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Agriculture, Environment & Public Service · course plan
⚠ Pending professional review
This course plan, its lessons and its assessments has not yet been verified by a licensed professional in the field or by a certification or approval body. It is a study draft and may contain errors. Do not use it as instructions for work on a job site or on live equipment. Always follow your instructor, your supervising professional, and current official references and regulations.
VoTechWorks program approval and accreditation are still in progress. Credentials are issued only by the certifying bodies named in each program, after their own exams.
Teacher Aide / Paraprofessional
11 courses · 1,350 clock hours · 6–9 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.
11courses
82lessons
1,350hours
39assessments
Development progressPlanCourses, lessons and assessments written for this tradeLessons82 of 82 lesson pages writtenPractice656 practice questionsResources118 reference entries (study list)Review0 lesson pages reviewed by a licensed professional
Study now: 82 lesson pages are open (lesson titles below are links).
AGR-TEAC61-01 Universal core
Universal Core: Safety, Math, Communication & Career for Paraprofessionals
148 hr · $1,185 COMPLIMENTARY
This foundational course equips teacher aide candidates with the safety knowledge, functional mathematics, communication skills, and career readiness behaviors required to work effectively and legally in K-12 educational settings. Students earn OSHA 10 and CPR/First Aid credentials, practice the literacy and numeracy tasks paraprofessionals perform daily, and build the professional portfolio entries needed for the ParaPro Assessment and state certificate applications. Every unit is mapped to ParaPro Assessment content areas and to the workplace competencies evaluated by supervising teachers during practicum and externship.
Outcomes- Complete OSHA 10 General Industry training and demonstrate correct hazard-identification and PPE-selection procedures for school and agricultural-education classroom environments.
- Perform adult and pediatric CPR and first-aid response to a passing standard recognized by the American Heart Association or American Red Cross.
- Solve whole-number, fraction, decimal, percent, ratio, and basic algebra problems at the level required by the ParaPro Assessment Reading and Mathematics content areas with at least 75% accuracy.
- Read, interpret, and summarize grade-level informational text, instructional manuals, IEP accommodation summaries, and workplace safety data sheets at a proficiency level sufficient for ParaPro Assessment Reading tasks.
- Use standard educational digital tools—including learning management systems, word processing, spreadsheet, and communication platforms—to create, organize, and submit professional documents.
- Demonstrate career-readiness behaviors including punctuality, mandatory-reporter obligations, professional ethics, and the preparation of a complete job-application package for a paraprofessional position.
Course text
This foundational course equips teacher aide candidates with the safety knowledge, functional mathematics, communication skills, and career readiness behaviors required to work effectively and legally in K-12 educational settings. Students earn OSHA 10 and CPR/First Aid credentials, practice the literacy and numeracy tasks paraprofessionals perform daily, and build the professional portfolio entries needed for the ParaPro Assessment and state certificate applications. Every unit is mapped to ParaPro Assessment content areas and to the workplace competencies evaluated by supervising teachers during practicum and externship.
How the course runs. 7 blocks: School Workplace Safety and OSHA 10 Certification; CPR, First Aid, and Pediatric Emergency Response; Trade Math: Number Sense, Fractions, Decimals, Percents, and Ratios; Technical Reading: Informational Text, IEP Summaries, and Safety Data Sheets; Digital Tools for Paraprofessionals; Professional Communication and Mandatory Reporting; Career Readiness: Job Applications, Professional Portfolio, and the Paraprofessional Credential Roadmap.
What competent looks like. Complete OSHA 10 General Industry training and demonstrate correct hazard-identification and PPE-selection procedures for school and agricultural-education classroom environments. Perform adult and pediatric CPR and first-aid response to a passing standard recognized by the American Heart Association or American Red Cross. Solve whole-number, fraction, decimal, percent, ratio, and basic algebra problems at the level required by the ParaPro Assessment Reading and Mathematics content areas with at least 75% accuracy. Read, interpret, and summarize grade-level informational text, instructional manuals, IEP accommodation summaries, and workplace safety data sheets at a proficiency level sufficient for ParaPro Assessment Reading tasks. Use standard educational digital tools—including learning management systems, word processing, spreadsheet, and communication platforms—to create, organize, and submit professional documents. Demonstrate career-readiness behaviors including punctuality, mandatory-reporter obligations, professional ethics, and the preparation of a complete job-application package for a paraprofessional position.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | School Workplace Safety and OSHA 10 Certification | 24 | lab | Students will identify school-site hazards, select appropriate PPE, apply lockout/tagout and emergency-action procedures, and complete the OSHA 10 General Industry curriculum to earn the OSHA 10 card. |
| OSHA 10 General Industry student packet (authorized provider), PPE samples (gloves, safety glasses, face shields, hearing protection), school emergency-action plan, hazard-identification checklist, OSHA Fact Sheet: Hazard Communication Standard, digital camera or smartphone for documentation. | Passing score on the OSHA 10 provider's final assessment (minimum score set by the authorized provider, typically 70%); written hazard-identification form graded with instructor rubric—students must correctly identify and classify at least 4 of 5 hazards to pass. |
| 2 | CPR, First Aid, and Pediatric Emergency Response | 8 | lab | Students will perform hands-only and full CPR, use an AED, control bleeding, and manage choking in adult and pediatric scenarios to the skill standard required for American Heart Association or American Red Cross certification. |
| CPR manikins (adult and child/infant), AED trainer unit, first-aid kit, tourniquet trainers, epinephrine auto-injector trainer, AHA or Red Cross BLS/First Aid course guide, skills-check checklists. | Successful completion of all required skills stations on the AHA or Red Cross certification checklist; no critical skill failures (e.g., failure to call 911, failure to deliver compressions) — earn certification card upon passing. |
| 3 | Trade Math: Number Sense, Fractions, Decimals, Percents, and Ratios | 28 | practice | Students will solve whole-number operations, fraction and decimal computation, percentage problems, and ratio/proportion problems at the difficulty level represented in the ParaPro Assessment Mathematics content area with at least 75% accuracy. |
| ETS ParaPro Assessment Study Companion (free download from ETS website), lined paper and pencils for hand calculations, basic four-function calculators (for checking only—ParaPro does not permit calculators), ruler, grade book sample data sets. | Score of at least 75% (30/40) on the 40-item timed quiz; students scoring below 75% receive a remediation assignment and must retake an equivalent alternate-form quiz before advancing. |
| 4 | Technical Reading: Informational Text, IEP Summaries, and Safety Data Sheets | 24 | theory | Students will read and accurately summarize grade-level informational text, interpret IEP accommodation language, and extract key safety information from a Safety Data Sheet, demonstrating the reading skills tested in the ParaPro Assessment Reading content area. |
| ETS ParaPro Assessment Study Companion, sample IEP accommodation summary (fictional, instructor-prepared), OSHA-format Safety Data Sheet for a common non-hazardous classroom product, highlighters, structured note-taking template. | Score of at least 75% on the 20-item reading comprehension quiz covering the three passage types; IEP summary form graded with a rubric — must correctly identify all four required elements to pass. |
| 5 | Digital Tools for Paraprofessionals | 22 | demo | Students will use a learning management system, word-processing software, a spreadsheet application, and a professional email platform to create, format, and submit documents that meet school-district professional standards. |
| Computers or tablets with internet access, Google Workspace or Microsoft 365 (word processor, spreadsheet, email, LMS), instructor-prepared behavior-observation log template, peer-review checklist, fictional student data set. | All three digital tasks submitted and graded with a rubric; each task must score at least 80% (meeting all formatting and accuracy criteria) to pass — students who miss any element must correct and resubmit within one class session. |
| 6 | Professional Communication and Mandatory Reporting | 22 | theory | Students will articulate paraprofessional ethics, confidentiality requirements under FERPA, mandatory-reporter obligations, and effective verbal and written communication strategies for interactions with students, families, and supervising teachers. |
| FERPA overview fact sheet (U.S. Department of Education), state mandatory-reporter training overview handout (instructor-prepared, general framework), professional communication rubric, case-study vignette cards, model email example. | Case-study vignette quiz: students must correctly classify all four scenarios (mandatory report vs. no report) and identify the correct reporting chain — 100% accuracy required on mandatory-report identification; role-play communication rubric average score of at least 80%. |
| 7 | Career Readiness: Job Applications, Professional Portfolio, and the Paraprofessional Credential Roadmap | 20 | practice | Students will complete a full paraprofessional job-application package, assemble a professional portfolio with required credential documentation, and map the steps and costs for obtaining the ParaPro Assessment score, State Paraprofessional Certificate, and CPR/First Aid certification. |
| Sample paraprofessional job posting, resume template, cover letter template, portfolio checklist, ETS ParaPro Assessment registration page (ets.org), state licensing board website (student-specific), credential-roadmap planning template, computers with internet access. | Portfolio checklist: all seven required items present and meeting quality standards — pass requires all seven items present and instructor approval of the professional statement (evaluated with a writing rubric, minimum score 80%); credential roadmap must contain accurate, student-specific information for all three credentials to pass. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| OSHA 10 and Workplace Safety Knowledge Exam | Written exam | 25% | Minimum passing score set by the OSHA-authorized outreach provider (typically 70%); additionally, the instructor-administered hazard-identification written test requires 75% or higher. | The OSHA 10 provider's official end-of-course assessment covers all ten General Industry modules; students who pass receive the OSHA 10 completion card. A separate 20-item instructor-written exam assesses school-specific hazard identification, PPE selection, emergency-action procedures, and first-aid scenario recognition. Accuracy · Safety · Communication · Professionalism |
| ParaPro-Aligned Math and Reading Midterm Exam | Written exam | 25% | 75% or higher (38 of 50 items correct). | A 50-item multiple-choice exam modeled on the format and content of the ParaPro Assessment, covering the Mathematics and Reading content areas addressed in Lessons 3 and 4; items are drawn from ETS Study Companion practice questions and instructor-written parallel items, administered under timed, test-like conditions. Accuracy · Safety · Communication · Professionalism |
| Professional Portfolio Project | Project | 25% | All seven required portfolio items present; overall portfolio rubric score of 80% or higher; mandatory-reporter case-study quiz at 100% on report-or-no-report classification. | Students submit the complete digital professional portfolio assembled across Lessons 6 and 7, including resume, cover letter, credential cards, observation log, spreadsheet, professional statement, and credential roadmap; the portfolio is evaluated with an item-by-item checklist and a holistic quality rubric, and the instructor provides written feedback aligned to employer expectations for paraprofessional hiring. Accuracy · Safety · Communication · Professionalism |
| Career and Safety Oral Defense | Oral / panel | 25% | Score of 80% or higher on the oral defense rubric, with no unsatisfactory ratings in the mandatory-reporter or CPR response sections. | In a 10-minute individual oral session, the instructor presents the student with two scenario prompts — one involving a workplace hazard or first-aid emergency and one involving a professional ethics or communication dilemma — and the student must verbally explain the correct response, identify relevant safety standards or legal obligations, and describe how the situation connects to their credential-roadmap goals; responses are scored on accuracy, clarity, and professional judgment. Accuracy · Safety · Communication · Professionalism |
AGR-TEAC61-02 Trade course
Child & Adolescent Development
105 hr · $1,325 COMPLIMENTARY
This course provides teacher aides and paraprofessionals with a foundational understanding of how children and adolescents develop physically, cognitively, socially, and emotionally from birth through age 18. Students apply developmental theory to real classroom scenarios, learning to recognize typical and atypical milestones and to support students at each stage. Content maps directly to the ParaPro Assessment's reading, writing, and math application areas and supports the child development knowledge required for the State Paraprofessional Certificate.
Outcomes- Describe major developmental theories (Piaget, Vygotsky, Erikson, Bronfenbrenner) and apply them to observable student behavior in PreK–12 settings.
- Identify typical developmental milestones across physical, cognitive, language, social, and emotional domains for each major age band from birth through adolescence.
- Recognize signs of atypical development or developmental delay and follow school protocol for documentation and referral.
- Explain how family, culture, socioeconomic factors, and trauma influence child development and adjust supportive strategies accordingly.
- Maintain accurate, objective observational records of student development using standard tools used in school paraprofessional practice.
- Apply knowledge of adolescent brain development and risk behavior to select appropriate, evidence-based support strategies in secondary classroom settings.
Course text
This course provides teacher aides and paraprofessionals with a foundational understanding of how children and adolescents develop physically, cognitively, socially, and emotionally from birth through age 18. Students apply developmental theory to real classroom scenarios, learning to recognize typical and atypical milestones and to support students at each stage. Content maps directly to the ParaPro Assessment's reading, writing, and math application areas and supports the child development knowledge required for the State Paraprofessional Certificate.
How the course runs. 9 blocks: Foundations of Developmental Theory; Physical Development: Birth Through Middle Childhood; Cognitive Development: Birth Through Middle Childhood; Language Development and Literacy Acquisition; Social and Emotional Development: Early Childhood; Development in Middle Childhood: Grades 3–5; Adolescent Development: Physical, Cognitive, and Brain Science; Atypical Development, Developmental Delays, and Referral Protocol; Culture, Family, Trauma, and the Whole Child.
What competent looks like. Describe major developmental theories (Piaget, Vygotsky, Erikson, Bronfenbrenner) and apply them to observable student behavior in PreK–12 settings. Identify typical developmental milestones across physical, cognitive, language, social, and emotional domains for each major age band from birth through adolescence. Recognize signs of atypical development or developmental delay and follow school protocol for documentation and referral. Explain how family, culture, socioeconomic factors, and trauma influence child development and adjust supportive strategies accordingly. Maintain accurate, objective observational records of student development using standard tools used in school paraprofessional practice. Apply knowledge of adolescent brain development and risk behavior to select appropriate, evidence-based support strategies in secondary classroom settings.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Foundations of Developmental Theory | 12 | theory | Students will accurately describe the core tenets of Piaget's cognitive stages, Vygotsky's zone of proximal development, Erikson's psychosocial stages, and Bronfenbrenner's ecological model and link each to paraprofessional practice. |
| Child development textbook (current edition, e.g., Berk or Santrock), graphic organizer worksheets, classroom vignette card set, whiteboard, markers | Completed graphic organizer scored with a rubric; minimum 75% accuracy on a 10-question matching quiz linking theorist to concept and classroom application. |
| 2 | Physical Development: Birth Through Middle Childhood | 11 | theory | Students will identify typical gross and fine motor milestones from birth through age 10 and describe how physical development affects learning readiness in early childhood and elementary classrooms. |
| CDC 'Learn the Signs. Act Early.' milestone charts (free, CDC.gov), structured observation form, video clips (vetted educational sources), whiteboard | Completed observation form reviewed by instructor; student correctly identifies at least 80% of milestones shown in video clips and flags one area of potential developmental concern with a rationale. |
| 3 | Cognitive Development: Birth Through Middle Childhood | 12 | theory | Students will apply Piaget's sensorimotor, preoperational, and concrete operational stages to explain how young children think, reason, and learn, and will identify classroom practices that align with each stage. |
| Stage-mapping worksheet, math manipulatives (counters, blocks), case study handout, textbook | Stage-mapping worksheet scored at 75% or above; role-play observed by instructor using a skills checklist — student must correctly scaffold the task and avoid doing the work for the learner. |
| 4 | Language Development and Literacy Acquisition | 11 | demo | Students will describe the sequence of typical language development from babbling through complex syntax and explain how a paraprofessional supports early literacy without supplanting the teacher's instructional role. |
| Puppet or role-play partner, conversation prompt cards, observer checklist, reference card template, textbook chapter on language development | Observer checklist: student correctly demonstrates all three techniques (recasting, expansion, open-ended questioning) with no more than one prompted correction per technique; reference card reviewed for accuracy. |
| 5 | Social and Emotional Development: Early Childhood | 11 | theory | Students will explain Erikson's first four psychosocial stages and Bowlby's attachment theory and describe how early social-emotional experiences shape a young child's classroom behavior and relationship with adults. |
| Textbook, T-chart worksheet, attachment case study handouts, discussion facilitation guide | T-chart scored with rubric (minimum 75%); case study responses reviewed — student must correctly identify attachment pattern and propose a strategy that is within a para's scope of practice. |
| 6 | Development in Middle Childhood: Grades 3–5 | 11 | theory | Students will describe the cognitive, social, and moral development characteristics of children ages 8–11 and select para support strategies that match the developmental needs of upper-elementary students. |
| Poster supplies or digital presentation tool, scenario handout, misconceptions list handout, textbook | Developmental profile poster scored on a 4-point rubric across four domains (minimum 3/4 per domain); scenario response must reference at least one named developmental concept correctly. |
| 7 | Adolescent Development: Physical, Cognitive, and Brain Science | 12 | theory | Students will explain the neurological and physical changes of adolescence — including prefrontal cortex maturation, risk-taking behavior, and identity formation — and connect them to supportive paraprofessional practices in secondary schools. |
| Vetted video clip (PBS or equivalent), guided viewing guide, scenario cards, reflection prompt sheet, textbook chapter on adolescent development | Guided viewing guide completed with at least 3 of 5 key facts accurate; group scenario analysis reviewed — proposed strategies must be developmentally appropriate and within para scope; reflection minimum 150 words. |
| 8 | Atypical Development, Developmental Delays, and Referral Protocol | 12 | practice | Students will distinguish between typical developmental variation and potential indicators of developmental delay or disorder across domains and correctly follow school referral and documentation protocol. |
| CDC milestone checklists, student profile cards, structured observation/documentation form, referral flowchart handout, communication rubric | Structured form: 80% accuracy in identifying red flags vs. typical variation; role-play scored on communication rubric — student must use objective language, avoid diagnostic labels, and follow the correct chain of communication. |
| 9 | Culture, Family, Trauma, and the Whole Child | 13 | field | Students will explain how culture, family structure, socioeconomic factors, adverse childhood experiences (ACEs), and trauma-informed principles influence child development and apply culturally responsive, trauma-aware para practices. |
| ACEs research overview handout (CDC or peer-reviewed source), reflection worksheet, fishbowl discussion facilitation guide, field observation form, vetted video observation alternative | Reflection worksheet: minimum 3 accurate ACE-to-behavior links and 3 appropriate para responses; field observation form completed with at least 4 documented, specific examples; debrief participation assessed by instructor for depth of analysis. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Developmental Foundations Knowledge Exam | Written exam | 25% | 75% correct (38 of 50 questions) | A 50-question multiple-choice and short-answer exam covering all nine lesson areas: developmental theories, milestones by domain and age band, language and literacy acquisition, atypical development indicators, referral protocol, adolescent brain science, and trauma-informed principles. Questions are written at the ParaPro Assessment reading comprehension and applied knowledge level to build exam readiness. Standard met · Safety · Time · Quality/finish · Documentation |
| Developmental Observation Skills Demonstration | Skills demonstration | 45% | Minimum score of 18 out of 24 points on the rubric; all three required techniques demonstrated without instructor prompting | Students observe a 10-minute live or video-recorded classroom interaction (early childhood or elementary level) and complete a structured observation form in real time, identifying developmental milestones present, noting one area of potential concern, and recommending a para support strategy. Scored on accuracy of milestone identification, objectivity of language, and appropriateness of the recommended strategy. Standard met · Safety · Time · Quality/finish · Documentation |
| Observation and Referral Lab Log | Log | 15% | All 6 entries submitted; minimum average score of 3 out of 4 on the log rubric | Students maintain a running lab log with a minimum of six entries completed across lessons 2 through 9, each documenting an observed or case-study-based developmental scenario. Each entry must include: the age and domain observed, the milestone or red flag identified, the theoretical framework applied, and the appropriate para response. Entries are scored for accuracy, use of professional objective language, and correct scope of practice. Standard met · Safety · Time · Quality/finish · Documentation |
| Child Safety and Mandated Reporter Protocol Safety Check | Safety audit | 15% | 100% correct on the protocol checklist; must pass on first or second attempt — failure on second attempt requires remediation before course credit is awarded | A non-negotiable safety checkpoint in which each student verbally and in writing demonstrates knowledge of: the para's role as a mandated reporter, the steps to take when a child discloses abuse or neglect, correct supervision ratios and sight-line requirements for age groups, and basic physical safety procedures (choking response review, allergy alert protocol) in a school setting. Aligned to CPR/First Aid credential requirements and State Paraprofessional Certificate professional conduct standards. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-TEAC61-03 Trade course
Classroom Management for Paraprofessionals
104 hr · $1,310 COMPLIMENTARY
This course prepares teacher aides to support a well-ordered, inclusive classroom by applying evidence-based management strategies, proactive routines, and positive behavioral supports under a licensed teacher's direction. Learners study the rules, roles, and documentation practices that school districts expect of paraprofessionals and that are tested on the ParaPro Assessment. Emphasis is placed on legal and ethical boundaries, culturally responsive practice, and safe learning environments.
Outcomes- Explain the paraprofessional's role and legal limits in classroom management as defined by school district policy and IDEA guidelines.
- Implement at least three evidence-based proactive management strategies—including clear expectations, structured transitions, and positive reinforcement—as directed by the supervising teacher.
- Identify and respond appropriately to low-level disruptions using de-escalation techniques that preserve student dignity and minimize instructional loss.
- Maintain accurate, objective written records of student behavior using antecedent-behavior-consequence (ABC) notation.
- Apply culturally responsive and trauma-informed principles when supporting diverse learners in a supervised classroom setting.
- Demonstrate safe emergency response procedures, including evacuation, lockdown, and first-aid activation, within a classroom context.
Course text
This course prepares teacher aides to support a well-ordered, inclusive classroom by applying evidence-based management strategies, proactive routines, and positive behavioral supports under a licensed teacher's direction. Learners study the rules, roles, and documentation practices that school districts expect of paraprofessionals and that are tested on the ParaPro Assessment. Emphasis is placed on legal and ethical boundaries, culturally responsive practice, and safe learning environments.
How the course runs. 9 blocks: The Paraprofessional's Role in Classroom Management; Proactive Classroom Structures: Routines, Expectations, and Physical Environment; Positive Reinforcement and Behavior-Specific Praise; Antecedent-Behavior-Consequence (ABC) Data Collection; De-escalation and Low-Level Disruption Response; Culturally Responsive and Trauma-Informed Classroom Support; Classroom Emergency Procedures and Safety; ParaPro Assessment Connection: Classroom and Instructional Context; Integrated Classroom Management Simulation.
What competent looks like. Explain the paraprofessional's role and legal limits in classroom management as defined by school district policy and IDEA guidelines. Implement at least three evidence-based proactive management strategies—including clear expectations, structured transitions, and positive reinforcement—as directed by the supervising teacher. Identify and respond appropriately to low-level disruptions using de-escalation techniques that preserve student dignity and minimize instructional loss. Maintain accurate, objective written records of student behavior using antecedent-behavior-consequence (ABC) notation. Apply culturally responsive and trauma-informed principles when supporting diverse learners in a supervised classroom setting. Demonstrate safe emergency response procedures, including evacuation, lockdown, and first-aid activation, within a classroom context.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | The Paraprofessional's Role in Classroom Management | 10 | theory | Students will accurately describe the legal scope of a paraprofessional's authority in classroom management, distinguishing it from the supervising teacher's responsibilities. |
| Sample district paraprofessional job descriptions, IDEA overview fact sheet (NICHCY/NCPIE), role-boundary sorting cards, student notebook | Exit ticket: students correctly classify at least 8 of 10 role-boundary scenarios; scored by instructor against answer key; pass = 80%. |
| 2 | Proactive Classroom Structures: Routines, Expectations, and Physical Environment | 12 | demo | Students will demonstrate how to teach and reinforce three classroom routines—entering the room, transitions between activities, and dismissal—using explicit modeling and practice. |
| Short classroom video clips (commercially licensed or public domain), routine script template, blank classroom floor-plan grid, visual schedule examples, dry-erase markers | Checklist observation during pair rehearsal: instructor marks each routine step present or absent; pass = all critical steps present for at least 2 of 3 routines. |
| 3 | Positive Reinforcement and Behavior-Specific Praise | 12 | practice | Students will deliver behavior-specific praise statements and apply a simple positive reinforcement system accurately in a simulated classroom setting. |
| BSP research summary handout, tally observation forms, blank token economy templates, sample reinforcer menus from published PBIS resources | Observer tally sheet: student delivers BSP correctly in at least 4 of 5 attempts during role-play; pass = 80% accuracy on tally; instructor verifies. |
| 4 | Antecedent-Behavior-Consequence (ABC) Data Collection | 12 | lab | Students will record objective, complete ABC behavior data entries for at least five behavioral events observed in a video scenario, using standard district documentation format. |
| ABC data recording form (district-standard format), classroom scenario video (licensed/public domain), red and green highlighters for peer review, sample completed ABC logs | Instructor reviews each student's ABC data sheet: pass = 5 of 5 events recorded, behavior column contains only observable description (no interpretive words), antecedent and consequence present for each entry. |
| 5 | De-escalation and Low-Level Disruption Response | 12 | practice | Students will apply at least four de-escalation strategies—including proximity, calm voice, redirection, and choice-offering—appropriately in response to simulated classroom disruptions. |
| De-escalation strategy reference card, disruption scenario cards, observer feedback forms, reflection worksheet | Instructor observation checklist during fishbowl: student correctly applies at least 4 of 6 target strategies without using punitive language or physical contact; pass = 4/6 strategies observed. |
| 6 | Culturally Responsive and Trauma-Informed Classroom Support | 12 | theory | Students will analyze two classroom scenarios and identify at least three ways cultural or trauma-related factors may influence student behavior, proposing culturally responsive adjustments to the paraprofessional's approach. |
| Trauma-informed care overview handout (from a published source such as SAMHSA's school-based resources), culturally responsive teaching summary, case study handouts, structured analysis form | Structured analysis form: student identifies at least 3 valid culturally responsive or trauma-sensitive adjustments per case; scored by instructor against model answers; pass = 3/3 per case. |
| 7 | Classroom Emergency Procedures and Safety | 12 | field | Students will correctly execute the paraprofessional's steps in a classroom fire evacuation, lockdown, and medical emergency (first-aid activation) drill, meeting school-district procedural standards. |
| Sample school emergency procedure handbook, three-column chart template, instructor observation checklist, first-aid kit (for activation practice), stopwatch | Instructor observation checklist: student completes all critical steps (student accounting, correct position, correct activation call) for at least 2 of 3 emergency types; pass = all critical steps correct for 2/3 types; safety check criterion also feeds into the safety_check assessment. |
| 8 | ParaPro Assessment Connection: Classroom and Instructional Context | 10 | theory | Students will correctly answer practice questions mapped to the ParaPro Assessment's instructional support and classroom assistance competency areas at a rate of 75% or higher. |
| ETS ParaPro Assessment overview (ets.org), published or instructor-created ParaPro-aligned practice questions, answer key, gap-analysis worksheet | Practice set score: pass = 75% (23/30) correct; gap-analysis worksheet completed for all incorrect items. |
| 9 | Integrated Classroom Management Simulation | 12 | lab | Students will independently manage a 20-minute simulated classroom period by applying proactive routines, positive reinforcement, de-escalation, and ABC data collection simultaneously under observation. |
| Simulation planning template, disruption script cards, instructor and peer observation checklists, ABC data sheets, self-assessment rubric | Instructor observation checklist: student earns a passing score on all four skill domains (routines, reinforcement, de-escalation, data collection) on the rubric; pass = score of 3 or 4 on each domain (no domain scored below 3). |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Classroom Management Knowledge Exam | Written exam | 25% | 75% (38/50 items correct) | A 50-item multiple-choice and short-answer written exam covering the paraprofessional's legal role, proactive management strategies, positive reinforcement principles, ABC data collection, de-escalation, culturally responsive practice, and emergency procedures. Items are aligned to ParaPro Assessment competency areas for assisting with instruction and supporting classroom management. Standard met · Safety · Time · Quality/finish · Documentation |
| Integrated Classroom Management Simulation Performance | Skills demonstration | 45% | Score of 3 or 4 (out of 4) on all four rubric domains with no domain below 3 | Students conduct a 20-minute supervised classroom simulation in which they implement proactive routines, deliver behavior-specific praise, respond to at least two scripted disruptions using de-escalation, and complete an ABC data sheet. The instructor scores performance using a four-domain rubric; students must pass all domains. Standard met · Safety · Time · Quality/finish · Documentation |
| ABC Data Log Portfolio | Log | 15% | All entries meet objectivity, completeness, and format standards; at least 10 valid entries across lessons 4 and 9 | Students compile a portfolio of ABC data recording sheets completed during lessons 4 and 9, including video-based and simulation-based entries. Each entry is reviewed for observable and non-interpretive language, complete antecedent-behavior-consequence notation, and correct use of the district-standard form. Standard met · Safety · Time · Quality/finish · Documentation |
| Classroom Emergency Safety Check | Safety audit | 15% | All critical steps correct for at least 2 of 3 emergency types; zero critical steps omitted for the medical emergency type | Drawn from lesson 7, the instructor uses a structured observation checklist to verify that each student correctly executes the paraprofessional's specific responsibilities during evacuation, lockdown, and medical emergency scenarios. The medical emergency activation step (calling for adult help, initiating first aid if trained) is a mandatory pass item with no omissions permitted. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-TEAC61-04 Trade course
Instructional Support for Paraprofessionals
104 hr · $1,310 COMPLIMENTARY
This course prepares teacher aides to deliver effective, evidence-aligned instructional support under the direction of a licensed teacher in K–12 classrooms. Students learn scaffolding techniques, guided practice strategies, small-group facilitation, and the use of instructional materials and assistive technology. Content maps directly to the Reading, Mathematics, and Writing skill areas tested on the ParaPro Assessment.
Outcomes- Implement teacher-directed instructional plans using scaffolding, modeling, and guided practice with fidelity in reading, mathematics, and writing contexts.
- Facilitate small-group and one-on-one instruction using research-supported strategies that align with grade-level standards.
- Select, adapt, and use instructional materials—including assistive technology and digital tools—to support diverse learners.
- Apply formative checking techniques to monitor student understanding and report progress accurately to the supervising teacher.
- Maintain appropriate professional boundaries and collaborative communication with the lead teacher throughout the instructional cycle.
- Demonstrate content-area knowledge in reading, mathematics, and writing at the level required to pass the ParaPro Assessment.
Course text
This course prepares teacher aides to deliver effective, evidence-aligned instructional support under the direction of a licensed teacher in K–12 classrooms. Students learn scaffolding techniques, guided practice strategies, small-group facilitation, and the use of instructional materials and assistive technology. Content maps directly to the Reading, Mathematics, and Writing skill areas tested on the ParaPro Assessment.
How the course runs. 9 blocks: The Paraprofessional's Instructional Role and Legal Boundaries; How Students Learn: Instructional Theory for Paraprofessionals; Reading Instruction Support: Decoding, Fluency, and Comprehension; Mathematics Instruction Support: Concept Development and Problem Solving; Writing Instruction Support: Process Writing and Mechanics Reinforcement; Small-Group Facilitation and Differentiation Techniques; Assistive Technology and Digital Instructional Tools; Formative Assessment and Progress Monitoring for Paraprofessionals; Integrated Instructional Support Lab: Full-Cycle Simulation.
What competent looks like. Implement teacher-directed instructional plans using scaffolding, modeling, and guided practice with fidelity in reading, mathematics, and writing contexts. Facilitate small-group and one-on-one instruction using research-supported strategies that align with grade-level standards. Select, adapt, and use instructional materials—including assistive technology and digital tools—to support diverse learners. Apply formative checking techniques to monitor student understanding and report progress accurately to the supervising teacher. Maintain appropriate professional boundaries and collaborative communication with the lead teacher throughout the instructional cycle. Demonstrate content-area knowledge in reading, mathematics, and writing at the level required to pass the ParaPro Assessment.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | The Paraprofessional's Instructional Role and Legal Boundaries | 10 | theory | Students will describe the legal and ethical boundaries of the paraprofessional's instructional role and distinguish tasks that require a licensed teacher from those a paraeducator may perform independently. |
| ESSA paraprofessional qualification summary (government summary document), sample district job description, role-boundary case-study packet, blank communication log template | Exit ticket: students correctly classify 5 of 6 role-boundary scenarios and write one sentence explaining the legal rationale; 83% accuracy required to pass. |
| 2 | How Students Learn: Instructional Theory for Paraprofessionals | 10 | theory | Students will explain how key learning principles—including scaffolding, the gradual release of responsibility model, and zone of proximal development—inform the paraprofessional's instructional decisions. |
| Gradual release of responsibility diagram, three short instructional video clips (public domain or licensed), zone of proximal development reference card, reflection template | Short written analysis (one paragraph) correctly applying gradual release and scaffolding vocabulary to a new sample lesson scenario; instructor evaluates using a 4-point rubric, minimum score of 3 required. |
| 3 | Reading Instruction Support: Decoding, Fluency, and Comprehension | 14 | demo | Students will demonstrate evidence-aligned techniques for supporting student reading—including phonics reinforcement, fluency practice, and comprehension questioning—in a small-group simulation. |
| Decodable readers (grade 1–3 level samples), fluency checklist, comprehension question stems card, observation protocol, ParaPro Assessment Reading skill area reference sheet | Skills checklist scored during triad practice: student must demonstrate correct error-correction technique, appropriate wait time (3+ seconds), and at least one inferential question in a 10-minute session; all three criteria must be met to pass. Maps to ParaPro Reading skill area. |
| 4 | Mathematics Instruction Support: Concept Development and Problem Solving | 14 | demo | Students will facilitate a concrete-pictorial-abstract (CPA) math lesson segment using manipulatives and worked examples, accurately representing the mathematical concept being taught. |
| Base-ten blocks, fraction tiles, geometric shape sets, place-value charts, error-analysis work samples, ParaPro Assessment Mathematics skill area reference sheet, content-accuracy checklist | Instructor observes each student's CPA mini-lesson; student must correctly represent the mathematical concept at all three levels and avoid introducing mathematical errors; content-accuracy checklist must be passed with no critical errors. Maps to ParaPro Mathematics skill area. |
| 5 | Writing Instruction Support: Process Writing and Mechanics Reinforcement | 10 | practice | Students will support student writing at each stage of the writing process (prewriting, drafting, revising, editing, publishing) using conferencing techniques and targeted grammar and mechanics prompts. |
| Writing process anchor chart, writing conference protocol checklist, annotated conference transcript, student writing samples, standard grammar handbook (e.g., the Handbook of Current English or equivalent), ParaPro Assessment Writing skill area reference sheet | Students submit a written feedback note based on one student writing sample; note must correctly identify at least two specific writing issues (one content-level, one mechanics-level) and phrase feedback in student-friendly, non-evaluative language; evaluated by instructor with a pass/fail rubric. Maps to ParaPro Writing skill area. |
| 6 | Small-Group Facilitation and Differentiation Techniques | 12 | practice | Students will facilitate a differentiated small-group lesson segment that adjusts content, process, or product for at least two different learner readiness levels using materials prepared in advance. |
| Differentiation summary article, strategy sorting cards, lesson planning template, facilitation rubric, grade-level standard reference sheets (state standards summary) | Facilitation rubric scored by instructor: student must score 3 of 4 or higher on all four domains (task clarity, pacing, equitable participation, responsiveness); any domain scored 1 requires remediation before next unit. |
| 7 | Assistive Technology and Digital Instructional Tools | 10 | lab | Students will select and demonstrate appropriate use of at least two assistive or instructional technology tools that support student learning, citing the purpose and limitations of each tool. |
| Classroom computers or tablets with accessibility features enabled, text-to-speech software (system built-in or free equivalent), digital graphic organizer platform, technology evaluation cards, technology use log template, student privacy overview handout (FERPA general principles) | Completed technology use log reviewed by instructor: log must correctly document setup steps, at least one accessibility setting, and a student privacy consideration for each tool demonstrated; all three components must be present to pass. |
| 8 | Formative Assessment and Progress Monitoring for Paraprofessionals | 10 | practice | Students will collect, record, and communicate accurate formative assessment data using at least three monitoring techniques, and summarize findings in a written progress note for the supervising teacher. |
| Frequency tally sheets, anecdotal note template, running record form, progress note template, instructional video clips, professional communication norms reference card | Submitted progress note scored against a 3-point rubric: must include accurate data from at least two collection methods, use professional non-diagnostic language, and contain a clear next-step recommendation for the teacher; minimum score of 2 on all three criteria required to pass. |
| 9 | Integrated Instructional Support Lab: Full-Cycle Simulation | 14 | lab | Students will plan, deliver, monitor, and document a complete 20-minute instructional support session in reading or mathematics, demonstrating integration of all course skills from role boundaries through progress monitoring. |
| Prepared teacher lesson plans (reading and mathematics, grades 2–6 samples), student profile cards, session plan form, materials checklist, formative monitoring tools (tally, anecdotal, running record), integrated facilitation rubric, self-evaluation form, progress note template | Integrated facilitation rubric (instructor-scored): student must score 3 or higher on each of four domains (scaffolding, content accuracy, facilitation, monitoring); progress note must meet the standard from Lesson 8; both components must pass to earn a passing grade for the lesson. Maps to ParaPro Reading, Mathematics, and Writing skill areas. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Instructional Knowledge Exam | Written exam | 25% | 75% correct (38 of 50 items) | A 50-item multiple-choice and short-answer exam covering the paraprofessional's instructional role, gradual release of responsibility, reading/mathematics/writing support strategies, differentiation, assistive technology, and progress monitoring. Items are directly aligned to the ParaPro Assessment content areas in Reading, Mathematics, and Writing skills application, giving students practice with the format and content of the credential exam. Standard met · Safety · Time · Quality/finish · Documentation |
| Small-Group Instructional Skills Demonstration | Skills demonstration | 45% | Score of 3 or higher on all five rubric domains (no domain below 3) | The student facilitates a live 20-minute small-group instructional support session observed by the instructor; the session is scored on five domains—role-boundary adherence, content accuracy, scaffolding technique, equitable facilitation, and formative monitoring—using a standardized rubric. A submitted session plan and post-session progress note are evaluated alongside the live performance. Standard met · Safety · Time · Quality/finish · Documentation |
| Instructional Planning and Monitoring Lab Log | Log | 15% | All eight required log entries complete and accurate; no more than one entry rated below standard | Throughout the course, students maintain a running lab log documenting their work in each practice and lab lesson: lesson plans, tool evaluation cards, formative data sheets, progress notes, and self-evaluations. The complete log is submitted at the end of the course and reviewed by the instructor for completeness, accuracy of instructional content, professional language, and appropriate scope of role. Standard met · Safety · Time · Quality/finish · Documentation |
| Professional Boundaries and Safe Practice Safety Check | Safety audit | 15% | 100% on role-boundary items; 100% on student data privacy items; 80% overall | A targeted scenario-based safety check assessing two non-negotiable competency areas: correctly identifying the legal limits of the paraprofessional's instructional role (including situations requiring immediate referral to the licensed teacher) and demonstrating knowledge of student data privacy principles (FERPA general requirements) when collecting and reporting instructional progress data. Any failure on role-boundary or privacy items requires immediate remediation and recheck before the student may continue to the next course. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-TEAC61-05 Trade course
Special Education Basics
104 hr · $1,310 COMPLIMENTARY
This course introduces paraprofessionals to the foundational legal framework, disability categories, individualized education program processes, and inclusive instructional strategies used in special education settings. Students learn how to support students with disabilities alongside certified teachers in compliance with federal law and school district policy. Emphasis is placed on professional boundaries, confidentiality, and the paraprofessional's specific role within the IEP team.
Outcomes- Identify the major federal laws governing special education, including IDEA and Section 504, and explain how each affects paraprofessional responsibilities in the classroom.
- Describe the thirteen disability categories under IDEA and explain general characteristics and common instructional accommodations associated with each.
- Read and interpret the paraprofessional's role within an Individualized Education Program (IEP) document, including goals, accommodations, and behavior support plans.
- Implement assigned accommodations and modifications under teacher direction using at least three evidence-based instructional strategies appropriate to diverse learners.
- Apply confidentiality rules and professional boundaries consistent with FERPA and school district policy when handling student records and communicating with families and staff.
- Demonstrate safe, respectful crisis-prevention and de-escalation techniques appropriate to the paraprofessional's supportive role when a student displays distress.
Course text
This course introduces paraprofessionals to the foundational legal framework, disability categories, individualized education program processes, and inclusive instructional strategies used in special education settings. Students learn how to support students with disabilities alongside certified teachers in compliance with federal law and school district policy. Emphasis is placed on professional boundaries, confidentiality, and the paraprofessional's specific role within the IEP team.
How the course runs. 9 blocks: Federal Law and the Paraprofessional's Role in Special Education; Disability Categories Under IDEA: Characteristics and Classroom Implications; The IEP Document: Reading and Understanding Your Role; Inclusive Classrooms: Co-Teaching Models and the Paraprofessional's Position; Accommodations and Modifications in Practice; Communication Disorders and Augmentative/Alternative Communication (AAC) Awareness; Behavior Support Basics and De-escalation for Paraprofessionals; Confidentiality, Ethics, and Professional Boundaries in Special Education; Putting It Together: Simulated IEP Support Day and Documentation.
What competent looks like. Identify the major federal laws governing special education, including IDEA and Section 504, and explain how each affects paraprofessional responsibilities in the classroom. Describe the thirteen disability categories under IDEA and explain general characteristics and common instructional accommodations associated with each. Read and interpret the paraprofessional's role within an Individualized Education Program (IEP) document, including goals, accommodations, and behavior support plans. Implement assigned accommodations and modifications under teacher direction using at least three evidence-based instructional strategies appropriate to diverse learners. Apply confidentiality rules and professional boundaries consistent with FERPA and school district policy when handling student records and communicating with families and staff. Demonstrate safe, respectful crisis-prevention and de-escalation techniques appropriate to the paraprofessional's supportive role when a student displays distress.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Federal Law and the Paraprofessional's Role in Special Education | 10 | theory | Students will accurately explain the key provisions of IDEA, Section 504, and ADA as they apply to the daily duties of a paraprofessional. |
| Printed plain-language IDEA summary (NICHCY/Center for Parent Information and Resources), Section 504 fact sheet (U.S. Dept. of Education Office for Civil Rights), whiteboard, student notebooks | Exit ticket: students correctly match five legal scenarios to the correct law and list two paraprofessional duties the law either requires or prohibits; 80% accuracy required. |
| 2 | Disability Categories Under IDEA: Characteristics and Classroom Implications | 12 | theory | Students will describe the defining characteristics of each of the thirteen IDEA disability categories and identify at least one common instructional accommodation for each. |
| Exceptional Learners: An Introduction to Special Education (Hallahan, Kauffman & Pullen, current edition) Chapters 1–14, printed jigsaw rubric, index cards, markers | Completed reference cards scored on rubric (accuracy of characteristics, appropriateness of strategies): minimum 80% of categories correct; peer-teach rated satisfactory by instructor. |
| 3 | The IEP Document: Reading and Understanding Your Role | 12 | demo | Students will locate and interpret the sections of a sample IEP that directly govern the paraprofessional's daily actions, including goals, accommodations, modifications, and related services. |
| Two redacted sample IEPs (school district training documents or state education agency sample), IEP Scavenger Hunt worksheet, FERPA fact sheet (U.S. Dept. of Education) | Completed scavenger hunt worksheet: students correctly identify all required elements with 80% accuracy; verbal confirmation that student can state two FERPA obligations before leaving class. |
| 4 | Inclusive Classrooms: Co-Teaching Models and the Paraprofessional's Position | 10 | theory | Students will distinguish among the major co-teaching models and accurately describe the paraprofessional's subordinate, supportive role within each model. |
| Co-teaching model handout (adapted from Friend & Cook, Interactions: Collaboration Skills for School Professionals), scenario cards (instructor-prepared), whiteboard T-chart template | Scenario card presentation scored on rubric: group correctly identifies model, paraprofessional role, and one boundary; instructor rates each group satisfactory or needs revision with one retry opportunity. |
| 5 | Accommodations and Modifications in Practice | 12 | practice | Students will implement at least three teacher-directed accommodations and modifications with a partner in simulated classroom activities, demonstrating correct technique and appropriate professional boundaries. |
| Graphic organizer templates, sample text passages (grade 3–8 reading level range), timer, role-play scenario cards, student journal/notebook, instructor feedback checklist | Instructor observation checklist during role-play stations: student correctly implements the accommodation without overstepping (e.g., not providing answers), rated satisfactory on at least 4 of 5 stations. |
| 6 | Communication Disorders and Augmentative/Alternative Communication (AAC) Awareness | 10 | demo | Students will recognize common communication disorders and describe how to support a student who uses an augmentative or alternative communication device or system under teacher direction. |
| Sample PECS picture cards, printed AAC communication board, video clip of AAC use in inclusive classroom (ASHA or district-approved source), prompt script handout, student notebooks | Partner practice observed by instructor: student correctly follows the prompt hierarchy (wait, gesture, model) without providing verbal answers for the 'student'; rated satisfactory by instructor checklist. |
| 7 | Behavior Support Basics and De-escalation for Paraprofessionals | 14 | practice | Students will demonstrate at least four verbal and non-verbal de-escalation strategies appropriate to the paraprofessional's supportive role and explain when to involve the classroom teacher or administrator. |
| Escalation cycle diagram (instructor-prepared based on CPI or district model), role-play scenario cards, behavior log template (blank), student notebooks | Instructor observation during role-play: student demonstrates at least 4 of 6 targeted strategies accurately and correctly identifies the handoff point to the teacher in all three scenarios; written reflection rated satisfactory. |
| 8 | Confidentiality, Ethics, and Professional Boundaries in Special Education | 10 | theory | Students will apply FERPA confidentiality rules and professional ethics standards to realistic scenarios involving student records, parent communication, and social media use. |
| FERPA fact sheet (U.S. Dept. of Education), district code of ethics sample document, vignette handout (instructor-prepared), student notebooks | Case study analysis scored on rubric: student correctly identifies violation and appropriate response in at least 4 of 5 vignettes (80%); role-play rated satisfactory by instructor. |
| 9 | Putting It Together: Simulated IEP Support Day and Documentation | 14 | lab | Students will perform an integrated simulation of a full support cycle—reviewing an IEP section, implementing an assigned accommodation, recording a behavior observation, and completing a factual daily log—demonstrating competence across all course skill areas. |
| Redacted sample IEP (new from previous lessons), graphic organizer, PECS board, behavior log template, daily log template, instructor observation checklist, timer | Instructor observation checklist across all three stations: satisfactory rating on at least 8 of 10 criteria; daily log entry factual, professional, and free of opinion language; verbal debrief demonstrates self-reflection. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Special Education Law and Disability Knowledge Exam | Written exam | 25% | 75% correct (38 of 50 items) | A 50-item multiple-choice and short-answer written exam covering federal laws (IDEA, Section 504, ADA), the thirteen disability categories, IEP components, and FERPA confidentiality rules, mapped to ParaPro Assessment Skill Areas I (reading), II (mathematics), and III (supporting the teacher). Students who score below 75% complete a targeted review and retake once within one week. Standard met · Safety · Time · Quality/finish · Documentation |
| Accommodation and De-escalation Skills Demonstration | Skills demonstration | 45% | Satisfactory on at least 8 of 10 checklist criteria across both skill areas | Students individually demonstrate two assigned accommodations from a sample IEP and one de-escalation technique in a structured role-play observed by the instructor using a standardized checklist; performance is rated on accuracy, professional language, maintenance of boundaries, and correct handoff to the teacher when required. Standard met · Safety · Time · Quality/finish · Documentation |
| Lab Log: IEP Reading, Accommodation Planning, and Behavior Documentation Portfolio | Log | 15% | All five entries rated satisfactory; no incomplete or opinion-based documentation accepted | Students submit a portfolio of five dated lab log entries completed across the simulation and practice lessons, each containing an IEP section analysis, the accommodation or strategy they implemented, a factual behavior observation note, and a reflection; entries are evaluated for factual accuracy, professional tone, and alignment with the assigned IEP goals. Standard met · Safety · Time · Quality/finish · Documentation |
| Confidentiality and Professional Boundaries Safety Check | Safety audit | 15% | 100% correct on all five scenarios; any incorrect response requires immediate remediation and recheck before course completion | A pass/fail oral and written check in which the instructor presents five realistic scenarios involving student records, parent communication, and social media; the student must correctly identify the confidentiality rule, state the correct action, and name the authority (FERPA or district policy) for each scenario, with no errors permitted given the legal and child-safety stakes. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-TEAC61-06 Trade course
Literacy & Numeracy Support
104 hr · $1,310 COMPLIMENTARY
This course prepares teacher aides to deliver structured, research-aligned reading and mathematics support to PreK–12 students under the direction of a licensed teacher. Learners practice evidence-based literacy strategies (phonics, fluency, comprehension) and numeracy techniques (number sense, computation, word problems) while using data tools to track student progress. Lesson content maps directly to the Reading and Mathematics instruction domains of the ParaPro Assessment.
Outcomes- Implement at least three evidence-based literacy interventions—including phonemic awareness, guided oral reading, and vocabulary building—with fidelity under teacher supervision.
- Apply at least three research-supported numeracy strategies—including concrete-representational-abstract sequencing, fact fluency practice, and math word-problem scaffolding—appropriate to assigned grade bands.
- Collect, record, and communicate student progress data using running records, timed fluency probes, and basic computation checks in formats required by the supervising teacher.
- Select and adapt instructional materials and scaffolds for students with diverse learning needs, including English Language Learners and students receiving special education services.
- Demonstrate professional boundaries by operating within the paraprofessional role—supporting teacher-designed instruction rather than independently designing curriculum.
- Correctly answer literacy- and mathematics-content items at the level assessed by the ParaPro Assessment, including identifying errors in student work and explaining instructional next steps.
Course text
This course prepares teacher aides to deliver structured, research-aligned reading and mathematics support to PreK–12 students under the direction of a licensed teacher. Learners practice evidence-based literacy strategies (phonics, fluency, comprehension) and numeracy techniques (number sense, computation, word problems) while using data tools to track student progress. Lesson content maps directly to the Reading and Mathematics instruction domains of the ParaPro Assessment.
How the course runs. 9 blocks: The Paraprofessional's Role in Literacy and Numeracy Instruction; Foundations of Reading: Phonemic Awareness and Phonics; Fluency and Comprehension Support Strategies; Vocabulary and Academic Language Development; Number Sense and Foundational Numeracy; Computation Fluency and Math Fact Support; Math Word Problems and Problem-Solving Scaffolds; Progress Monitoring and Data-Driven Communication; Differentiation, Scaffolding, and Inclusive Practice in Literacy and Numeracy.
What competent looks like. Implement at least three evidence-based literacy interventions—including phonemic awareness, guided oral reading, and vocabulary building—with fidelity under teacher supervision. Apply at least three research-supported numeracy strategies—including concrete-representational-abstract sequencing, fact fluency practice, and math word-problem scaffolding—appropriate to assigned grade bands. Collect, record, and communicate student progress data using running records, timed fluency probes, and basic computation checks in formats required by the supervising teacher. Select and adapt instructional materials and scaffolds for students with diverse learning needs, including English Language Learners and students receiving special education services. Demonstrate professional boundaries by operating within the paraprofessional role—supporting teacher-designed instruction rather than independently designing curriculum. Correctly answer literacy- and mathematics-content items at the level assessed by the ParaPro Assessment, including identifying errors in student work and explaining instructional next steps.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | The Paraprofessional's Role in Literacy and Numeracy Instruction | 10 | theory | Students will distinguish the legal and ethical boundaries of the paraprofessional role in literacy and numeracy support from the role of the licensed teacher, citing IDEA and NCLB/ESSA paraprofessional qualification requirements. |
| ESSA Title I paraprofessional provisions (print or PDF), IDEA overview handout, case vignette packet, student notebooks, ParaPro Assessment official study guide (ETS) | Exit ticket: students correctly classify eight role-boundary scenarios as 'within scope' or 'outside scope' with at least 7/8 correct; instructor reviews written reflection for accurate identification of the overreach. |
| 2 | Foundations of Reading: Phonemic Awareness and Phonics | 12 | theory | Students will explain the five components of reading identified by the National Reading Panel and demonstrate how to deliver a phonemic awareness warm-up and a systematic phonics lesson segment to elementary-age learners. |
| Elkonin sound-box templates, letter tiles or sound cards, decodable readers (K–2 level), observation checklist, National Reading Panel summary document, ParaPro study guide reading section | Students score at least 80% on a 15-item written quiz covering the five components of reading and correct phonemic awareness prompting sequences; instructor observes each student delivering a 3-minute phonics segment and checks for accurate modeling and corrective feedback. |
| 3 | Fluency and Comprehension Support Strategies | 12 | demo | Students will conduct a one-minute oral reading fluency probe, score it accurately using words-correct-per-minute (WCPM) procedures, and apply at least two evidence-based comprehension scaffolds (graphic organizer, think-aloud) with a peer. |
| Leveled reading passages (Grades 2–5), stopwatch or timer, fluency scoring sheets, WCPM progress-monitoring graph template, story map and QAR graphic organizers, ParaPro study guide reading section | WCPM scoring accuracy: student's calculated score is within ±2 words of instructor's verified count on two consecutive probes (pass = both within range); written data summary is evaluated on a four-point rubric with a minimum score of 3/4 for accuracy and professional language. |
| 4 | Vocabulary and Academic Language Development | 10 | practice | Students will apply the Frayer Model and context-clue instruction to pre-teach three Tier 2 academic vocabulary words from a content-area passage, adjusting language supports for English Language Learners. |
| Grade 4 science or social studies passage, Frayer Model blank templates, Beck tier-vocabulary framework handout, ELL student-work sample packet, sentence frame examples, bilingual picture dictionaries (sample) | Frayer Model cards are scored on a rubric (definition, example, non-example, picture all accurate) with a minimum score of 8/12 points; vocabulary introduction role-play is observed by instructor using a 5-item checklist with at least 4/5 behaviors demonstrated. |
| 5 | Number Sense and Foundational Numeracy | 12 | theory | Students will explain the concrete-representational-abstract (CRA) instructional sequence and use manipulatives to model place value, addition, subtraction, multiplication, and division for elementary-grade learners. |
| Base-ten blocks, counters, two-color chips, number lines (printed), graph paper, ParaPro study guide mathematics section, CRA framework handout | Students score at least 80% on a 20-item written quiz covering place value, basic operations, and CRA stage identification; CRA lesson card is evaluated by instructor for mathematical accuracy and correct stage labeling (pass = all three stages present and accurate). |
| 6 | Computation Fluency and Math Fact Support | 10 | practice | Students will administer and score a timed math-fact fluency probe and select at least two appropriate fluency-building interventions matched to a student's fact-acquisition stage. |
| Timed fact fluency probe sheets (addition, subtraction, multiplication), stopwatch, progress-monitoring graph template, flashcards, fact family triangle templates, research summary handout on fluency interventions | Scoring accuracy: student's probe score is within ±3 correct digits of instructor's verified count (pass = within range on both a practice and a verification probe); written rationales are reviewed for alignment between student profile and selected intervention, with all three rationales rated as 'appropriate match' by instructor. |
| 7 | Math Word Problems and Problem-Solving Scaffolds | 10 | demo | Students will guide a peer through at least two structured problem-solving frameworks (CUBES strategy and bar model/tape diagram) to solve addition/subtraction and multiplication/division word problems at Grades 3–5 level. |
| Word problem sets (Grades 3–5, mixed operations), CUBES strategy reference card, bar model/tape diagram templates, whiteboard or chart paper, markers, error-analysis student work samples | Role-play observed by instructor: student playing aide uses at least four prompting questions without solving for the partner, confirmed by checklist (pass = 4/5 checklist items met); error-analysis worksheet is graded for correct error categorization with a minimum of 3/4 errors correctly identified and accompanied by an appropriate prompting question. |
| 8 | Progress Monitoring and Data-Driven Communication | 10 | lab | Students will compile a one-week simulated progress-monitoring data set for a fictional student in both reading fluency and math computation, graph the data accurately, and produce a written summary appropriate for sharing with the supervising teacher. |
| Simulated probe data sets (print and digital), spreadsheet software (Google Sheets or Excel), graph template, progress-monitoring graph examples, role-play debrief checklist | Graphs are checked for accurate data entry, correct goal-line placement, and proper axis labeling (pass = zero data-entry errors and all required graph elements present); written data summaries are evaluated on a four-point rubric for accuracy, professional tone, and appropriate role boundaries (minimum 3/4). |
| 9 | Differentiation, Scaffolding, and Inclusive Practice in Literacy and Numeracy | 18 | practice | Students will design and deliver a 15-minute differentiated small-group literacy or numeracy support session that incorporates at least one scaffold for a student with an IEP or ELL designation, and self-assess performance using a structured reflection tool. |
| Teacher-provided lesson plan templates (literacy and numeracy), fictional student profile cards, scaffold menu reference sheet, 15-item peer observation checklist, self-assessment form, timer, manipulatives and leveled materials used in earlier lessons | Peer observation checklist: at least 4/5 target behaviors rated as 'demonstrated' by at least two of three observing peers; instructor confirms rating by reviewing video or direct observation; self-assessment conference must include a written, specific improvement goal to earn credit. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| ParaPro-Aligned Content Knowledge Exam | Written exam | 25% | 80% (24/30 items correct) | A 30-item multiple-choice exam modeled on the reading and mathematics content and application sections of the ParaPro Assessment; items require students to identify correct literacy and numeracy concepts, recognize errors in student work, and select appropriate instructional responses, directly mirroring the item types and content domains tested by ETS. Standard met · Safety · Time · Quality/finish · Documentation |
| Small-Group Instructional Delivery Skills Demonstration | Skills demonstration | 45% | Minimum score of 18/25 on the observation rubric with no critical behavior rated 0 | Each student delivers a live 15-minute small-group literacy or numeracy support session to three peers using a teacher-provided lesson framework; the instructor scores performance on a 25-point rubric covering clarity of instructions, corrective feedback accuracy, scaffold use, pacing, and data recording, with any critical safety or boundary violation resulting in automatic resubmission. Standard met · Safety · Time · Quality/finish · Documentation |
| Progress-Monitoring Lab Log | Log | 15% | Total score of 15/20 points with no section scoring below 3/5 | Students submit a completed lab log documenting all data-collection and graphing activities from Lesson 8, including accurately entered probe data, two correctly formatted line graphs, two written data summaries, and a reflection on role boundaries during the data-meeting role-play; the log is scored on a 20-point rubric across four sections: data accuracy, graph quality, written communication, and professional role. Standard met · Safety · Time · Quality/finish · Documentation |
| Safety and Professional Boundaries Check | Safety audit | 15% | 100% correct on all five critical safety and boundary scenarios; no retake allowed until remediation is complete | A structured scenario-response check in which students are presented with five real-world situations involving student safety (allergic reaction, behavioral crisis, physical injury requiring first aid), mandatory reporting obligations, and role-boundary decisions; each response is evaluated by the instructor as 'correct action' or 'incorrect action' with no partial credit, reflecting the zero-tolerance standard for safety and legal compliance in school settings. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-TEAC61-07 Trade course
Behavior Intervention for Paraprofessionals
104 hr · $1,310 COMPLIMENTARY
Students learn evidence-based strategies for understanding, preventing, and responding to challenging student behaviors in K–12 classroom and school settings. The course covers positive behavioral interventions and supports (PBIS), functional behavior assessment basics, crisis de-escalation, and the paraprofessional's legal and ethical role in behavior intervention plans. Lessons prepare students for ParaPro Assessment competencies in instructional support and student behavior, and for state certification requirements.
Outcomes- Explain the principles of Positive Behavioral Interventions and Supports (PBIS) and apply tier-one universal strategies to prevent challenging behavior in a classroom setting.
- Identify the four common functions of behavior (attention, escape, access to tangibles, sensory) and use simple ABC (Antecedent–Behavior–Consequence) data collection tools accurately.
- Implement a student's behavior intervention plan (BIP) under teacher direction, using reinforcement, prompting hierarchies, and planned ignoring as specified.
- Demonstrate at least two trauma-informed, nonviolent verbal de-escalation techniques when presented with a simulated escalating student scenario.
- Document behavior incidents completely, objectively, and on time using school-standard forms, distinguishing observable facts from interpretation.
- Describe the paraprofessional's legal boundaries under IDEA and school policy regarding restraint, seclusion, and mandatory reporting of suspected abuse or neglect.
Course text
Students learn evidence-based strategies for understanding, preventing, and responding to challenging student behaviors in K–12 classroom and school settings. The course covers positive behavioral interventions and supports (PBIS), functional behavior assessment basics, crisis de-escalation, and the paraprofessional's legal and ethical role in behavior intervention plans. Lessons prepare students for ParaPro Assessment competencies in instructional support and student behavior, and for state certification requirements.
How the course runs. 9 blocks: Why Behavior Happens: Function, PBIS Tiers, and the Paraprofessional's Role; Reading and Following a Behavior Intervention Plan (BIP); ABC Data Collection and Objective Observation; Reinforcement, Prompting Hierarchies, and Replacement Behaviors; Trauma-Informed Practice and De-escalation Techniques; Crisis Protocols, Restraint Law, and Mandatory Reporting; Behavior Documentation, Incident Reports, and Communication with the IEP Team; First Aid, CPR, and Emergency Response in Behavioral Crises; Integrated Behavior Plan Simulation and Portfolio Review.
What competent looks like. Explain the principles of Positive Behavioral Interventions and Supports (PBIS) and apply tier-one universal strategies to prevent challenging behavior in a classroom setting. Identify the four common functions of behavior (attention, escape, access to tangibles, sensory) and use simple ABC (Antecedent–Behavior–Consequence) data collection tools accurately. Implement a student's behavior intervention plan (BIP) under teacher direction, using reinforcement, prompting hierarchies, and planned ignoring as specified. Demonstrate at least two trauma-informed, nonviolent verbal de-escalation techniques when presented with a simulated escalating student scenario. Document behavior incidents completely, objectively, and on time using school-standard forms, distinguishing observable facts from interpretation. Describe the paraprofessional's legal boundaries under IDEA and school policy regarding restraint, seclusion, and mandatory reporting of suspected abuse or neglect.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Why Behavior Happens: Function, PBIS Tiers, and the Paraprofessional's Role | 10 | theory | Students will explain the four functions of behavior and describe how PBIS tier-one, tier-two, and tier-three supports differ and where a paraprofessional fits in each. |
| PBIS.org overview resources, scenario card set (instructor-prepared), IDEA paraprofessional guidance summary (NASDSE), whiteboard, guided-note handout | Exit ticket: students correctly match all four functions to definitions and list one tier-appropriate strategy for each tier; 80% accuracy required. |
| 2 | Reading and Following a Behavior Intervention Plan (BIP) | 11 | theory | Given a sample BIP, students will identify all required components and explain each implementation step they are responsible for carrying out. |
| Two sanitized sample BIPs (instructor-prepared, student names removed), BIP analysis worksheet, ParaPro Assessment content guide (ETS, current edition) | Students correctly complete the BIP analysis worksheet with at least 80% accuracy on all components identified; instructor reviews each worksheet before next lesson. |
| 3 | ABC Data Collection and Objective Observation | 12 | lab | Students will record Antecedent–Behavior–Consequence data from a live simulated scenario using a standard ABC log, distinguishing observable descriptions from interpretations with at least 80% accuracy. |
| ABC log forms (standard format), calibration checklist, scripted scenario script (instructor-prepared), timer, pencils | Completed ABC log reviewed by instructor: all four events captured, behavior descriptions are observable and measurable, fewer than two interpretive phrases present; 80% accuracy required to pass. |
| 4 | Reinforcement, Prompting Hierarchies, and Replacement Behaviors | 11 | demo | Students will demonstrate the correct use of verbal praise, token economy delivery, and a least-to-most prompting hierarchy during a structured practice activity. |
| Token board examples, fidelity checklist (instructor-prepared), prompting hierarchy reference card, dry-erase markers, rubric | Instructor rates each student's scripted interaction using the 10-point fidelity rubric; passing score is 8/10 with no critical errors (no physical prompt without consent, no sarcasm). |
| 5 | Trauma-Informed Practice and De-escalation Techniques | 12 | demo | Students will apply at least two verbal de-escalation strategies—including regulated voice and offering limited choices—during a simulated escalating student interaction without any unsafe physical contact. |
| ACEs overview handout (CDC public resource), de-escalation stage diagram, scenario bank (instructor-prepared), rubric | Instructor observation checklist during practice dialogues: student uses calm voice, does not block exits, offers a genuine choice, and does not issue ultimatums; all four observable criteria must be met to pass. |
| 6 | Crisis Protocols, Restraint Law, and Mandatory Reporting | 12 | theory | Students will accurately describe the paraprofessional's legal obligations regarding physical restraint limits, seclusion prohibitions, and mandated reporter duties under their state's general statutory framework. |
| U.S. Department of Education restraint/seclusion guidance summary (public document), state mandated reporter overview (instructor-sourced from state agency), case study packet | Written case study responses: students correctly identify legal/illegal action and cite the correct principle in all three cases; mandatory reporting index cards scored pass/fail—must correctly identify all reportable situations. |
| 7 | Behavior Documentation, Incident Reports, and Communication with the IEP Team | 12 | practice | Students will complete a school-style incident report and a brief communication note to the supervising teacher from a scenario, using objective language, within a standard time limit, with no missing required fields. |
| Blank incident report form (generic school format), scenario description sheet, instructor feedback coding guide, lined paper | Revised incident report: all required fields complete, all language observable and objective, time sequence logical; passing standard is zero missing required fields and zero interpretive statements. |
| 8 | First Aid, CPR, and Emergency Response in Behavioral Crises | 12 | lab | Students will perform hands-only CPR compressions at the correct rate and depth on a training manikin and describe the school emergency response steps following a student injury during a behavioral crisis. |
| CPR training manikins (adult and child), AED trainer, gloves, first aid kit (training), American Heart Association or American Red Cross student reference card, scenario handout | CPR skills check by certified instructor: compressions at correct rate (approximately 100–120/min) and adequate depth on manikin, correct AED pad placement; pass/fail per AHA or Red Cross skills checklist. Written emergency response scored: all critical steps present. |
| 9 | Integrated Behavior Plan Simulation and Portfolio Review | 12 | practice | Students will implement a full behavior intervention cycle—ABC data collection, BIP strategy delivery, incident documentation, and post-incident communication—across a 45-minute simulated school day, meeting fidelity standards on all components. |
| Scripted simulation scenario, ABC log, BIP strategy cue cards, incident report form, course rubrics, portfolio folder, structured listening guide | Instructor scores simulation artifacts using course rubrics: ABC log ≥ 80% accuracy, incident report zero missing fields, BIP strategy delivered with ≥ 8/10 fidelity; all three components must meet standard to pass this lesson. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Behavior Intervention Knowledge Exam | Written exam | 25% | 70% correct (28/40 items) | A 40-item multiple-choice and short-answer exam covering PBIS tiers, functions of behavior, BIP components, reinforcement types, prompting hierarchies, de-escalation principles, restraint and seclusion law, and mandatory reporting obligations. Items are written at the level of the ParaPro Assessment (ETS) instructional support and student behavior domains. Standard met · Safety · Time · Quality/finish · Documentation |
| De-escalation and BIP Implementation Skills Demonstration | Skills demonstration | 45% | Meets all four non-negotiable safety criteria AND scores ≥ 80% on the fidelity rubric | Each student completes a 10-minute observed simulation in which they respond to an escalating student scenario and then deliver one BIP reinforcement strategy; instructors score using a standardized fidelity rubric. Non-negotiable safety criteria include no unsafe physical contact, no exit-blocking, and no threats or ultimatums. Standard met · Safety · Time · Quality/finish · Documentation |
| Behavior Documentation Lab Log | Log | 15% | All eight required log entries complete and objective; fewer than two interpretive statements across the full log | Students submit a lab log containing all ABC data collection sheets, one completed incident report, and one teacher communication note produced across the lab and practice lessons. The log is reviewed for completeness, objectivity of language, and correct form use. Standard met · Safety · Time · Quality/finish · Documentation |
| Emergency and Safety Protocols Check | Safety audit | 15% | Pass on CPR skills checklist (per AHA or Red Cross standard) AND 100% correct identification of all mandatory-report situations on the written check | A two-part safety check: a hands-on CPR compressions and AED trainer skills verification rated by the CPR-certified instructor, and a written scenario set in which students identify all situations legally requiring a mandated report and list the first-aid steps for a bodily-fluid exposure. Both parts must be passed; a failed part may be retaken once. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-TEAC61-08 Trade course
Practicum: Supervised Classroom Application
104 hr · $1,310 COMPLIMENTARY
Students apply skills from all prior coursework in real or simulated K–12 classroom settings under direct supervision, integrating instructional support, behavior intervention, literacy and numeracy scaffolding, and professional conduct. Candidates build a documented practice portfolio that demonstrates readiness for the externship and aligns with ParaPro Assessment competency areas in reading, mathematics, and writing instructional support. Emphasis is placed on reflective practice, professional ethics, and collaborative communication with lead teachers.
Outcomes- Deliver supervised small-group and one-on-one instructional support aligned to teacher lesson plans and IEP goals with at least 80% accuracy on observer checklists.
- Apply evidence-based behavior intervention strategies correctly in a live or simulated classroom setting, documented across a minimum of four observed sessions.
- Demonstrate safe, compliant classroom practice including emergency procedures, proper body mechanics, and mandatory reporting obligations without prompting.
- Complete and maintain a practicum portfolio containing lesson observation logs, student support notes, and supervisor feedback forms that meet program documentation standards.
- Communicate professionally with cooperating teachers and supervisors, responding to corrective feedback and adjusting practice within the same or next observed session.
- Self-assess personal instructional support performance using structured reflection tools and identify at least two specific areas for continued professional growth.
Course text
Students apply skills from all prior coursework in real or simulated K–12 classroom settings under direct supervision, integrating instructional support, behavior intervention, literacy and numeracy scaffolding, and professional conduct. Candidates build a documented practice portfolio that demonstrates readiness for the externship and aligns with ParaPro Assessment competency areas in reading, mathematics, and writing instructional support. Emphasis is placed on reflective practice, professional ethics, and collaborative communication with lead teachers.
How the course runs. 9 blocks: Practicum Orientation: Roles, Ethics, and Site Protocols; Observation and Anecdotal Recording Techniques; Co-Teaching Models and Task Alignment with the Lead Teacher; Small-Group Literacy Support in Practice; Small-Group Numeracy Support in Practice; Behavior Intervention in Context: Live Application; Documentation, Confidentiality, and Progress Reporting; Self-Assessment and Reflective Practice; Portfolio Completion and Practicum Readiness Review.
What competent looks like. Deliver supervised small-group and one-on-one instructional support aligned to teacher lesson plans and IEP goals with at least 80% accuracy on observer checklists. Apply evidence-based behavior intervention strategies correctly in a live or simulated classroom setting, documented across a minimum of four observed sessions. Demonstrate safe, compliant classroom practice including emergency procedures, proper body mechanics, and mandatory reporting obligations without prompting. Complete and maintain a practicum portfolio containing lesson observation logs, student support notes, and supervisor feedback forms that meet program documentation standards. Communicate professionally with cooperating teachers and supervisors, responding to corrective feedback and adjusting practice within the same or next observed session. Self-assess personal instructional support performance using structured reflection tools and identify at least two specific areas for continued professional growth.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Practicum Orientation: Roles, Ethics, and Site Protocols | 10 | theory | Students will accurately describe the legal and ethical boundaries of the paraprofessional role, site-specific emergency procedures, and mandatory reporting obligations before entering any placement setting. |
| Practicum agreement form, FERPA plain-language summary, site emergency action plan, professional ethics case-study cards, student handbook | Written quiz on FERPA basics, mandatory reporting triggers, and scope-of-practice boundaries; pass mark 80% (8/10 items correct). |
| 2 | Observation and Anecdotal Recording Techniques | 10 | demo | Students will conduct structured classroom observations and produce accurate, objective anecdotal notes that distinguish observable behavior from interpretation. |
| Classroom observation video clips (instructor-sourced), ABC recording form, running-record template, laptop or tablet, instructor feedback rubric | Submitted observation notes scored on a 4-point rubric (objectivity, completeness, ABC accuracy, format); pass mark average score of 3/4 per criterion. |
| 3 | Co-Teaching Models and Task Alignment with the Lead Teacher | 10 | theory | Students will identify at least four co-teaching models and correctly match paraprofessional support tasks to each model based on a written lesson plan. |
| Co-teaching model summary handout, three sample lesson plans, communication template, role-play scenario cards, visual reference card template | Written matching exercise (models to tasks) plus evaluation of role-play by instructor using a 5-item checklist; pass mark 80% on both components. |
| 4 | Small-Group Literacy Support in Practice | 14 | practice | Students will facilitate a 15-minute teacher-planned small-group reading or writing activity, using correct scaffolding techniques and recording student responses accurately. |
| Prepared lesson plan (instructor-provided), leveled reading passages, vocabulary cards, fidelity checklist, student progress note template, pencils or laptop | Instructor fidelity checklist (12 observable steps); pass mark 10/12 steps executed correctly plus satisfactory post-session notes rated complete and objective by instructor. |
| 5 | Small-Group Numeracy Support in Practice | 14 | practice | Students will facilitate a 15-minute teacher-planned small-group mathematics activity, using manipulatives correctly and asking guiding questions rather than providing direct answers. |
| Prepared math lesson plan, base-ten blocks, fraction tiles or counters, number lines, question-quality checklist, data recording sheet, graph paper or laptop spreadsheet | Question-quality checklist score (10 items) plus accuracy of data recording; pass mark 8/10 on checklist and 100% accurate data entry. |
| 6 | Behavior Intervention in Context: Live Application | 12 | lab | Students will implement at least three proactive behavior support strategies from a student's behavior intervention plan during a simulated classroom activity without prompting from the instructor. |
| Sample fictional behavior intervention plan, cue card template, role-play scenario cards, behavior incident log form, instructor comparison notes | Instructor observation rubric (5 strategy items, each scored 0–2); pass mark 8/10 plus behavior incident log rated complete and factually consistent with observed events. |
| 7 | Documentation, Confidentiality, and Progress Reporting | 10 | theory | Students will complete three types of paraprofessional documentation forms accurately and demonstrate correct procedures for storing and sharing student information in compliance with confidentiality requirements. |
| Sample data-sort cards, progress note template, attendance log form, accommodation tracking form, FERPA plain-language reference card, scenario script | All three completed forms reviewed by instructor; pass mark is zero privacy violations and fewer than two formatting errors across all three documents. |
| 8 | Self-Assessment and Reflective Practice | 12 | practice | Students will evaluate a video recording of their own facilitated activity using a structured reflection protocol and produce a written self-assessment that identifies two strengths and two growth areas with supporting evidence. |
| Model video clip, student's own recorded session video, structured reflection protocol worksheet, peer feedback sentence-starter card, laptop or tablet for writing | Submitted self-assessment scored on a 4-criterion rubric (evidence-based claims, specificity, growth orientation, professional language); pass mark 3/4 on all four criteria. |
| 9 | Portfolio Completion and Practicum Readiness Review | 12 | field | Students will assemble a complete practicum portfolio containing all required artifacts and pass a readiness checklist reviewed by the instructor, confirming preparedness to begin the externship. |
| Portfolio template with section tabs, all prior lesson artifacts, peer review feedback form, readiness conference question bank, binder or digital folder | Instructor-scored portfolio checklist (all required artifacts present, each meeting minimum quality standard) plus readiness conference pass/refer decision; all artifacts must meet minimum quality; conference responses must demonstrate understanding of role without major misconceptions. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Practicum Knowledge Exam | Written exam | 25% | 80% (40/50 items correct) | A 50-item written exam covering paraprofessional scope of practice, FERPA and confidentiality basics, observation and documentation procedures, co-teaching models, and behavior support strategies as addressed in this course and mapped to the ParaPro Assessment's reading, mathematics, and writing assistance competency domains. Items are multiple-choice and short-answer; students have 75 minutes. Standard met · Safety · Time · Quality/finish · Documentation |
| Facilitated Small-Group Skills Demonstration | Skills demonstration | 45% | Score of 42/50 (84%) on the instructor observation rubric, with no score below 3/5 on any single criterion | Students lead a 15-minute small-group instructional activity (reading or mathematics) assigned by the instructor, evaluated live on five criteria: use of scaffolding, question quality, behavior support, accuracy of student data collection, and professional communication. This demonstration directly aligns with ParaPro Assessment competency areas addressing how paraprofessionals assist with instruction in reading and mathematics. Standard met · Safety · Time · Quality/finish · Documentation |
| Practicum Portfolio Log | Log | 15% | All required artifacts present and each rated at least Satisfactory (3/4) on the portfolio rubric; zero confidentiality violations | Students submit their complete practicum portfolio including session observation logs, small-group facilitation notes, behavior incident documentation, accommodation tracking forms, and a final written self-assessment. The portfolio is scored for completeness, accuracy, objectivity of language, and evidence of professional growth, and serves as the primary documentation artifact for the practicum experience. Standard met · Safety · Time · Quality/finish · Documentation |
| Safety and Professional Conduct Check | Safety audit | 15% | Pass on all five non-negotiable items; overall checklist score of 8/10 | A direct observation checklist administered during one of the student's facilitated activities or role-play sessions, covering: correct emergency procedure knowledge, appropriate physical proximity and body mechanics with students, confidentiality behaviors, mandatory reporting awareness, and professional communication with supervising personnel. Any failure on a non-negotiable item (emergency procedure, mandatory reporting, confidentiality) requires remediation and recheck before the student may advance to the externship. Standard met · Safety · Time · Quality/finish · Documentation |
AGR-TEAC61-09 Capstone
Capstone Project: Integrated Paraprofessional Practice
162 hr · $1,620 COMPLIMENTARY
Students synthesize learning from all prior courses by designing, implementing, and defending a comprehensive instructional support project grounded in real classroom contexts. The capstone requires students to plan differentiated lessons, apply behavior and literacy support strategies, document their work professionally, and present findings to a panel of instructors and a working paraprofessional. Successful completion demonstrates readiness for the practicum site, the ParaPro Assessment, and state certification.
Outcomes- Design a complete instructional support plan for a diverse K–12 caseload that incorporates differentiated strategies for students with IEPs, English language learners, and grade-level learners.
- Produce a professional capstone portfolio that includes lesson co-planning documents, behavior support records, literacy and numeracy activity samples, and reflective journal entries meeting program documentation standards.
- Demonstrate correct use of safe classroom practices, mandatory-reporter obligations, and CPR/First Aid protocols by accurately responding to two scenario-based safety simulations.
- Evaluate student work samples using district-style rubrics and translate findings into written instructional recommendations aligned with ParaPro Assessment competency areas.
- Deliver a structured oral defense of the capstone project—explaining rationale, evidence of student impact, and professional-growth goals—to a mixed panel, scoring at least 80 percent on the defense rubric.
- Integrate digital tools (word processing, spreadsheet gradebooks, and presentation software) to create polished, accessible instructional materials and data displays.
Course text
Students synthesize learning from all prior courses by designing, implementing, and defending a comprehensive instructional support project grounded in real classroom contexts. The capstone requires students to plan differentiated lessons, apply behavior and literacy support strategies, document their work professionally, and present findings to a panel of instructors and a working paraprofessional. Successful completion demonstrates readiness for the practicum site, the ParaPro Assessment, and state certification.
How the course runs. 4 blocks: Project Launch: Needs Assessment, Planning, and Safety Review; Developing and Teaching Instructional Support Materials; Portfolio Compilation, Data Documentation, and Digital Presentation; Oral Defense and Professional Readiness Demonstration.
What competent looks like. Design a complete instructional support plan for a diverse K–12 caseload that incorporates differentiated strategies for students with IEPs, English language learners, and grade-level learners. Produce a professional capstone portfolio that includes lesson co-planning documents, behavior support records, literacy and numeracy activity samples, and reflective journal entries meeting program documentation standards. Demonstrate correct use of safe classroom practices, mandatory-reporter obligations, and CPR/First Aid protocols by accurately responding to two scenario-based safety simulations. Evaluate student work samples using district-style rubrics and translate findings into written instructional recommendations aligned with ParaPro Assessment competency areas. Deliver a structured oral defense of the capstone project—explaining rationale, evidence of student impact, and professional-growth goals—to a mixed panel, scoring at least 80 percent on the defense rubric. Integrate digital tools (word processing, spreadsheet gradebooks, and presentation software) to create polished, accessible instructional materials and data displays.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Project Launch: Needs Assessment, Planning, and Safety Review | 36 | theory | Students will conduct a structured classroom needs assessment, draft a capstone project proposal with measurable goals, and accurately identify safety and mandatory-reporting obligations relevant to their chosen grade-band context. |
| Anonymized student profile packets (instructor-prepared), capstone proposal template, project rubric, Course 1–7 course notes, state mandatory-reporter guidelines (publicly available state education agency document), CPR/First Aid quick-reference card (AHA or Red Cross), scenario cards, lined paper and pens, laptop or desktop computer with word processor | Instructor scores the written proposal using a 20-point checklist: goal clarity (5 pts), strategy alignment to course content (5 pts), inclusion of behavior support plan (5 pts), realistic timeline (5 pts). Pass = 16/20 (80%). Safety scenario debrief: students must correctly sequence all steps for at least 2 of 3 scenarios to proceed; any incorrect mandatory-reporting response triggers a one-on-one remediation meeting before the student advances. |
| 2 | Developing and Teaching Instructional Support Materials | 54 | practice | Students will create, pilot, and revise a minimum of four instructional support activities—spanning literacy, numeracy, and differentiation for diverse learners—and document each activity with a standard co-planning form and reflection. |
| Co-planning form (program template), observation checklist (adapted from Course 8 practicum form), literacy manipulatives (letter tiles, decodable readers—program supplies), base-ten blocks and fraction tiles for numeracy activities, behavior check-in chart template, printer access for student-made worksheets, laptop or desktop, ParaPro Assessment Official Study Companion (ETS, free download), course textbooks from Courses 2–7 | Instructor scores all four co-planning forms using the 25-point activity rubric: objective clarity and alignment (5 pts), step-by-step accuracy (5 pts), appropriate differentiation (5 pts), behavior or accommodation component (5 pts), materials list complete and safe (5 pts). Pass = 20/25 (80%) per activity; any activity below 80% is revised and resubmitted within one week. Peer observation scores must average at least 80% across both observed pilots; instructor validates scores. |
| 3 | Portfolio Compilation, Data Documentation, and Digital Presentation | 36 | lab | Students will assemble a complete capstone portfolio using a structured digital format, create a data display of simulated student-progress data using spreadsheet software, and produce a slide deck summarizing their project for the oral defense. |
| Program digital portfolio checklist, laptop or desktop with word processor, spreadsheet software (e.g., Google Sheets or Microsoft Excel), presentation software (e.g., Google Slides or Microsoft PowerPoint), USB drive or cloud-storage access, printer, accessibility checklist (instructor-prepared), ParaPro Assessment Official Study Companion (ETS) | Portfolio checklist conference: all required documents present = pass; any missing document must be submitted before the defense date. Spreadsheet and data display scored on a 15-point rubric: formula accuracy (5 pts), graph readability and correct labels (5 pts), interpretation paragraph accuracy (5 pts). Pass = 12/15 (80%). Slide deck reviewed on 10-point rubric: content coverage (4 pts), clarity and accuracy (3 pts), accessibility (3 pts). Pass = 8/10 (80%). Any section below 80% is revised before the defense. |
| 4 | Oral Defense and Professional Readiness Demonstration | 36 | field | Students will deliver a structured 20-minute oral defense of their capstone project to a panel, accurately answering follow-up questions on instructional rationale, student data, safety obligations, and credential exam content, scoring at least 80 percent on the defense rubric. |
| Completed capstone portfolio (digital and printed copy), slide deck, defense rubric (instructor-prepared, 25-point scale), panel question bank (instructor-prepared), post-defense reflection prompts, professional-readiness checklist, CPR/First Aid certification card, ParaPro Assessment registration confirmation, state certification application materials, pen and lined paper for written reflection | Defense scored by both panel members independently on the 25-point rubric: content accuracy and depth (8 pts), evidence of student-centered rationale (5 pts), data interpretation accuracy (5 pts), safety and legal knowledge (4 pts), professional communication (3 pts). Both scores are averaged; pass = 20/25 (80%). A score of 16–19 earns one opportunity to redefend within two weeks on a focused 10-minute follow-up addressing the weak domain. A score below 16 requires an advisor meeting and a remediation plan before a second full defense. Post-defense reflection graded pass/fail on completion and relevance; professional-readiness checklist must show all items complete or have a written resolution plan before the externship begins. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Capstone Instructional Support Project | Project | 60% | 80 percent or higher on each scored component (proposal, four co-planning forms, data display, slide deck); all components must meet the 80% threshold before the oral defense date | The project is the integrated artifact produced across Lessons 1–3: a needs-assessment-driven proposal, four differentiated instructional-support activities with co-planning forms and reflections, a peer-observed pilot with documented revisions, a spreadsheet data display with written interpretation, and a completed digital portfolio. It demonstrates that the student can plan, teach, document, and analyze instructional support work at the level required for entry-level paraprofessional practice. Meets specification · Within estimate · Workmanship · Safety · Documentation |
| Capstone Portfolio | Portfolio | 20% | All required documents present and verified at the portfolio-completeness conference; individual scored items within the portfolio must each reach 80% as specified in lesson check-for criteria | The portfolio is the organized, cumulative record of all capstone work submitted in a labeled digital folder with a printed table of contents: proposal, co-planning forms, activity reflections, safety scenario responses, behavior support record, data spreadsheet and graph, slide deck, post-defense reflection, and professional self-assessment. It serves as the student's primary evidence artifact for state certification applications and future employer review. Completeness · Organization · Evidence quality |
| Oral Defense | Oral / panel | 20% | Average panel score of 20 out of 25 (80%) on the defense rubric; post-defense written reflection submitted same session; professional-readiness checklist complete or resolution plan in place | The oral defense is a 20-minute structured presentation and question-answer session before a two-person panel—one program instructor and one practicing paraprofessional or cooperating teacher—in which the student explains and justifies every major decision in the capstone project, interprets student data live, and demonstrates current knowledge of safety obligations and credential exam content areas. It is the final gate before the externship and mirrors the professional accountability paraprofessionals exercise in daily school practice. Explains decisions · Answers technical questions · Professional communication |
AGR-TEAC61-10 Externship / clinical
Externship / Worksite Placement
243 hr · $970 COMPLIMENTARY
Students complete 243 supervised hours in a school or educational setting under the direct mentorship of a certified cooperating teacher and a program supervisor, applying all classroom skills to live instructional environments. Placements prioritize agriculture, environment, or public-service classrooms where available, but any K–12 or early-childhood placement is accepted. Performance is evaluated through structured employer rubrics, a reflective log, and a final site-supervisor appraisal.
Outcomes- Implement assigned instructional support strategies under teacher direction with a cooperating teacher rating of 'meets standard' or higher on all rubric domains
- Demonstrate professional conduct, punctuality, and mandatory-reporter awareness across the full placement period with zero unexcused absences
- Apply behavior intervention and classroom management techniques learned in prior courses to real student interactions, as documented in weekly reflective logs
- Support students with diverse learning needs, including IEP accommodations, under teacher supervision in at least three documented instances
- Administer and document CPR/First Aid readiness protocols and school emergency procedures as observed and verified by the cooperating teacher
- Collect and submit a complete worksite portfolio—including time logs, cooperating-teacher mid-term and final evaluations, and reflective journal entries—earning a composite score of 80% or higher
Course text
Students complete 243 supervised hours in a school or educational setting under the direct mentorship of a certified cooperating teacher and a program supervisor, applying all classroom skills to live instructional environments. Placements prioritize agriculture, environment, or public-service classrooms where available, but any K–12 or early-childhood placement is accepted. Performance is evaluated through structured employer rubrics, a reflective log, and a final site-supervisor appraisal.
How the course runs. 4 blocks: Orientation, Placement Protocols, and Professional Conduct; Supervised Instructional Support and Small-Group Facilitation; Behavior Support, Safety Response, and Emergency Readiness; Final Evaluation, Portfolio Completion, and Exit Conference.
What competent looks like. Implement assigned instructional support strategies under teacher direction with a cooperating teacher rating of 'meets standard' or higher on all rubric domains. Demonstrate professional conduct, punctuality, and mandatory-reporter awareness across the full placement period with zero unexcused absences. Apply behavior intervention and classroom management techniques learned in prior courses to real student interactions, as documented in weekly reflective logs. Support students with diverse learning needs, including IEP accommodations, under teacher supervision in at least three documented instances. Administer and document CPR/First Aid readiness protocols and school emergency procedures as observed and verified by the cooperating teacher. Collect and submit a complete worksite portfolio—including time logs, cooperating-teacher mid-term and final evaluations, and reflective journal entries—earning a composite score of 80% or higher.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | Orientation, Placement Protocols, and Professional Conduct | 20 | field | Students identify worksite policies, mandatory-reporting obligations, FERPA privacy requirements, and daily professional expectations before beginning direct student contact. |
| Placement handbook, district employee/volunteer orientation packet, FERPA summary sheet (U.S. Department of Education), site safety checklist, reflective log template, CPR/First Aid card (must be current) | Signed site safety checklist, signed FERPA/mandatory-reporter acknowledgment, and first two reflective log entries submitted to program supervisor; all three documents must be complete and accurate to advance to direct student contact |
| 2 | Supervised Instructional Support and Small-Group Facilitation | 120 | field | Students provide daily, teacher-directed instructional support—including small-group literacy and numeracy activities, one-on-one re-teaching, and materials preparation—accumulating documented hours across a range of subject areas and grade levels. |
| Cooperating teacher's lesson plans, district-adopted curriculum materials, graphic organizer templates, manipulatives available on site, reflective log, weekly time sheet, student behavior tracking form (campus-approved) | Weekly logs and time sheets signed by the cooperating teacher; mid-term employer evaluation rubric (administered at approximately hour 60) must show 'meets standard' (typically 3 of 4 or equivalent) on all domains including professionalism, instructional support, student interaction, and communication; any domain rated below standard triggers a remediation plan |
| 3 | Behavior Support, Safety Response, and Emergency Readiness | 63 | field | Students demonstrate correct application of school-approved positive behavior support strategies and emergency procedures—including first aid/CPR readiness and evacuation protocols—in authentic classroom and campus situations. |
| School emergency response plan (site copy), campus-approved behavior support reference (e.g., district PBIS handbook), first aid kit location map, current CPR/First Aid certification card, reflective log, behavior tracking form | Three completed behavior intervention log entries with cooperating teacher initials confirming accuracy; written confirmation from cooperating teacher that student correctly located AED and emergency kit and described response steps without prompting; these items are reviewed at the final evaluation |
| 4 | Final Evaluation, Portfolio Completion, and Exit Conference | 40 | field | Students compile a complete worksite portfolio, receive and discuss the cooperating teacher's final evaluation, and participate in a structured exit conference with the program supervisor that confirms readiness for independent paraprofessional employment. |
| Complete worksite portfolio binder or digital folder, cooperating teacher final evaluation rubric (program-issued), summative self-reflection template, exit conference agenda, program supervisor scoring sheet | Portfolio earns a composite score of 80% or higher across all components (time logs complete and signed, all log entries present, mid-term and final evaluations both 'meets standard' or higher, self-reflection addresses required prompts); program supervisor confirms exit conference completed and professional development goal documented; students who do not meet 80% or receive a 'below standard' on any final evaluation domain must complete a remediation plan approved by the program director |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Cooperating Teacher Final Skills Evaluation (Skills Demonstration) | Skills demonstration | 70% | All rubric domains rated 'meets standard' (3 out of 4 or site-equivalent) or higher on the final evaluation; no domain may remain 'below standard' at placement end | The cooperating teacher completes a structured rubric evaluating the student's performance across professionalism and attendance, instructional support techniques, communication with staff and students, behavior support application, and emergency/safety readiness, observed live across the entire placement period. The rating is based on direct daily observation and is the primary evidence of occupational competency for this course. Competency · Safety · Attendance · Conduct · Initiative |
| Worksite Portfolio and Reflective Log (Lab Log) | Log | 30% | Composite portfolio score of 80% or higher; all time sheets signed and totaling 243 hours; all required reflective log entries present and substantive (minimum one per placement week) | The student submits a complete portfolio containing all signed time sheets, every weekly reflective log entry, both employer evaluations, and a two-page summative self-reflection; the program supervisor scores the portfolio using a rubric that weights documentation completeness, depth of reflection, evidence of skill application, and professional growth over time. Incomplete time logs or missing evaluations result in an automatic incomplete until corrected. Complete · Verified |
AGR-TEAC61-11 Exam prep
Certification Exam Preparation: ParaPro, State Certificate & CPR/First Aid
68 hr · $680 COMPLIMENTARY
This course systematically reviews every content domain tested on the ETS ParaPro Assessment, the State Paraprofessional Certificate examination, and the CPR/First Aid credential, using spaced practice, mapped review lessons, and full-length mock exams. Students identify personal knowledge gaps early, strengthen weak areas through targeted practice sets, and enter credentialing exams with demonstrated test-readiness. Emphasis is placed on reading comprehension, mathematics, and instructional support skills as weighted on the ParaPro, and on practical CPR/first aid skills required for hands-on certification.
Outcomes- Score at or above the passing threshold on a full-length, timed ParaPro Assessment practice exam covering reading, mathematics, and writing skills and their classroom applications.
- Correctly answer questions aligned to state paraprofessional certificate exam content areas, including student rights, IDEA provisions, confidentiality, educator ethics, and instructional roles.
- Demonstrate CPR and first aid procedures — including adult, child, and infant CPR, AED use, choking response, and wound care — meeting American Heart Association or American Red Cross performance standards.
- Apply test-taking strategies such as process of elimination, time management, and careful reading of item stems to improve accuracy on selected-response exams.
- Analyze personal diagnostic results to prioritize study time across ParaPro content domains and state exam topics before sitting for credentialing exams.
- Complete a full-length, timed mock ParaPro exam and a state-content mock exam under realistic conditions, receiving a scored report used to confirm readiness.
Course text
This course systematically reviews every content domain tested on the ETS ParaPro Assessment, the State Paraprofessional Certificate examination, and the CPR/First Aid credential, using spaced practice, mapped review lessons, and full-length mock exams. Students identify personal knowledge gaps early, strengthen weak areas through targeted practice sets, and enter credentialing exams with demonstrated test-readiness. Emphasis is placed on reading comprehension, mathematics, and instructional support skills as weighted on the ParaPro, and on practical CPR/first aid skills required for hands-on certification.
How the course runs. 4 blocks: ParaPro Assessment Domain Review: Reading, Mathematics & Writing; State Paraprofessional Certificate Exam Content Review; CPR, First Aid & AED Skills Certification Preparation; Full Mock Certification Exams & Final Readiness Debrief.
What competent looks like. Score at or above the passing threshold on a full-length, timed ParaPro Assessment practice exam covering reading, mathematics, and writing skills and their classroom applications. Correctly answer questions aligned to state paraprofessional certificate exam content areas, including student rights, IDEA provisions, confidentiality, educator ethics, and instructional roles. Demonstrate CPR and first aid procedures — including adult, child, and infant CPR, AED use, choking response, and wound care — meeting American Heart Association or American Red Cross performance standards. Apply test-taking strategies such as process of elimination, time management, and careful reading of item stems to improve accuracy on selected-response exams. Analyze personal diagnostic results to prioritize study time across ParaPro content domains and state exam topics before sitting for credentialing exams. Complete a full-length, timed mock ParaPro exam and a state-content mock exam under realistic conditions, receiving a scored report used to confirm readiness.
| # | Lesson | Hr | Type | Objective | Activities | Materials | Check |
|---|---|---|---|---|---|---|---|
| 1 | ParaPro Assessment Domain Review: Reading, Mathematics & Writing | 24 | practice | Students correctly answer practice items from all three ParaPro content domains — reading skills and application, mathematics skills and application, and writing skills and application — achieving at least 70% accuracy on domain-specific practice sets before the mock exam. |
| ETS ParaPro Assessment Study Companion (free download from ETS.org), released ParaPro sample questions, printed and digital practice item sets, graphing/scientific calculator (permitted type per ETS policy), lined paper, personal error-tracking log template, whiteboard markers for station work | Students score 70% or higher on each of the two timed 40-item mixed-domain practice sets; any student below 70% on a domain completes an additional targeted practice set for that domain and conferences with the instructor before advancing. |
| 2 | State Paraprofessional Certificate Exam Content Review | 16 | theory | Students accurately explain and apply key concepts tested on state paraprofessional certification exams — including IDEA eligibility and IEP roles, student confidentiality under FERPA, paraprofessional scope of practice, educator ethics, and culturally responsive instructional support — scoring at least 75% on a mapped practice quiz. |
| State board of education paraprofessional certification candidate handbook (current edition, downloaded from state agency website), course notes from Courses 2–7 (child development, classroom management, instructional support, special education basics, literacy/numeracy, behavior intervention), IDEA overview summary sheet, FERPA plain-language guide (U.S. Department of Education), scope-of-practice task card set, 50-item mapped practice quiz with annotated key | Students score at least 75% on the 50-item mapped practice quiz; students who score below 75% identify missed items by content cluster, receive instructor feedback, and complete a targeted re-quiz of 15 items in the weak clusters before the mock exam session. |
| 3 | CPR, First Aid & AED Skills Certification Preparation | 12 | lab | Students demonstrate adult, child, and infant CPR with proper rate and depth, correct two-rescuer technique, AED operation, responsive and unresponsive choking response, and basic wound care, meeting the performance checkpoints required for American Heart Association or American Red Cross CPR/First Aid certification. |
| Adult, child, and infant CPR training manikins (one set per three students), training AED device, gloves (nitrile, disposable), CPR barrier masks, AHA BLS Handbook or Red Cross First Aid/CPR/AED Participant Manual (current edition), first aid training kit (bandages, gauze, tape), skills performance checklist (AHA or Red Cross format), 25-item written practice quiz | Each student must pass the AHA or Red Cross hands-on skills evaluation checklist (all critical steps marked satisfactory) and score at least 80% on the 25-item written quiz; students who do not meet either standard receive remedial one-on-one practice and are re-evaluated the same day before leaving the lab. |
| 4 | Full Mock Certification Exams & Final Readiness Debrief | 16 | practice | Students complete a full-length, timed mock ParaPro Assessment and a full-length state-content mock exam under simulated testing conditions, then use scored results and instructor feedback to confirm credential readiness or finalize a targeted study plan before scheduling official exams. |
| Full-length mock ParaPro exam (90 items, constructed from ETS sample questions and practice materials), domain score report template, 60-item state-content mock exam with answer key and cluster score report, ETS ParaPro Assessment Study Companion, state candidate handbook, personal error-tracking logs from previous lessons, calculator (ParaPro-permitted type), quiet exam room with individual seating, timer or clock visible to all students | Students score at or above the program's readiness benchmark of 70% overall on the mock ParaPro exam and 75% overall on the state-content mock exam; students meeting both benchmarks are documented as exam-ready; students below either benchmark receive a written instructor feedback form identifying specific content clusters to review, a revised study schedule, and a recommended retake date for the mock before sitting the official exam. |
| Assessment | Type | Weight | Pass standard | Method & rubric |
|---|---|---|---|---|
| Full-Length Timed Mock Certification Exam Battery | Mock certification exam | 100% | 70% or higher overall on the 90-item mock ParaPro Assessment AND 75% or higher overall on the 60-item state paraprofessional content mock exam; CPR/First Aid skills checklist passed with all critical steps marked satisfactory and 80% on the written quiz (completed in Lesson 3). | Students complete the full mock ParaPro Assessment and state-content mock exam back-to-back under silent, timed, exam-room conditions with no notes and only permitted materials, then participate in a scored debrief that produces a documented readiness determination. Students who meet all three passing standards (ParaPro mock, state mock, CPR/First Aid) are certified as program-ready to schedule their official credentialing exams; students who do not meet a standard receive a targeted remediation plan and instructor sign-off before sitting the official exam. Score · Time management |
Program completion
External credential: CPR/First Aid; ParaPro Assessment (ETS); State Paraprofessional Certificate
Students sit the ParaPro Assessment administered by ETS, which tests reading, writing, and mathematics skills along with the ability to apply those skills in the classroom; students also pursue their State Paraprofessional Certificate through the applicable state licensing or education board. Pass standard: Credential issued by the body.
Back to Teacher Aide / Paraprofessional · How the school gets authority to award these credentials
