Information Update Bulletin 10.05

For licensure purposes, Wisconsin Administrative Code PI 34.01(4) uses the term “aide” and defines an “aide” as a school employee who works under the direct supervision of a licensed teacher in a district or school whose responsibilities include, but are not limited to, supporting the lesson plan of the licensed teacher, providing technical assistance to the teacher, helping with classroom control or management, and other duties as assigned.

The Individuals with Disabilities Education Act (IDEA) 2004 and No Child Left Behind 2001 use the term “paraprofessional.” Paraprofessional and aide will be used interchangeably in this document.

A paraprofessional who is assigned to support the provision of special education services pursuant to an individualized education program (IEP) must hold the Special Education Program Aide license (#0070), unless the individual holds any valid Wisconsin Department of Public Instruction (WDPI) license.

The Special Education Program Aide license (#0070) must be requested by an employing school district. If a district hires an individual as a special education paraprofessional, a PI-1602-PA license application must be completed if the individual does not hold another license issued by the department. The PI-1602-PA application must be completed by an individual and includes a section for the hiring district to request the license. Hiring requirements are established by individual school districts and may include experience, coursework, or other relevant information.

The Special Education Program Aide license application (PI-1602-PA) is available at the WDPI Teacher Education, Professional Development and Licensing (TEPDL) website: https://dpi.wi.gov/tepdl/elo.

Paraprofessional responsibilities include, but are not limited to, supporting the lesson plan of a properly licensed teacher, providing technical assistance to the teacher, and helping with classroom management. A district or school should train paraprofessionals in appropriate reading, writing, math, and social/behavioral strategies to ensure paraprofessionals are able to successfully support students with disabilities under the direct supervision of a licensed special education teacher.

Teacher responsibilities include planning and delivering instruction, diagnosing learning needs, prescribing content delivery through classroom activities, assessing student learning, reporting outcomes to administrators and parents, and evaluating the effects of instruction. Paraprofessionals cannot be assigned teacher duties.

Direct supervision means regular, continuing interaction between a properly licensed special education teacher, or a licensed director of special education and pupil services, and a paraprofessional which includes the teacher’s time to evaluate the special education services provided. There must be sufficient contact between the special education teacher and the paraprofessional, and between the teacher and the student, to enable the teacher to diagnose educational needs, prescribe teaching and learning procedures, and evaluate the effects of teaching.

A paraprofessional may not serve as a substitute for a licensed teacher, unless the individual meets the WDPI requirements for a substitute teacher. Refer to the TEPDL website at https://dpi.wi.gov/tepdl for information regarding hiring a short-term or long-term substitute teacher.

No. Interpreters must obtain the Educational Interpreter – Deaf or Hard of Hearing license (#0020).

A paraprofessional who is under the direct supervision of a licensed special education teacher, or a licensed director of special education and pupil services, may support the instructional activities directly introduced to a student by the licensed special education teacher. Paraprofessionals cannot be assigned teacher duties.

A paraprofessional may be assigned duties in a homebound or neutral site that support the instructional activities directly introduced to a student by the licensed special education teacher. There must be sufficient contact between the special education teacher and the paraprofessional, and between the teacher and the student, to enable the teacher to diagnose educational needs, prescribe teaching and learning procedures, and evaluate the effects of teaching in a homebound or neutral site.

A paraprofessional who is assigned to support the provision of special education services pursuant to an IEP must hold the Special Education Program Aide license (#0070), unless the individual holds any valid WDPI license.

The special education program aide license allows a paraprofessional to assist in a speech and language program under the direct supervision of a WDPI licensed speech and language pathologist. The support would be for review and reinforcement of the speech and language pathologist’s instruction.

Yes, a paraprofessional may have access to a student’s IEP. A paraprofessional must be informed of his or her specific responsibilities to work with an individual student with a disability.

This is a local district or school decision.

The IEP generally does not name a specific individual who will provide support, as staff assignments are a local administrative decision. The IEP must be written so the frequency and amount of services and support are clear to all who are involved in the development and implementation of the IEP including the parents.

Yes, if the special education paraprofessional works in a Title I School-wide program and supports academic instruction to students with disabilities.

No, if the paraprofessional provides personal care assistance to students with disabilities (e.g., feeding, dressing, toileting); that individual does not need to comply with the ESEA paraprofessional requirements.

No, if the special education paraprofessional works with students with disabilities in a Title I Targeted Assistance program and the position is not funded by Title I.

A paraprofessional may qualify as a proctor for the WKCE if he or she is trained in test administration procedures. A paraprofessional may not proctor the WAA-SwD.