Enhancing Paraprofessional Training in Education: Proposal Overview

Business Proposal Part I Onesine S Kpessokro Colangelo College of Business, Grand Canyon University MGT 470: Applied Business Project Prof. Joseph Johnson July 23rd, 2023. 1

Business Proposal Part I A substantial challenge confronting public education systems across the world is the employment and retention of high‐quality paraprofessionals (also known as teaching assistants and educational assistants). In like any other field, the education system is faced with low retention rate of its employees (Kabungaidze et al., 2013). In this essay we will provide the purpose statement, problem statement, data and research findings, proposed solution, stakeholder analysis and benefits, and implementation methods sections of the business proposal. Purpose Statement The purpose of the paraprofessionals in the education system training project proposal is to enhance the effectiveness and professional growth of paraprofessionals working in educational settings through comprehensive and targeted training programs. Indeed, paraprofessionals play a vital role in supporting the educational experience of students. However, they often lack the necessary training and professional development opportunities to effectively fulfill their roles. This project proposal aims to address this critical gap by providing specialized training programs designed to enhance their skills, knowledge, and overall performance. The primary objectives of the training project are threefold. In fact, it aims to equip paraprofessionals with a solid foundation in pedagogical techniques, instructional strategies, and classroom management skills. By enhancing their understanding of educational theories and practices, paraprofessionals will be better equipped to support teachers in delivering high-quality instruction, addressing diverse student needs, and fostering positive learning environments. Moreover, the project seeks to provide paraprofessionals with specialized training in areas such as special education, behavioral interventions, and educational technology. These targeted programs will enable paraprofessionals to effectively support students with disabilities, behavioral challenges, or those 2

requiring additional learning support. By enhancing their expertise in these critical areas, paraprofessionals will contribute to improved student outcomes and inclusive educational practices. By offering ongoing professional development workshops, mentoring programs, and networking opportunities, the project will empower paraprofessionals to continuously develop their skills, assume leadership roles, and pursue further career pathways within the education field. Problem Statement A high staff turnover rate or the rate at which employees leave a company, may have an impact on the reality of businesses when all other conditions are held constant (O'Connell & Kung, 2007). In this case, because of their limited resources and loyalty to their employees, private businesses may be particularly hard hit by the negative effects. Excessive turnover is frequently a sign of a problem because people who are happy in their jobs are unlikely to leave. Paraprofessionals or teacher aides are the heart of the special education classroom. These hard- working employees must be willing to perform several duties in the special education classroom. The roles assumed by these people range from nurse to teacher to babysitter to parent substitute. The training they receive is on the job training. Most school districts do not require a degree to hold this position. In the state of Oklahoma, paraprofessionals are required to have a high school diploma and pass the Para Praxis training, have at least 48 hours of college credit, hold an associate degree or higher, or pass the Oklahoma General Education Test (OK SDE, 2017). A person employed by a school district as a paraprofessional who has not been trained in the job requirements of the position may find it very difficult to perform the job. This person may not know about different diagnosis or intervention techniques required for various diagnosis to assist students with their educational needs. School districts should be providing training to their staff 3

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regarding working with children with disabilities and expected job performance competencies. The demand for paraprofessionals in the classroom has increased over the past few years due to the push to include children with special needs or disabilities in the general education setting. The No Child Left Behind and IDEA ACT requires school districts to hire paraprofessionals to work with students with disabilities and have guidelines for the districts to follow regarding paraprofessionals. Due to this high demand for paraprofessionals, many districts only require the bare minimal educational training for their paraprofessionals. The following graph shows the educational backgrounds for paraprofessionals hired by public school districts. Most paraprofessionals working for public schools are female (89.47%) compared to (10.53%) male (Brown & Stanton, 2017). These paraprofessionals fall into the age range of 31- 40 years of age. Data shows that most paraprofessionals are middle-aged adults who statistically do want to achieve higher education. 35% 15% 16% 17% 17% EDUCATION LEVEL OF PARAPROFESSIONALS IN OKLAHOMA IN 2019 HIGH SCHOOL DIPLOMA ASSOCIATE DEGREE GENERAL EDUCATION DIPLOMA BACHELOR'S DEGREE MASTER'S DEGREE In the state of Oklahoma during the 2018/2019 school year there were 115,290 students receiving special education services (SDE, 2019). There is a high demand for teacher aides or 4

paraprofessionals but there are not enough quality trained people to fill the positions. As you can see by the above graph, most paraprofessionals for public schools have a high school diploma or GED and are expected to carry out the academic needs for students in a special needs classroom. The teacher of the classroom is required to have at minimum a Bachelor’s degree in special education and passed a state board exam. The gap between requirements of degrees is significant for the employees working with children in a classroom setting to meet all academic standards. Students in special education classrooms are expected to meet the same federal and state requirements for completion of coursework to achieve a diploma. Data and Research Findings There are no current research data to show how increasing the trainings of the paraprofessionals at the school district will improve the quality of education services provided. One way to prove that by improving the training of the paraprofessionals is by improved employee yearly evaluations performed by the administration. Each year public school districts are required to give all students a standardize test showing that the student has met certain competencies and pass objectives for the current school year. After providing training for our paraprofessionals, students test scores could be compared year to year for improvement. The special education students are demonstrating improved test scores could be attributed to 5

improved quality of assistance from the paraprofessionals. 0 5000 10000 15000 20000 25000 30000 35000 40000 45000 SALARY COMPARISON IN 2023 Walmart Employee Teacher Assistant School Janitor secretary Paraprofessionals PROFESSION AVERAGE SALARY ($) Brown and Stanton (2017) revealed that paraprofessionals in the school district are paid lower than any other profession with same educational requirements. The average monthly income, after taxes for the paraprofessionals at Campbell Learning Center, is 800 dollars. This is nearly 2200 less than the average monthly take-home pay of other professions in the USA (Zip 6

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Recruiter, 2023. This shocking difference notably created a common theme of dissatisfaction among the paraprofessionals in this study (Brown and Stanton, 2017). Poor job satisfaction can lead to poor job performance. Many employees will only give the bare minimum job requirements due to not feeling valued in their job. Most employees equate their job performance by how much they are paid. With low salaries, paraprofessionals are not motivated to attain further training or education to be able to perform better at their job. Proposed Solution Five teachers were interviewed that work daily with paraprofessionals. The following table shows the questions and their answers. QUESTIONS ASKED DURING THE INTERVIEW 1 2 3 4 5 1. Do you feel the pay is appropriate for their job position? Yes No Yes No No 2. Do you feel you have a good working relationship with your paraprofessionals? Yes Yes Yes Yes Yes 3. Do you feel the pay is appropriate for their job position? No No No No No 4. Do you feel they should be included in Professional Development and receive ongoing training from the district? Yes Yes Yes Yes Yes 5. Are you satisfied with the level of knowledge your paraprofessionals must carry out their job duties? Yes No Yes Not Reall y No This qualitative research shows that classroom teachers would like to see more training of their paraprofessionals and increase pay as well. There are ways to bridge the gap between paraprofessionals and the certified teacher in the classroom. Teacher aides are required to be CPR certified and receive a crisis intervention training as well. Most districts have built in 7

professional development days for the certified staff. On these days, paraprofessionals could be included in attending trainings but have trainings specific for their job duties. Trainings could include interventions to use with children with autism, downs syndrome, learning disabilities, and emotional outbursts. Many times, due to rising occurrences of violence in the classroom, paras need training in dealing with episodes of violence. According to the IDEA ACT, public school districts are required to provide related services which include Speech, Occupational and Physical Therapies. These professionals could be asked to provide in-services in working with children with disabilities. Trainings could include use of wheelchair and other equipment, assistive technology, and sensory regulation activities. Public school districts have limited budgets and find it difficult to pay higher salaries if the paras were more qualified. By adding support staff to professional development days, they will be increasing costs to the district. By improving the expertise and confidence of the paras in the classroom the stakeholders of the district will have a higher satisfaction rate. Community members, parents, businesses, staff of the district and most importantly the special education students will benefit from increasing the knowledge of the paras by improving state testing scores of these students. Stakeholder Analysis and Benefits Enhancing the training for Paraprofessionals in special education can yield numerous advantages for all parties involved. These parties, referred to as stakeholders, can include both internal and external individuals or groups who stand to benefit from the Paraprofessionals' increased training if this issue is addressed. The stakeholders encompass the Paraprofessionals themselves, teachers, district administrators, students, parents, Special Education coordinators, and the School Board members(OK SDE, 2017). 8

Stakeholder Description of Stakeholder Role of Stakeholder Paraprofessionals work with special needs students Help special needs students in their daily tasks. Teachers Primary instructor of the students Lead the classroom Administrators Superintendents and principals Project sponsor Special Education Coordinators Work directly with paraprofessionals Responsible for overseeing the support and services for special need education School Board Members Oversight responsibility for the district's operations, including personnel and In charge of the School District operation Students Parents/Guardians Have a vested interest in their children's education and may have concerns or expectations about the training provided to Negative Support/High Influence ( Commit ) Positive Support/High Influence (Leverage) Paraprofessionals, Teachers, Students, Administrators, Special Education Coordinators Negative Support/Moderate Influence ( Invest ) Positive Support/Moderate Influence ( Plan ) Parents Negative Support/Low Influence ( Marginalize ) Positive Support/Low Influence ( Maintain ) School Board Members 9

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Stakeholder Level of Knowledge in Program Available Resources, Information, Influence, Money, Staff, Technology, etc. Paraprofessionals High level of knowledge Provide valuable input on their training needs, preferences, and areas for improvement Teachers High level of knowledge Provide information on the needed technology and resources Administrators High level of knowledge Funding of project and internal resources from call center Special Education Coordinators High level of knowledge Provide insights into the specific training requirements for paraprofessionals working in special education settings. School Board Members High level of knowledge Provide insights into the processes related to personnel and training management Students Low NA Parents/Guardians Low Their input can help ensure that training programs align with their expectations and address their children's needs. Stakeholder Level of Interest Level of Support Level of Influence Action Plan for Stakeholder Engagement Paraprofessionals High Positive High Maintain regular communication with stakeholder on progress and updates. Teachers High Positive High Cannot make plan for stakeholder engagement Administrators High Positive Low Take initiative 10

in the trainings needed Special Education Coordinators High Positive High Provide guidance in the elaboration of the training plan School Board Members High Positive High Provide guidance and support for initiatives aimed at improving training effectiveness. Students High Positive Low N/A Parents/Guardians High Positive Moderate Communicate with school administrators and School Board members. These stakeholders fulfill a distinct role within the school district and would ultimately reap the rewards of improved training for the paraprofessionals. To implement the solution to the training of Paraprofessionals, the school district administrators to act like the project sponsor. The School Board and school administrators could pose potential roadblocks due to the cost of the additional financial responsibilities related to the project. Some stakeholders may be unaware of the existing problem and the potential benefits that could arise from addressing it. By educating these stakeholders about the problem and its associated advantages, the case for addressing the issue becomes stronger. Among all stakeholders, teachers and Special Education coordinators possess the most comprehensive understanding of how Paraprofessionals are utilized in special education settings. Nevertheless, school administrators primarily know that they are mandated to have Paraprofessionals on staff to meet the state department of education's 11

requirements for special education needs (Brown & Stanton, 2017). Enhancing the specific training of paraprofessionals in transitional skills for students can have a positive impact on community involvement by enabling students to acquire job-related skills that benefit the community. However, one potential drawback is the possibility of increased costs for the school district. Nevertheless, the long-term benefits, such as improved test scores leading to increased funding for school districts, can help mitigate these costs. Additionally, seeking funding from state agencies or reallocating resources from within the district, such as staff and related service personnel, can help offset the expenses associated with paraprofessional training. The support of administrators is crucial in this process, and they are more likely to be supportive if they can see a direct benefit for the school district. By improving the skills of special education students through enhanced paraprofessional training, partnerships with local businesses and factories can be established. This collaboration would benefit the community while serving as external stakeholders who can reap the advantages of this improved training for paraprofessionals supporting special education students. The School Board can utilize higher graduation rates and improved state-mandated testing scores as factors to attract new businesses and factories to the community, thereby fostering economic growth. While these stakeholders may not be initially aware of the problem, educating them about the benefits of the enhanced training can potentially garner their support and involvement (OK SDE, 2017). Implementation Methods The first step in implementing the training project is to conduct a comprehensive needs assessment. This will involve gathering data through surveys, interviews, and observations to identify the specific areas where paraprofessionals require training and professional 12

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development. The needs assessment will also help determine the number of participants, their demographics, and the resources needed for effective implementation. Based on the needs assessment, a curriculum will be developed that covers essential topics such as pedagogy, instructional strategies, classroom management, special education, behavioral interventions, and educational technology. The curriculum will be designed to be interactive, engaging, and relevant to the roles and responsibilities of paraprofessionals. It will include a mix of workshops, online modules, hands-on activities, and case studies to cater to different learning styles. Nonetheless, the training program will be delivered through a combination of in-person sessions, online modules, and blended learning approaches. In-person sessions will provide opportunities for face-to-face interaction, hands-on practice, and collaborative learning. Online modules will offer flexibility and accessibility, allowing participants to complete training at their own pace. The training delivery methods will be selected based on the preferences and availability of paraprofessionals. Alongside the core curriculum, a series of professional development workshops will be organized on various topics relevant to paraprofessionals. These workshops will be conducted by experts in the field and will focus on emerging trends, research- based practices, and innovative strategies. They will provide opportunities for paraprofessionals to deepen their knowledge, acquire new skills, and stay updated with the latest developments in education. Furthermore, a mentoring and coaching program will be established. Experienced educators and administrators will be paired with paraprofessionals to provide one-on-one guidance, feedback, and mentorship. This personalized approach will help paraprofessionals apply their learning in real-world contexts, address challenges, and further enhance their professional growth. Regular evaluation and feedback mechanisms will be implemented to assess the effectiveness of the training program. Surveys, assessments, and feedback sessions will be 13

used to gather input from participants regarding the relevance, usefulness, and impact of the training. This feedback will inform continuous improvement efforts, ensuring that the training program remains aligned with the evolving needs of paraprofessionals. The implementation timeline for the paraprofessionals in the school system training project will depend on various factors such as the scope of the program, the number of participants, and the availability of resources. A comprehensive training program spanning several months to a year would allow for in-depth learning and sustained professional development. However, shorter-term programs with condensed modules could also be implemented based on the specific needs and constraints of the educational institution. In terms of cost, the implementation of the training project will involve several components. These include curriculum development, training materials, hiring trainers, organizing workshops, providing online learning platforms, and administrative support. Additional expenses may include venue rentals, technology infrastructure, and resources for hands-on activities. The cost will vary depending on the scale of the program, the number of participants, and the resources required. To determine the exact cost associated with implementation, a detailed budget needs to be developed. This budget should consider factors such as trainer fees, travel expenses, materials, and equipment. Conclusion Paraprofessionals play a crucial role in supporting professionals in various fields such as education, healthcare, social services, and more. Proper training equips them with the necessary knowledge, skills, and competencies to effectively carry out their duties. It ensures they have a solid foundation of understanding in their specific area of work, enabling them to provide high- quality assistance and support to professionals and clients. Therefore, training paraprofessionals 14

is essential for enhancing competence, ensuring quality service, maintaining safety and ethical standards, promoting collaboration, and facilitating ongoing professional development. By investing in their training, organizations can optimize the effectiveness of their paraprofessional workforce and ultimately improve outcomes for the individuals they serve. 15

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References Brown, T. S., & Stanton, C. T. L. (2017). Experiences of paraprofessionals in US preschool special education and general education classrooms. Journal of Research in Special Educational Needs , 17 (1), 18–30. https://doi-org.lopes.idm.oclc.org/10.1111/1471- 3802.12095 Kabungaidze, T., Mahlatshana, N., & Ngirande, H. (2013). The Impact Of Job Satisfaction And Some Demographic Variables On Employee Turnover Intentions . International Journal of Business Administration, 4(1), 53-65. O'Connell, M., & Kung, M. C. (2007). The cost of employee turnover. Industrial Management, 49(1). Oklahoma State Department of Education (2017). Oklahoma Title I Paraprofessional Teaching Credential (Teaching Assistant). Retrieved from https://sde.ok.gov/faqs/oklahoma-title-i- paraprofessional-teaching-credential-teaching-assistant Oklahoma State Department of Education (2019). Fast Facts 2018-19. Retrieved from https://sde.ok.gov/sites/default/files/documents/files/FastFactsMay2019.pdf Zip Recruiter (2023). Real Salaries from Real Employers. Retrieved from www.ziprecruiter.com. 16

Business Proposal Part 1

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