AFT Michigan: Member Resources: No Child Left Behind
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The Guidelines, including forms, may be downloaded here: Adobe PDF version (Adobe PDF document) MS Word version (MS Word document)
Guidelines for the Michigan Paraprofessional Portfolio Assessment
Framework The purpose of the NCLB legislation is to strengthen Title I paraprofessional skills in reading, writing and mathematics. The intention of the portfolio is to demonstrate knowledge in these content areas. Using the following elements sixty (60) portfolio points must be accumulated. Elements
Professional Readings - Paraprofessionals may read professional literature in the areas of reading, writing and mathematics. The completed reading will be added to the Professional Reading Record (Form A). The paraprofessional may reflect on the reading in one of two ways: a. an observation of behavior showing that the students know and understand the concept, or b. dialogue with a qualified colleague about the content. A written summary of the content of the reading is to be documented on the Professional Reading Reflection (Form B). The summary should include a brief description of the reading and how the information can be used, affirms prior knowledge or introduces new concepts for future practice. A maximum of thirty (30) portfolio points can be accumulated from Professional Readings. Professional Development/Workshop Participation - Activities completed should be distributed between the content areas where possible. The record of attendance will be recorded on the Professional Development/Workshop Participation Record (Form C). A reflection, as with the professional reading, may be achieved in two ways: a. observation of behavior of students, or b. dialogue with a qualified colleague about the content. A written summary of the activity content is to be documented on the Professional Development/Workshop Reflection (Form D). A maximum of thirty (30) portfolio points can be accumulated from Professional Development/Workshops. * If you are currently enrolled in professional development activities, or have completed workshops with in the last five years, you may use these classes to meet this requirement. Five (5) contact hours equals one (1) portfolio point. Math Objectives Knowledge - The paraprofessional must demonstrate evidence of math knowledge as part of the portfolio, even if the total number of points exceeds the sixty (60) points required. This can be accomplished in two ways: a. observation b. dialogue with the qualified colleague. To assist with establishing competency, the Math Objectives Knowledge checklist (Form E) should be used. This portion is worth one (1) portfolio point. College Credit - Credits from an accredited college or university may be applied to the portfolio assessment. One college credit equals one portfolio point. College credits earned can be recorded on the Portfolio Summary (Form F) and accompanied by a transcript of course work. Previous Relevant Work Experience - Up to thirty (30) portfolio points may be applied to the portfolio based on previous, relevant work experience assisting students as an instructional paraprofessional. One year of employment is worth one portfolio point. This is to be recorded on the Portfolio Summary (Form F). Supportive Instruction Activities - Special projects, individualized study, work with students, committee participation or other activities showing independent work and knowledge in the content areas. The paraprofessional and the qualified colleague will establish the number of points received for a particular project or activity. A range of points may be assigned, for example: one point for creating a math manipulative to ten points for participating in a reading curriculum team that meets monthly thought out the school year. Document these activities using the Supportive Instruction Activity Reflection (Form G). Portfolio Conference/Collaboration - The paraprofessional and the qualified colleague should meet regularly to discuss the assessment process. Collaborative session or paraprofessionals participating in the process may choose to meet to discuss readings, workshops, strategies and approaches. Round-table discussions/sessions and one-on-one conferences can take place during school-wide (or district) designated professional development days. These conferences are documented using the Portfolio Conference/Collaboration Record (Form H). Portfolio Maintenance The paraprofessional is responsible for collecting all required information. To help facilitate the process the Portfolio Assessment Participant Checklist (Form I) may be useful and need not be included as part of the portfolio. When the portfolio is complete, the district is responsible form maintaining a record in the employees' personnel file. The district approval committee must complete the required Paraprofessional Portfolio Final Recommendation (Form J). A copy of this will go into the paraprofessional's personnel file and a copy will be given to the paraprofessional for personal records.  Michigan Department of Education - NCLBGuidelines for the Michigan Paraprofessional Portfolio Assessment The Michigan Department of Education Guidelines document may be downloaded here: Adobe PDF version (Adobe PDF document) MS Word version (MS Word document) The Adobe Acrobat Reader is required to read or print PDF documents. |
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