Scope of Practice

What paras don't do — even when asked nicely

For paraprofessionals navigating the limits of their role

Why this brief

Most paras get into the work because they want to help. That instinct is exactly right — and it's also the instinct that gets paras assigned to tasks that aren't theirs to do. Designing IEP goals. Writing the BIP. Diagnosing a student. Calling the parent to discuss a concern. Translating a 504 plan. Running a pull-out reading group with no curriculum. Subbing as the teacher. Each of these things is real work, and a willing para is often the path of least resistance for an overworked building.

But scope of practice exists for the student's protection, the para's protection, and the integrity of the team. Stepping outside it — even for good reasons — leads to bad outcomes that show up later: a student whose IEP was actually being designed by a 22-year-old with two weeks of training, a para sued for something that was never their job, a teacher who lost the chance to know their own student because the para always managed everything.

This brief is about knowing where the line is, how to recognize when you're being asked to cross it, and how to push back without getting fired or labeled difficult.

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| :-: |

| The frameScope of practice is not about doing less. It's about doing what's yours to do well, and not doing what isn't. A para who knows their lane and works it hard is more valuable than one who tries to do everything and ends up doing many things half-way — including some things that should never have been theirs. |

Who this brief is for

New paras still figuring out what their job is and isn't

Veteran paras who have been quietly doing things outside their role for years

Paras in buildings where teachers and administrators routinely ask them to step outside scope

Supervising teachers and administrators figuring out what they should and shouldn't ask

What "scope of practice" means

Scope of practice is a term borrowed from healthcare — it describes what a particular role is licensed, trained, and allowed to do, and what falls outside those boundaries. In schools, it varies by state and district, but the core principle is consistent: paraprofessionals work under the supervision of a certified teacher, doing instructional and support tasks that the teacher has planned, while not making the planning decisions themselves.

Three sources that define scope

| Source | What it covers |

| :-: | :-: |

| Federal law | ESSA defines paraprofessional qualifications and supervision requirements; IDEA covers paras serving SpEd students |

| State law and regulation | States vary widely on certification, allowed tasks (especially medical), and supervision requirements |

| District / school policy | Local job descriptions, contracts, training, and assigned duties |

ESSA's framework

ESSA (the Every Student Succeeds Act, 2015) requires that paraprofessionals in Title I programs:

Have at least 2 years of college, an associate's degree, or pass a state-approved assessment

Work under the direct supervision of a certified teacher

Provide instruction only after planning and assessment by a teacher

Note: ESSA's specific qualification requirements apply to Title I paras. Many states have applied similar rules to all paras; some have not. Check your state's regulations.

The supervision principle

Across the country, the legal and ethical core of the para role is: paras work under the direction of a certified teacher. The teacher plans, the teacher diagnoses, the teacher decides. The para implements. When this principle is followed, the student's program has the integrity it should. When it breaks down — when paras are essentially designing or running programs unsupervised — quality suffers and legal exposure rises.

In scope — what paras typically do

Specifics vary by district and assignment, but most para roles include:

Instructional support

Implementing instructional plans designed by the teacher ("work on these problems with him")

Pre-teaching, re-teaching, or providing additional practice the teacher has assigned

Reading aloud, scribing, providing manipulatives, supporting use of assistive tech

Modeling, prompting, and fading per a written plan

Adapting materials in real time within the parameters the teacher set (e.g., reducing the number of problems if instructed to do so)

Behavior support

Implementing a Behavior Intervention Plan that someone else wrote

Collecting data on behaviors per a defined system

Using de-escalation techniques the para has been trained in

Following a crisis plan, calling for help when needed

Personal care and medical (state-dependent)

Toileting, feeding (per protocol), positioning, mobility support

Some medication administration where state allows and nurse delegates (highly variable)

Following emergency response plans (seizure, allergy, asthma) per training

Data and documentation

Taking IEP and behavior data on systems the teacher has set up

Logging incidents, communications, and observations per a documented routine

Communicating data and observations to the supervising teacher

Daily life of the classroom

Supervision during class, transitions, lunch, recess, and field trips

Setting up and cleaning materials

Routine communication ("How was lunch?") within bounds the teacher has set

Out of scope — what paras don't do

These are the lines. Some are crisp legal lines; others are ethical or quality lines. Some vary by state. All of them matter.

Designing the program

| What's out of scope | Why | What is in scope instead |

| :-: | :-: | :-: |

| Writing IEP goals | Designing instruction is the certified teacher's role; IEP team makes goal decisions | Sharing observations and progress data; attending the meeting if invited; suggesting goals for team consideration |

| Drafting or modifying a Behavior Intervention Plan | BIPs are designed by BCBAs, school psychologists, or specialists | Implementing a written BIP with fidelity; collecting data; reporting back |

| Selecting curriculum or instructional methods | Curriculum decisions belong to the certified teacher and team | Implementing what's been chosen |

| Determining accommodations or modifications | These are IEP team decisions made with documentation | Implementing what's been decided; flagging when something isn't working |

| Diagnosing a student | Diagnosis is the role of qualified evaluators (school psych, SLP, doctor) | Sharing observations and data that inform evaluation |

| Determining whether a student is eligible for SpEd, 504, or ELL services | Eligibility decisions are team determinations with specific procedures | Sharing observations; requesting team conversation if you have concerns |

Acting as the teacher

| Out of scope | Notes |

| :-: | :-: |

| Substitute teaching the class without proper substitute credentials | Many districts forbid this entirely; some allow with sub credentials and short-term coverage. Check policy. |

| Running a class while the teacher leaves the building | Different from a brief bathroom break (which is fine in most settings) — extended absence requires a sub |

| Designing and running a pull-out group with no teacher direction | This often happens informally — "Just take these three students for reading" — and it's outside scope unless the teacher has specifically planned and structured the group |

| Conducting parent-teacher conferences as the primary representative | Paras may attend or contribute, but the certified teacher leads the meeting |

Family communication outside the team's plan

| Out of scope | Notes |

| :-: | :-: |

| Initiating substantive conversations about the student's progress, plan, or concerns | Routine communication (drop-off chat, daily notes the teacher has set up) is fine; major concerns go through the supervising teacher |

| Discussing diagnoses, prognosis, or eligibility with families | These are clinical/team conversations |

| Translating IEPs, evaluation reports, or other formal documents informally because you happen to speak the language | Translation of formal documents requires qualified translators; informal translation creates legal and quality problems |

| Giving medical advice or interpreting clinical information | Not your role even if you have personal medical knowledge |

Medical and clinical work

| Out of scope (typically) | Notes |

| :-: | :-: |

| Suctioning, tracheostomy care, catheterization, tube feeding (in many states) | Highly state-specific; if you're doing any of these, it should be with explicit nurse training and delegation |

| Administering medications without nurse delegation and training | See brief 09.04 |

| Conducting therapy services (PT, OT, speech, counseling) | These belong to credentialed clinicians; paras can support carryover only with clinician direction |

| Making clinical judgments about whether a student needs a service | Refer to the appropriate clinician |

| Mental health counseling | Even if a student is opening up to you. You can listen, support, and connect them to the counselor |

Disciplinary decisions

| Out of scope | Notes |

| :-: | :-: |

| Restraint or seclusion outside specific training and policy | Major liability and student-safety issue (see brief 05.12) |

| Suspending, removing, or excluding students from class | Disciplinary decisions are admin decisions |

| Confiscating personal items beyond what classroom rules allow | Routine collection of phones during class is one thing; searching a backpack is another — search policies vary; rarely a para's job |

| Reporting discipline to families as the primary contact | Discipline communications go through the teacher and admin |

The grey-area asks

Many out-of-scope requests come dressed as small favors. Some examples:

"Can you sit in for me at this IEP meeting?" (you can attend, but not represent the teacher's content)

"Can you write the daily note to the parent? I trust you." (routine notes within parameters yes; substantive concerns no)

"Can you take this group for reading? I haven't picked the curriculum yet, just do something." (no — that's instructional design)

"Can you sub today? It'll just be like normal." (depends on credentials and policy; often no)

"Can you tell the parent I'll call them back next week?" (routine yes; if it's about a concern they've raised, the teacher should handle directly)

"Can you translate this evaluation into Spanish for the family?" (no — qualified translation required)

Why the line matters

Student protection

A student whose program is being designed by an untrained adult is being shortchanged regardless of how good that adult is. Certified teachers and clinicians went through training to make those decisions. Their judgment, even when imperfect, is qualified. A para's instincts, even when good, aren't.

Para protection

If something goes wrong — a behavior incident with injury, a medication error, a family complaint — the para who was operating outside scope is exposed legally. Districts may not back up a para who was "just helping" in ways the policy didn't authorize. Liability can be personal.

Team integrity

When paras step into roles outside their scope, two bad things happen: the people whose roles those are (teacher, BCBA, nurse) lose touch with the work; and the para builds resentment over carrying load they were never paid or trained to carry. Both lead to burnout and bad student outcomes.

Equity

Students with the most need are most likely to be served by paras. If paras are doing instructional design, BIP writing, and clinical work for these students while certified staff handle the rest, students with disabilities are systematically getting less qualified services than their peers. Scope of practice is, in part, a structural equity issue.

Recognizing scope-creep

Out-of-scope work rarely starts with a dramatic ask. It usually creeps in. A few patterns:

"You're so good with him — just keep doing what you're doing"

This is a trap. The teacher is offloading planning, the para becomes the de facto designer, and the lack of teacher engagement is rebranded as the para's good fit. Push back gently: "I'd love to keep working with him. Can we sit down and figure out a plan I can implement so we're both on the same page?"

Pull-outs without curriculum

"Take Jonah for reading." What reading? What program? What's the goal? If the teacher can't answer those questions, the para shouldn't be running the pull-out — that's instructional design that hasn't been done. Ask the question. If no answer comes, escalate.

Subbing creep

"The teacher had to step out — you've got it, right?" Brief coverage is normal; substituting for an extended period is not. If you're routinely the only adult in the room with no certified teacher available, that's a structural problem to raise.

Family-communication creep

"The parent asked me a question and I just answered" — usually fine. "The parent is calling me directly because the teacher won't respond" — not fine; redirect to the teacher and document. Over time, if you become the family's primary contact, you've stepped into a role that isn't yours.

Clinical creep

"The OT showed me how to do this and now I do it during sessions when she's not here" — possibly fine if formally delegated; risky if informal. Ask: was this delegation written down? Am I trained? Is there a written protocol?

BIP and program creep

"I noticed when I do X, he calms down — let me just keep doing that" — this is fine as data and observation, but if you're informally adding interventions to the BIP without team review, you've stepped into program design. Bring observations to the team, let them decide.

How to push back

Pushback is the hardest part. You don't want to be "that para," you want to keep your job, and you don't want the kid to suffer because you said no. A few principles:

Lead with willingness, not refusal

"I want to help. Can we figure out a way that's within my role?" goes a lot further than "That's not my job." The teacher is usually trying to solve a real problem; offer a different solution path.

Use the structure

Reference your supervising teacher, not your personal preference: "I'd want to check with Ms. Lopez before doing that"

Reference the district policy or your job description if you know it

Reference team integrity: "I think the BCBA should be the one to decide that — let me bring it to her"

Ask for things in writing: "Can you put that direction in an email so I have it" — clears air and creates documentation

Document the ask, the response, and the outcome

If you push back and the teacher backs off, document briefly. If you push back and the teacher overrides you, document and escalate to the principal or HR. If you accept the work and something goes wrong, the documented ask is your protection.

When to escalate

If the request is illegal (medication you're not authorized to give, restraint outside policy)

If the request is a pattern of being put in unsupervised charge of students

If you're being asked to misrepresent your role to families

If you've raised it directly and the request continues

If you feel unsafe about a duty assigned to you

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| Union and HRIf you're a union member, your union rep is a key resource for scope-of-practice issues. They've seen this before and can advise on what's standard, what's negotiable, and what's worth a grievance. HR is the next stop after that. Both are appropriate channels — using them isn't "making waves," it's using the structures that exist. |

State and district variation

Scope is not uniform. A few patterns to be aware of:

Medical scope varies enormously

Some states allow paras with training to administer some medications; some forbid all medication administration

Some allow paras to perform tube feeding, suctioning, and similar; some require RNs

Some require nurse delegation in writing; some don't

Always check your state's nurse practice act and any school health regulations

Restraint and seclusion vary

Some states restrict restraint to specifically certified staff (often not paras); some allow all trained staff to restrain

Some require specific physical hold curricula (CPI, Safety-Care, etc.) for any restraint; some allow more flexibility

Documentation and reporting requirements vary

See brief 14.05 Crisis Training Programs Compared and 05.12 Restraint and Seclusion

Substituting varies

Some districts allow paras with sub credentials to sub for short periods; some forbid

Maximum days of subbing per year vary

Pay during subbing varies (sub rate vs. para rate)

Supervision intensity varies

Some states require ESSA-style certified teacher direction even for non-Title-I paras; some don't

Some states have separate certifications for different para roles (instructional, behavioral, personal care)

Where to look

State Department of Education website — search for "paraprofessional" or "educational assistant" guidance

State nurse practice act for medical scope

Your district's job description for the specific role

Your union contract if applicable

Brief 01.03 State Certification Requirements covers some of this

Pitfalls

| Try this | Watch out for |

| :-: | :-: |

| Implement plans designed by certified teachers and clinicians | Design plans yourself because no one else is |

| Take observations and data to the team for them to interpret | Diagnose, conclude, or prescribe yourself |

| Push back on out-of-scope asks while offering an alternative path | Quietly accept everything to avoid being labeled difficult |

| Refer family questions to the supervising teacher when they're substantive | Become the family's primary contact for everything |

| Ask for direction in writing when stakes are high | Operate on verbal asks alone and discover later that the teacher's memory differs from yours |

| Document scope-creep patterns and raise them | Endure scope-creep silently and then explode at year-end |

| Use union, HR, and admin channels when needed | Try to fix systemic problems alone |

| Know your state's specific rules on medical scope, restraint, supervision | Assume what worked in your last district works here |

| Treat scope as protection of student, team, and self | Treat scope as artificial bureaucracy that gets in the way of helping |

| Ask when uncertain — supervisors generally prefer the question to the silent overstep | Decide for yourself in ambiguous cases without checking |

Scenarios

Scenario 1: "Just take this group for reading"

The teacher hands you three students. "Take them for reading. They need extra help." When you ask what curriculum or what to work on, she says "just whatever you think."

This is instructional design being handed to you. Push back: "I'd love to work with them — can we sit down for ten minutes so I know what to focus on? What goals are they on, what reading approach are we using, what should they be reading at?" If the answer is "just figure it out," escalate gently — "I want to make sure I'm aligned with what you're teaching, can we set a quick weekly check-in?" If the structure can't be built, this is a pull-out without curriculum and the supervising teacher needs to know.

Scenario 2: A parent asks you about the IEP

At drop-off, a parent asks you, "How is Marcus doing on the new goal we added in the IEP last month? Is the new minute count working?"

You may have data — but the answer is, "That's a great question. Can I ask Mrs. Patel to give you a call this afternoon? She's the right person to talk you through that." Don't get into the IEP content yourself; that's the teacher's job. Pass the message that day so the teacher can follow up.

Scenario 3: You're asked to translate an evaluation

The school psychologist hands you a 30-page evaluation report. "You speak Spanish — can you translate this for the family? They're meeting with us tomorrow."

No. Formal evaluation translation requires qualified translators; quick translations of complex psychological documents lead to errors that have real consequences for the family's understanding and the team's legal compliance. Push back: "I can't do a translation of a formal evaluation — but I can help by sitting in on the meeting and supporting interpretation in real time, with the family knowing I'm a para and not a certified translator. The district should arrange formal translation in advance for the document."

Scenario 4: "You're so good with him"

The teacher tells you that you're the only one who can really handle Jeremiah, so she's just going to leave him to you. "Whatever you're doing is working — keep it up."

This is the trap. Push back kindly: "Thanks for the trust — but Jeremiah is your student too. Can we set up a regular check-in so we're both on the same page about what's working? Otherwise we're going to drift, and I don't want to be making instructional calls without your input." If she still won't engage, escalate to the supervising teacher (case manager or principal) — "I need a teacher who's actively co-running the program with me, not handing it over."

Scenario 5: "Cover the class while I run to the office"

Your teacher leaves the room for 30 minutes. When she comes back, she does it again the next day. By Friday, you've covered the class for two-plus hours total.

Brief coverage during a bathroom break is one thing; recurring 30-minute departures is something else. Document the times and dates. Raise it with the teacher: "I've noticed I'm covering the class for extended periods regularly — is something going on, and is this what we should be doing?" If it continues, raise it with the principal — extended unsupervised coverage by an uncredentialed adult is a problem the building needs to know about.

Scenario 6: "Just put on the BIP"

A new student arrives mid-year. The supervising teacher hands you the previous BIP from his old district. "Just put it on. We don't have time to write a new one."

Implementing a previous BIP can be appropriate as a stopgap — but the team needs to review it for fit, the BCBA needs to weigh in, and the family needs to be informed. Don't implement an outside-district BIP indefinitely without team review. Raise it: "I'll start with this for the first week or two while we get the team together. Can we get the BCBA in to look at it and decide what changes for our setting?"

Closing thought

Knowing your scope and working within it is one of the highest forms of professionalism in this work. It's not about doing less. It's about doing what's yours to do — fully, well, and visibly — while protecting the team's structure and the student's program from drifting into improvisation. The best paras are the ones who push back when the line is being crossed and who do brilliant work within the line that's left.

If your building isn't structured to keep paras in their lane, that's a structural problem worth raising — and worth getting help raising. You shouldn't be the only person in the building who notices what's been quietly delegated to you.

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| Bottom lineImplement, don't design. Observe and report, don't diagnose. Refer family questions, don't field them. Translate informally, not formally. Cover briefly, not extendedly. Push back kindly, with an alternative path. Document. Use union and HR when patterns persist. Know your state's specific rules. Treat scope as protection — for the student, the team, and yourself. |

Related briefs

01.03 State Certification Requirements

01.04 Compensation and Advocacy

03.05 Onboarding a New Para

05.12 Restraint and Seclusion

09.04 Medication Administration

12.01 Working with the Supervising Teacher

13.01 FERPA and Confidentiality

13.02 Mandated Reporting

13.05 When You See Something Wrong (planned)

13.07 Ethical Decision-Making Frameworks (planned)

16.07 I Was Asked to Do Something That Felt Wrong

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