Video & Transcript Research : 'paraprofessional'
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NH
New Hampshire 2025 Regular Session
Senate Election Law and Municipal Affairs (05/13/2025)
Election Law and Municipal Affairs
Transcript Highlights:
- Some paraprofessionals are making $15 an hour, some paraprofessionals are making $18 an hour. significantly
- We got a paraprofessional filling that job. Would that eliminate a vacant position?
- So we have to fill with two or three paraprofessionals, uh, to try to get that same thing.
- I think that the examples that we heard about these paraprofessionals, it could be paraprofessional grade
- be paraprofessionals, it could be paraprofessional paraprofessional paraprofessional uh<01:14:00.480
MO
Missouri 2026 Regular Session
Elementary and Secondary Education Jan 14th, 2026 at 12:00 pm
Elementary and Secondary Education
Transcript Highlights:
- So I'm briefly going to tell you a story about the MSU Pathways for Paraprofessionals program, so you
- It started when we created an undergraduate pathway in special education that allows paraprofessionals
- Another is thinking about paraprofessional employment as soon as they are done with their high school
- And then when I have a teaching position open, a third grade, that paraprofessional would probably make
- They've had two years of classroom instruction at a community college, two years of paraprofessional
ND
North Dakota 2026 1st Special Session
Special Education Funding Committee May 6th, 2026 at 09:00 am
Special Education Funding Committee
Transcript Highlights:
- We hire a lot of paraprofessionals.
- We have so many paraprofessionals who are dedicated to working in special education.
- And so many of the paraprofessionals tell me, 'I just want to learn how to do my job better.'
- And so many of the paraprofessionals tell me, 'I just want to learn how to do my job better.'
- In some of the nerd work that I’ve been doing lately, it has focused on paraprofessionals.
ND
North Dakota 2025-2026 Regular Session
Special Education Funding Committee May 6th, 2026
Transcript Highlights:
- We hire a lot of paraprofessionals.
- We have so many paraprofessionals who are dedicated to working in special education.
- And so many of the paraprofessionals tell me, I just want to learn how to do my job better.
- We have so many paraprofessionals who are dedicated to working in special education.
- In some of the nerd work that I've been doing lately, it has focused on paraprofessionals.
Summary:
The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets.
After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.
NH
New Hampshire 2025 Regular Session
House Education Funding (04/14/2025)
Transcript Highlights:
- So if we looked at the paraprofessional population and how many paraprofessionals each district has per
- Who makes that decision that this child needs a paraprofessional?
- So if we looked at the paraprofessional population and how many paraprofessionals each district has per
- Who makes that decision that this child needs a paraprofessional?
- Um the LEA rep signs paraprofessional.
Summary:
The subcommittee opened its second meeting on House Bill 742, which would require catastrophic special education aid to be drawn from the education trust fund, and discussed whether to also examine differentiated aid within the adequacy formula. The chair said the committee had previously heard from HHS/Medicaid officials and now wanted to hear from local special education directors about how the aid system works in practice, including billing, training, data collection, and whether districts handle claims consistently. Members also referenced Arkansas as a possible comparison state and said they hoped to develop ideas by November to address the current funding process.
Committee members focused on the current special education aid thresholds and the impact of proration. The chair described the existing formula as requiring districts to absorb costs up to 3.5 times the state average per student, with the state paying 80% from 3.5 times through 10 times and paying above that, and said FY25 appropriated about $34 million while actual claims were about $50.1 million, leaving roughly a $16 million shortfall that caused proration. Members also raised the possibility of lowering the threshold to 2.5 times and asked how that would affect the number of eligible students and costs. Another member asked about how districts decide whether services are education-related or medical-related and how Medicaid or private insurance reimbursement affects later state aid claims.
District representatives from Boothby Therapy Services, Bedford, and Guilford introduced themselves and described their roles. Guilford’s director said the district tracks students with paraprofessional support, nurses, transportation, or specialized programming, uses a data system to log every service touchpoint, and tries to maximize both Medicaid and special education aid; she said a lower threshold would likely capture all students with paras or nurses and that rising staffing and service costs would increase the number of students over the cap. Bedford’s assistant director said the district uses a different system, tracks roughly 60 to 80 students a year, and pursues Medicaid and special education aid simultaneously but does not pursue private insurance if it would affect FAPE; she said reducing the threshold to 2.5 times would likely double the number of qualifying students. Members asked follow-up questions about software, data entry, and how districts decide whether to bill Medicaid or seek state catastrophic aid, and the directors explained that their systems log services by staff type and student, with some districts using the same data for both Medicaid and state reimbursement claims.
MN
Minnesota 2025 1st Special Session
House Education Finance Committee hears HF2210 3/20/25
Transcript Highlights:
- My name is Kristen Scott, and I'm a special education paraprofessional in the Elk River School District
- Retaining well-trained paraprofessionals is essential to having schools that work for our children.
- Retaining well-trained paraprofessionals is essential to having schools that work for our children.
- Retaining well-trained paraprofessionals is essential to having schools that work for our children.
- Retaining well-trained paraprofessionals is essential to having schools that work for our children.
FL
Florida 2026 5th Special Session
Appropriations Committee on Criminal and Civil Justice Nov 19th, 2025
Transcript Highlights:
- 32 students to one paraprofessional.
- 32 students to one paraprofessional FSA provides appropriate instruction both personally and virtually
- Then they have paraprofessionals in the classroom to support the kids, to help them get the answers they
- It's either a paraprofessional or a teacher in person, and then there's an online teacher specific to
- Has a one-on-one online with their English teacher, with a paraprofessional certified in a subject, may
Summary:
The committee heard budget presentations from the Florida Department of Law Enforcement, the Department of Juvenile Justice, and the clerks of court. FDLE outlined 28 legislative budget requests for fiscal year 2026-27, including funding for a new Fort Myers regional operations center lease, technology and data system upgrades, moving several programs off uncertain federal grants, expanding the wellness office, cryptocurrency seizure efforts, cybersecurity, forensic equipment, digital forensics, criminal history modernization, training, and the SAFE fentanyl enforcement program. Members asked about the reported 79% increase in officer misconduct cases, the role of body cameras and masking, public records request burdens on local agencies, and the status of Fibers and the Uniform Arrest Affidavit systems. FDLE said the misconduct data covers all sworn officers and corrections personnel, that many cases would not be affected by body cameras because they involve off-duty conduct or internal matters, and that it is working with agencies and vendors to improve participation in reporting systems.
DJJ Secretary Matt Walsh updated the committee on the Florida Scholars Academy, describing the new unified education system across 39 residential facilities. He reported first-year enrollment, course completions, graduations, and compliance results, and said the program now provides in-person and blended instruction, individualized support, mental health services, and career and technical education. He also discussed staffing shortages in some detention facilities, the need for more residential beds, and the importance of recognizing and supporting staff. In response to questions, he explained how the program addresses students with disabilities and behavioral needs through one-on-one instruction, paraprofessionals, and immediate mental health support.
The clerks of court presented a budget request centered on funding shortfalls and rising costs. Clerk and Comptroller Stacey Butterfield said clerks are operating with outdated funding levels despite increased statutory duties, higher postage and staffing costs, and growing workloads in priority case types such as injunctions for protection and other high-risk matters. The clerks requested $22 million in direct appropriations, including support for due process costs, jury management, and staffing for 37 new judges approved last session. Members also asked about Senate Bill 532, which Butterfield described as a CPI-based measure to update court fines and fees that have remained unchanged since 2008. The committee took no votes on the presentations and adjourned after discussion.
ND
North Dakota 2025-2026 Regular Session
Senate Appropriations - Education and Environment Division Apr 11th, 2025 at 09:30 am
Appropriations - Education and Environment Division
Transcript Highlights:
- A paraprofessional teaching program, which is $3 million. ...of what we did.
- Paraprofessional teaching program, which is $3 million.
- We've talked about that fast track for paraprofessionals to become teachers.
- Section 12 was a paraprofessional grant for $300 million.
- Section 12 was a paraprofessional grant for $300 million.
Bills:
HB1540
Keywords:
education savings account, ESA, school choice, private school vouchers, nonpublic school, tuition assistance, education tax credit, homeschool exclusion, Bank of North Dakota, Department of Public Instruction, public funding for private education, voucher program, student scholarships, special education, parental choice, curriculum funding, tutoring, online learning, state per-pupil payment, income-based eligibility
Summary:
The committee first took up amended bill 10-13, a school funding and education appropriations measure. Senator Schaible walked through the final version, which included changes to foundation aid, transportation grants, free and reduced-price meals funding, paraprofessional and teacher support programs, Native American education items, library and school facility projects, and several one-time grants. Members discussed removing the science center grant funding, and Senator Meyer objected to that removal, arguing that Grand Forks had raised matching private and local funds and that other cities had received similar state support. The committee also agreed to adjust regional education association funding to reflect six centers rather than seven, reducing that line to $600,000.
The committee then adopted the amendment to 10-13 unanimously and passed the bill as further amended on a unanimous roll call, with Senator Shively designated as carrier. After a brief recess, the committee turned to bill 1540, but no formal action was taken. Bank of North Dakota and OMB representatives raised concerns that the draft included policy changes and procurement/IT exemptions that needed further discussion. Members agreed the bill would be delayed until Monday so the Bank, OMB, and NDIT could confer and work through the mechanics and policy issues before the committee moved it forward.
MN
Minnesota 2025 1st Special Session
Minnesota House passes the education finance bill, HF2433 5/16/25
Minnesota House Floor Meeting
Transcript Highlights:
- <00:57:06.400>
and <00:57:06.640>she paraprofessional for 25 years and she paraprofessional - of the paraprofessionals in the district of the paraprofessionals in the district at<00:58:13.680
- Unemployment is a huge asset to paraprofessionals.
- We're driving a one-room schoolhouse through traffic. paraprofessionals.
- And Cat Briggs, who paraprofessionals.
MN
Transcript Highlights:
- I think that this program, specifically with paraprofessionals, has really highlighted everything we
- This program, this model, allows us to help them, help our paraprofessionals build that, um, lure in
- So there’s a commitment from our paraprofessionals to do this work, and building their opportunities,
- So there’s a commitment from our paraprofessionals to do this work, and building their opportunities,
- I've worked as a paraprofessional for Northeast Metro since 2016.
NH
New Hampshire 2026 Regular Session
House Education Policy and Administration (04/13/2026)
Education Policy and Administration
Transcript Highlights:
- who came to the class sometimes and was also a paraprofessional in other classes because there were
- you however many hours that paraprofessional works with your student.'
- you however many hours that paraprofessional works with your student.'
- you however many hours that paraprofessional works with your student.'
- You would be funding a portion of six paraprofessionals based on the number of hours the paraprofessional
MN
Minnesota 2025-2026 Regular Session
House Floor Session - part 2 May 16th, 2025
Minnesota House Floor Meeting
Transcript Highlights:
- Our paraprofessionals worked hand-in-hand with me, right alongside me every day.
- more than 70% of the paraprofessionals in the district at that time were five-niners.
- Kristen from Elk River says she's been a special education paraprofessional for almost 20 years.
- I know because I'm a mentor every year talking to other paraprofessionals about the summer."
- Unemployment is a huge asset to paraprofessionals."
MN
Transcript Highlights:
- They're like, I didn't know about education until I became a paraprofessional.
- They're like, I didn't know about education until I became a paraprofessional.
- They're like, I didn't know about education until I became a paraprofessional.
- I was super pumped about this program because I knew we had quite a few paraprofessionals that would
- Very often that’s a paraprofessional or other unlicensed person that works in the district, and at least
Keywords:
education, special education, apprenticeship, funding, grants, intermediate school districts, teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district
OK
Oklahoma 2026 Regular Session
Senate Legislative Session Mar 16th, 2026 at 01:30 pm
Oklahoma Senate Floor Meeting
Bills:
SB44, SB546, SB1213, SB1256, SB1287, SB1443, SB1644, SB1653, SB1716, SB1209, SB1826, SB1919, SB1930, SB1976, SB2028, SB2067, SB2072, SB2117, SB710, SB1477, SB1405
Keywords:
sales tax exemption, nonprofit organizations, contractors, charitable purposes, state law, SB1213, earned credits, inmate credits, good time, sentence reduction, Department of Corrections, DOC, prison reform, corrections policy, inmate classification, class levels, rehabilitation credits, achievement credits, vocational training, educational credits
MN
Transcript Highlights:
- My mother worked for years as a paraprofessional.
- Um she was known as a paraprofessional.
- Our paraprofessionals worked hand in hand with me on a daily basis.
- Our paraprofessionals worked hand in hand with me on a daily basis.
- Our paraprofessionals worked hand in hand with me on a daily basis.
Bills:
HF1388
Keywords:
BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching
FL
Transcript Highlights:
- But we’re partnering that up with a teacher in the classroom and paraprofessionals who are able to really
- So with Florida Virtual School, again, they hire the teachers, they hire the paraprofessionals, they’
- So with Florida Virtual School, again, they hire the teachers, they hire the paraprofessionals, they’
- heard this before, I apologize for sharing it again, but I went into a classroom and there was a paraprofessional
- in-person teachers, 5% that are not in person, and the good news is that FLVS would put in a paraprofessional
Summary:
The committee heard a presentation from Department of Juvenile Justice Secretary Eric Hall on the Florida Scholars Academy, a new unified education model for youth in residential commitment programs. He explained that the academy replaced the prior decentralized district-run system with a contracted model through Florida Virtual School, allowing individualized blended learning, real-time progress monitoring, expanded special education services, and a broader course catalog including dual enrollment, CTE, GED testing, and postsecondary pathways through the Florida Youth College partnership with Tallahassee State College. Hall said the department is using data to focus on academic achievement, workforce credentials, and peer-group change as strategies to reduce recidivism, and reported early results including 60 diplomas or GEDs, a 5.5% teacher vacancy rate, and progress-monitoring gains for most students.
Hall also reviewed implementation of House Bill 1181 on swift accountability and juvenile justice reforms. He said the law strengthened pre-arrest delinquency citation use, raised the target for eligible citations to 70%, required written justification for releasing youth charged with certain felony firearm offenses, and directed the department to develop a firearm-offending curriculum focused on avoidance and consequences. He described a new statewide graduated sanctions matrix for probation technical violations, intended to provide quicker and more consistent responses without overburdening courts. He said early data showed reductions in weapons/firearm offenses and auto theft, and that the department had conducted circuit-level outreach to law enforcement, courts, and providers to support implementation.
Members asked about the number of unauthorized alien children in detention or residential care, teacher vacancies and whether instruction continues when staff are absent, screen-time and supervision concerns with laptops, and whether students are reentering local schools with improved academic performance. Hall said he did not have data on immigration status, that FLVS and classroom staff provide continuity when teachers are absent, that devices are checked in and out and security has been tightened, and that the department is still early in implementation but is hearing positive anecdotal feedback from parents. Vice Chair Smith asked for more detail on the firearm curriculum, and Hall offered to provide it. The committee took no formal votes and adjourned after no public testimony was offered.
FL
Florida 2025 Regular Session
Criminal Justice Feb 4th, 2025
Transcript Highlights:
- BUT WE PARTNER THIS UP WITH A TEACHER IN THE CLASSROOM WHO IS A PARAPROFESSIONAL AND THEY CAN HELP CULTIVATE
- SO WITH THAT AGAIN FLORIDA VIRTUAL SCHOOL HIRES THE TEACHERS AND THE PARAPROFESSIONALS AND THEY PROVIDE
- THIS EXAMPLE BEFORE I APOLOGIZE FOR SHARING IT AGAIN BUT I WENT TO A CLASSROOM AND THERE WAS A PARAPROFESSIONAL
- THAT CREATES A DEGREE OF SAFETY AND SUPPORT AND ALSO HAVING THE TEACHER IN THE CLASSROOM AND A PARAPROFESSIONAL
- THE GOOD NEWS IS THE FLDS WILL PUT IN A PARAPROFESSIONAL TO MAKE SURE THERE'S CONTINUITY OF INSTRUCTION
TX
Transcript Highlights:
- We're tapping future teachers from our paraprofessionals, our aides, when they walk in the building.
- But part of that is very much, again, if we have folks like paraprofessionals, in the previous study
- When we opened our doors in 2021, we had a significant number of paraprofessionals.
- Paraprofessionals are paid between $20,000 and number of paraprofessionals.
- These are our para-educators, paraprofessionals who earn an average of around $20,000 per year.
MA
Massachusetts 2025-2026 Regular Session
Joint Committee on Labor and Workforce Development Jun 21st, 2026 at 10:30 am
Joint Committee on Labor and Workforce Development
Transcript Highlights:
- How are we going to support them when they start taking away our teachers and our paraprofessionals and
- Most recently, a strike in Marblehead made progress toward a living wage for their paraprofessionals.
- Most recently, a strike in Marblehead made progress toward a living wage for their paraprofessionals,
- Paraprofessionals work with our most vulnerable students, urging them on and helping them develop the
- in order to serve as of pulling paraprofessionals from their assigned students in order to serve as
Summary:
The hearing focused on employment rights legislation, especially the Protect Labor Act (H. 2086/S. 1327), which would create state-level labor protections if federal private-sector labor law is weakened or struck down, and would also add protections such as bans on captive audience meetings, virtual elections, stronger misclassification rules, and protections for health care workers and immigrant workers. Supporters from the AFL-CIO, nurses, SEIU, UAW, building trades, teachers, graduate workers, and policy groups argued that the bill is needed because of Trump administration actions, Project 2025, and threats to the NLRA and NLRB. They described the bill as a “trigger” law meant to preserve organizing and bargaining rights in Massachusetts if federal protections disappear or if the NLRB declines jurisdiction over certain workers.
The committee also heard testimony on bills to restore a limited right to strike for certain public employees (H. 2078/S. 1311 or related filings). Supporters, including a representative, educators, and labor advocates, said the current ban on public employee strikes weakens good-faith bargaining and leaves workers without leverage to secure wages, staffing, and student supports. They argued that strikes are used as a last resort and that legalizing them under defined conditions would improve negotiations and better reflect the realities of recent teacher strikes in Massachusetts. The Massachusetts Municipal Association opposed the strike bills, warning that public employee strikes are already prohibited by state law, that strikes disrupt students and communities, and that local governments face budget constraints under Proposition 2 1/2.
The committee also took testimony on paid family and medical leave bills (S. 1351/H. 2110 and S. 1352), which would improve notice to workers, expand public reporting on claim denials and demographics, and fix a technical definition issue that has limited access for some covered contract workers. Witnesses from legal aid, policy organizations, and a small business owner said the changes would improve transparency, equity, and access to benefits without imposing major burdens on employers. Additional testimony supported a railroad sick leave bill and a private construction transparency bill, with Senator Keenan urging favorable action on both. No votes were taken during the hearing; members asked questions, and several witnesses and legislators requested favorable reports on the bills.
ND
North Dakota 2025-2026 Regular Session
Senate Appropriations - Education and Environment Division Apr 2nd, 2025 at 09:00 am
Appropriations - Education and Environment Division
Transcript Highlights:
- Okay, so the paraprofessional teaching program was very... That's part of those three.
- Okay, so the paraprofessional teaching program was very successful, so I think we would agree with that
- We have three paraprofessionals that work with small groups, individual groups, and assist the teachers
- Chairman, the paraprofessional to teacher program, I guess you'd have to ask the department about that
- The $3 million would be the total for the paraprofessional-to-teacher program. Well, Mr.
Summary:
The committee met to hear and discuss three education bills and related budget items. House Bill 1214 would revise K-12 transportation funding by replacing the current rider-based formula with a new formula tied more closely to district size, square mileage, building counts, and the weighted student payment. Sponsors and DPI said the change would better reflect actual transportation costs, hold districts harmless overall, and likely increase funding by about $4 million beyond current spending; they also said parent-provided transportation and open-enrollment mileage rules would remain largely unchanged. No opposition was heard, and the committee closed discussion without taking final action in the transcript.
The committee then reviewed House Bill 1013, the education appropriations bill, and walked through proposed adjustments to program and pass-through grants. The chair proposed keeping or reducing some items, eliminating others, and moving one-time items to the stabilization fund; examples included leaving free meals at $4.5 million for now, keeping the paraprofessional-to-teacher program, reducing some grant lines, and removing several new or one-time grants. DPI also explained that the student information system would remain a flow-through grant for this biennium but would move in-house after July 1, 2026. The committee also discussed adding an FTE for the School for the Blind and making a small equipment swap at the Center for Distance Education.
House Bill 1369 was discussed as the main school aid bill, including a proposed 2 percent and 2 percent per-pupil payment increase, higher construction bidding thresholds, elimination of the 12 percent cap, and a transfer of $75 million from Foundation Aid to the School Construction Revolving Loan Fund, with the chair suggesting $100 million instead. DPI explained that the bill also included a policy change returning placement decisions for students with disabilities in congregate care to the Superintendent of Public Instruction, with support from the governor’s office. The committee heard testimony from school officials seeking gap funding for Title I losses caused by a switch from free-and-reduced-lunch to census-based allocations, saying districts with many open-enrolled students could lose substantial funding and staff positions. Later, the governor’s office presented a proposed $1.5 million one-time appropriation to help schools buy secure storage for student cell phones if a statewide device policy is adopted; members raised concerns about cost, local control, and whether the money would be enough. The committee also heard student testimony and then recessed without voting on the amendment in the transcript.