Building Capacity to Attract, Train, Support and Retain

It’s now out in the open…our schools cannot function without the assis tance of paraprofessionals who provide instructional support to our students. With the advent of the “No Child Left Behind Act, ” (NCLB) the public is coming to grips with the fact that many of our most challenged students have been educated by a primarily untrained, under-supervised workforce. Recent research investigations in the field of “paraeducation ” have reported both the positive and negative impacts of paraeducator support on students with disabilities and their at-risk peers (Pickett, 2003). A closer look at the research may assist districts in systemic reform efforts that will help attract, train, support and retain members of this critical workforce. This article will provide a brief review of current Federal legislation, important research regarding paraeducators and an in depth description of one school district’s attempt to systemically reform its paraeducator service delivery model, in order to improve services for, and benefits to, students with disabilities and their at-risk peers