All teachers teaching in core academic subject areas and teaching in a program supported by Title I, Part A funds, are highly qualified.
If “no,” how many teachers are not highly qualified?
The campus has included strategies in the Campus Improvement Plan to ensure that ALL teachers teaching in core academic subjects are highly qualified. The plan includes annual, measurable objectives to annually increase the percentage of highly qualified teachers (1) teaching in the core academic subject areas, and (2) receiving high quality professional development to enable such teachers to become highly qualified and successful classroom teachers.
All Title I, Part A paraprofessionals with instructional duties and teaching in a program supported by Title I, Part A funds, have a high school diploma or its equivalent and meet the Title I, Part A qualifications based on their (1) completion of 2 years of education at an institution of higher education, or (2) earning an associate’s (or higher) degree, or (3) having met a rigorous standard of quality through a formal local academic assessment that assesses the knowledge of and the ability to assist in instructing reading, writing, and mathematics; or the knowledge of and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate.
If “no,” how many paraprofessionals do not meet the Title I, Part A qualifications?
Documentation is maintained to substantiate that all Title I, Part A paraprofessionals who have instructional duties have met the paraprofessional requirements.
Exception: Paraprofessionals (1) who are proficient in English and a language other than English and who provide services primarily to enhance the participation of children in Title I, Part A programs by acting as a translator; or (2) whose duties consist solely of conducting parental involvement activities consistent with P.L. 107-110, Section 1118 are not required to meet the highly qualified requirements for paraprofessionals.
Paraprofessionals with instructional duties and working in a program supported with Title I, Part A funds are assigned to (1) provide one-on-one tutoring for eligible students, if the tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher; (2) assist with classroom management, such as organizing instructional and other materials; (3) provide assistance in a computer laboratory; (4) conduct parental involvement activities; (5) provide support in a library or media center; (6) act as a translator; or (7) provide instructional services to students in accordance with statute.
Paraprofessionals who assume limited duties beyond classroom instruction or duties that do not benefit participating children are the same type of duties as assigned to other paraprofessionals who are not working in a program supported with Title I,
Part A funds, and the amount of time spent on such duties is the same proportion of total work time as prevails with respect to similar personnel at the same school.
Paraprofessionals in Title I, Part A programs providing instructional services to students are working under the direct supervision of a teacher where (1) the teacher plans the instructional activities, (2) the teacher evaluates the achievement of the student, and (3) the paraprofessional works in close and frequent physical proximity to the teacher.
Copies of this Attestation are available at the campus and school district office and will be made available to the general public upon request.