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• Durham 79.30% <br />• Chatham 89.78% <br />• Alamance 83.02°~ <br />• Wake 85.45°~ <br />• STATE 82.70% <br />New standards for instructional paraprofessionals <br />• High school degree <br />• Associate's degree and/or two years of higher education <br />• Formal assessment of instructional abilities including a staff development component <br />• Work under direct supervision of a highly qualified teacher <br />• Requirements vary, depending on school and position held <br />Issues -AYP <br />• "All or nothing" model penalizes schools and school systems by labeling those that miss only one target <br />the same as those that miss multiple targets <br />Issues -AYP <br />• "All or nothing" model penalizes schools and school systems that have the most diverse and fastest- <br />growing student population <br />Issues -AYP <br />• NCLB expects all students within a school or school system to achieve the same level of proficiency, <br />despite their limitations or special needs <br />Issues -AYP <br />• NCLB sets absolute expectations for children within specific subgroups, when the growth of these <br />children, particularly those with special needs and those who are typically high achievers, would be a <br />better measure of success <br />Issues -AYP <br />• Parents and communities find it difficult to distinguish the difference between the ABCs and AYP, and the <br />two do not have the same measures <br />• A school can be a School of Excellence under ABCs and be a failing school under NCLB <br />Issues -Personnel Qualifications <br />• NCLB requires all teachers to be highly qualified in the content area in which they are assigned to teach <br />• Problematic because teachers must either attain certification in multiple subject areas or receive <br />alternative credit for additional subject areas <br />• Particularly affects special education teachers since they teach multiple subjects <br />