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West Virginia
In May 2003, West Virginia adopted a paraprofessional licensing system that requires 36 semester hours of postsecondary education or its equivalent, and passing the state-approved academic assessment. Much of the required coursework is available at community colleges. Other options are two years of college coursework, an associate degree or an expired professional teaching certificate.

The coursework-plus-assessment option requires completing courses in basic skills, general studies, computer literacy, special education, classroom management and human growth and development. The applicant must also be able to demonstrate knowledge of, and the ability to assist in instructing, reading, writing and math, and knowledge of, and the ability to assist in instructing, reading readiness, writing readiness, and math readiness. Paraprofessionals must meet West Virginia Board of Education requirements for the Paraprofessional Certificate. Paraprofessionals who have taken and passed the current state competency exam for aides have satisfied this requirement.

The other options for paraprofessional licensing are: completion of at least two years (48 semester hours) at an accredited institution of higher education; or an associate degree or higher from an accredited institution; or an expired professional teaching certificate or its equivalent.

Minnesota
In Minnesota, legislature passed in 2003 requires the board of teaching to adopt rules to implement a statewide credential for paraprofessionals who assist a licensed teacher in providing student instruction. Any paraprofessional holding this credential is considered to be "highly qualified" under NCLB. The board of teaching, in consultation with the state education commissioner, must adopt qualitative criteria for approving local assessments that include an evaluation of a paraprofessional's knowledge of and the ability to assist in the instruction of reading, writing and math. The commissioner must approve or disapprove local assessments using these criteria, and make the criteria available to the public. In adopting these rules, the board must consider including provisions that provide training in: student characteristics, the teaching and learning environment, academic instruction skills, student behavior and ethical practices.

Within the first 60 days of paraprofessionals’ supervising or working with students, a district must provide each of them with initial training in emergency procedures, confidentiality, vulnerability, reporting obligations, discipline policies, roles and responsibilities and a building orientation.