Paraprofessionals, Success with Fewer

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Ranae Case Evenson

Maintaining Successful Programs with Smaller Budgets, Fewer Paraprofessionals

Best Practices: Resource Leadership (May 2009)

Ranae Case Evenson, principal
Springfield Elementary School, Springfield

“Perceptions of the paraprofessional’s role may require change, as reductions occur and schools are forced to analyze how to best manage this valuable resource.”

In a time of budget cuts, schools often face the difficult task of reducing one of its most utilized resources: paraprofessionals. These staff members provide that extra set of hands and are able to work one-on-one with students to master basic math skills, to listen to them read, and to assist in providing or measuring interventions for struggling students. The job of a paraprofessional is multi-faceted and challenging. Some paraprofessionals supervise cafeterias, some supervise recess, some work with special education or media programs, and some work with Title I students. Each duty provides its unique challenges and can make a difference in the general operation of our schools.

As our Title 1 dollars and general budget dollars have decreased, so has the number of paraprofessionals working in our classrooms. Many schools have eliminated paraprofessional positions entirely. In my district, we have reduced the number of paraprofessionals significantly in the past three years. This has occurred gradually, some by reductions, some by attrition, and some by personnel shifts to special education, a need that also seems to increase every year.

This change in staffing levels has caused concern for classroom teachers who have felt the pressure for their students to perform at increasingly higher levels each year with more rigorous standards being implemented under No Child Left Behind. It goes without saying that increasing student achievement is always the goal of our classroom teachers; however, there is an uncertainty as to how to provide the services necessary to increase student achievement with fewer resources, including paraprofessional assistance available to attain these goals.

How can programs continue to flourish with fewer paraprofessionals available? As elementary principals, it is our responsibility to provide the leadership necessary to better utilize the skills and abilities of our paraprofessional staff. Schools facing these reductions need to take a closer look at their programs.

Four questions must be considered:
1. How can the skills and abilities of the paraprofessional staff be best utilized to improve the school’s programs?
2. How many students are in need of Reading or Math intervention?
3. What are other school districts doing to maximize the benefits of their paraprofessional staff?

Blog on MESPA Colleague to Colleague to find out!

4. What specific tasks are the paraprofessionals doing?

Are they working on skills with students like flashcards or reading one-on-one?
Are they monitoring student progress?
Are they assisting with organizational tasks like correcting papers or making photocopies?
What should they be doing?

The answers to these questions can shed new light on how to best utilize paraprofessional skills. Perceptions of the paraprofessional’s role may require change, as reductions occur and schools are forced to analyze how to best manage this valuable resource.

Differentiation of instruction by the classroom teacher, with paraprofessional support can make the difference for schools working with a reduced paraprofessional staff. Though no one would disagree that classroom teachers have the most training and are the most qualified to identify and provide interventions needed to help students, paraprofessionals can be an integral part of that process.

Many schools with fewer paraprofessionals are maintaining success by changing the way their paraprofessional skills are utilized. Classroom teachers are providing the necessary skill interventions, while paraprofessionals are providing the benchmark and progress monitoring of students, providing valuable data on our students’ learning to guide instruction. In addition, administrators that develop creative schedules can maximize the benefits of paraprofessional staff.

The harsh reality is that schools are facing economic hardships that significantly impact educational programming and staffing levels, including paraprofessionals. Schools can survive these hardships with a close examination of their programs and by gaining ideas from colleagues to make the most of a decreasing paraprofessional staff.

Mission: The Minnesota Elementary School Principals' Association is dedicated to promoting and improving education for children and youth, strengthening the role as educational leader for elementary and middle level principals, and collaborating with partners in education to assist in achieving these goals.

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