanism to award credit for prior learning to individuals with significant professional experience.

Minnesota established standards a number of years ago and is currently working on a portfolio-based assessment for paraprofessionals to meet Title I requirements. The state already has online training available and a well-established paraprofessional network that provides training and educational opportunities.

North Carolina has well-conceived apprenticeship and professional development programs offered by individual districts and local community colleges. Embedded in these programs are assessments and continuing education requirements.

New York has convened a task force to establish an assessment for paraprofessionals. Efforts are being made to determine the status of current paraprofessionals as highly qualified.

Ohio has developed paraprofessional standards for an associate degree program and is offering planning grant funds to two-year institutions to develop and offer such programs. The state is also working to ensure opportunities for articulation to four-year institutions and teacher degree programs.

Rhode Island's existing standards serve as the foundation for training programs, currently offered by local districts and two-year institutions, that will help prepare paraprofessionals to pass the ETS Parapro test (which the state selected as its official assessment tool). The state is working on expanding these programs to include instructional skills in reading, writing and math.

Washington is working with key stakeholders to establish a statewide assessment and regional training programs to support the development of skills to ensure the success of paraprofessionals. Existing standards for knowledge and skills will be the foundation for the assessment and training programs.