The document outlines the establishment and implementation of a paraeducator certificate program in Washington State, driven by Senate Bill 6129 and House Bill 1115, aimed at creating standardized employment standards, professional development opportunities, and a career ladder for paraeducators. The initiative responds to the historical lack of policy and structure regarding paraeducators' roles and qualifications and includes extensive recommendations for training, certification, and oversight by a paraeducator board. Key features include the development of various certification levels and a focus on cultural competence, with a goal to improve the effectiveness of paraeducators within educational settings.

1. The Paraeducator
Certificate Program

2. In the beginning …….
Identifying the Need and Directive from the Legislature
Despite the 1997 requirement of IDEA, the Reauthorization of IDEA
in 2004, and the 2001 No Child Left Behind Act (section 1119),
Washington state still lacked:
● State and local policy regarding the role of paraeducators and
their supervisors;
● Statewide employment standards for paraeducators;
● Requirements for credentialing or certificates; and
● Adequate professional development for paraeducators.
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3. Senate Bill 6129 Passed in April 2015
Set up and funded a Paraeducator Work Group to:
● Task #1- Design program specific minimum employment
standards and appropriate professional development
opportunities that support paraeducators who work Basic
Education, Special Education, and English language learner
programs, transitional bilingual instruction programs, and
federal limited English proficiency programs, Learning
Assistance Program and federal disadvantaged program;
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4. Senate Bill 6129 Passed in April 2015
● Task #2 - Recommend a career ladder that encourages
paraeducators to pursue advanced education and
professional development as well as increased instructional
ability and responsibility;
● Task #3 Create an articulated pathway for teacher
preparation and certification that includes:
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5. Senate Bill 6129 Passed in April 2015
a) Paraeducator certificate and apprenticeship programs that
offer course credits that apply to transferrable associate
degrees and are aligned with the standards and
competencies for teachers adopted by the professional
educator standards board
b) Associate degree programs that build on and do not
duplicate the courses and competencies of paraeducator
certificate programs, incorporate field experiences, and are
aligned with the standards and competencies for teachers
adopted by the professional educator standards board
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6. Senate Bill 6129 Passed in April 2015
c) And are transferrable to bachelor's degree in education
programs and teacher certification programs, and bachelor's
degree programs that lead to teacher certification that build on
and do not duplicate the courses and competencies of
transferable associate degrees,
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7. ● Task #4 - Incorporation of the standards for cultural
competence developed by the professional educator
standards board under RCW 28A.410.270 throughout the
courses and curriculum of the pathway, particularly focusing
on multicultural education and principles of language
acquisition
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Senate Bill 6129 Passed in April 2015

8. Senate Bill 6129 Passed in April 2015
● Task #5 Recommend professional development for certificated
employees ( teachers and principals ) that focus on maximizing
the use and success of paraeducators in the classroom; and
● Task #6 Compare the current status of pathways for teacher
certification to the elements of the articulated pathway,
highlighting gaps and recommending strategies to address the
gaps.
Two reports with recommendations were provided to the
state legislature on Jan. 9, 2015 and Jan. 10, 2016
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9. Paraeducator Work Group Begins
Work Group is created with appointed stakeholder leaders to
guide and make recommendations under the jurisdiction of
Professional Educator Standards Board ( PESB) in July, 2015
Work Group represents: State agencies ( PESB, OSPI, Office of
Education Ombuds) ; Union leadership ( PSE, AFT, WEA), a
paraeducator, a teacher, a principal, school administrators (HR and ,
a superintendent, PTA, Community and Technical Colleges, and
University faculty , ESDs, professional Associations ( WASA, AWSP)
Community based leaders ( Equity in Education Coalition)
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10. Paraeducator Work Group Begins
To complete the work:
● Five Subcommittees are established to create the
recommendations and associated content for Tasks 1-5
● Subcommittees were appointed by the Paraeducator Work Group
● Subcommittees members represented all viewpoints and
voices from the field. Focus was on gaining “real feedback” from
the people who do the work and what they need
● Forums and surveys were conducted to reach out and involve a
diverse body of paraeducators, parents, students, and school staff
● Community-based organizations were important partners
10

11. Paraeducator Work Group Begins
The Paraeducator Work Group followed these parameters:
1) Work smart—Document what already exists and what is being
developed;
2) Divide the work between subcommittees, experts, and
current practitioners using research-based practices;
3) Learn to deal with ambiguity while seeking clarity;
4) Document issues in current practices and seek solutions to
improve the system; and
5) Be realistic, think through the ramifications, and work for
maximum impact so the recommendations will “build for the
ideal.”
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12. Paraeducator Work Group Recommendations
Two reports were generated with nine recommendations for
legislative consideration: Jan. 2015 - Jan.2016
Recommendation 1:
● Adopt new Employment Standards Education. All school districts
would be required to adopt these minimum employment standards
for all current paraeducators and any future paraeducators.
Recommendation 2:
● Adopt a standard definition of a “paraeducator” to be used
statewide and required for reporting fiscal data on the S-275.
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13. Paraeducator Work Group Recommendations
Recommendation 3:
● Provide statewide funding to establish a permanent Paraeducator
Advisory Board to oversee the development and implementation
of a statewide Paraeducator Professional Development System
and Paraeducator “Certificate of Completion” for:
1) Basic Education (which includes Title I and LAP)
2) Specialty endorsement for paraeducators working with English
Language Leaners
3) Specialty endorsement for paraeducators working with Special
Education students
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14. Paraeducator Work Group Recommendations
Recommendation 4:
● Provide state funding to develop and implement a statewide
Paraeducator Professional Development System that would lead
to Certificates of Completion for Basic Education with Specialty
Endorsements in English Language Learner and Special
Education. OSPI would establish a cost effective statewide
tracking system (or utilize current e-certification system) to
support required course work completed by paraeducators.
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15. Paraeducator Work Group Recommendations
Recommendation 5:
● Over a five year timeline-
Implement and fund new paraeducator Employment Standards and
Paraeducator Professional Development Certificate of Completion for
Basic Education paraeducators (which includes Title I and LAP) and
specialty endorsements for paraeducators working with English
Language Learner and Special Education
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16. Paraeducator Work Group Recommendations
Recommendation 6:
Establish a certificate renewal process to be completed every five
years.
● Paraeducators shall have equal and equitable access to the
statewide Paraeducator Professional Development System
through approved providers. Districts would establish multiple
pathways to support career advancement and greater levels of
responsibilities. Consideration should be given to minimizing
costs to paraeducators.
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17. Paraeducator Work Group Recommendations
Recommendation 7:
● Develop a statewide template for a Paraeducator Handbook that
districts can download and customize.
Recommendation 8:
● PESB will incorporate appropriate and effective use of
paraeducators into the knowledge and skill standards required for
ALL teacher and principal preparation programs and into the
career benchmarks for teacher and principal continuing education.
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18. Paraeducator Work Group Recommendations
Recommendation 9:
● Provide and fund statewide Professional Development
modules for current teachers, principals, and administrators
through an online learning system designed to update skills on
how to effectively manage and supervise paraeducators.
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19. House Bill 1115
● With the recommendations made by the Paraeducator Work
Group, the Legislature passed House Bill 1115 in early 2017
● This bill establishes a number of new standards, requirements,
certificates, and a career ladder for paraeducators
● Additionally, creates a Washington State Paraeducator Board
● Besides the minimum employment requirements and the pilot
study, the paraeducator certificate program begins with the 2019-
20 school year.
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20. Paraeducator Board
● Nine members
○ A basic education paraeducator,
○ A special education paraeducator,
○ A English language learner paraeducator,
○ A teacher,
○ A principal,
○ A representative from the OSPI,
○ A representative from the PTA,
○ A representative from the State Board for
Community and Technical Colleges,
○ A representative from an institution of
higher education
● The Board has rulemaking authority.
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21. Minimum Employment Requirements
Be at least 18 years of age and hold a high school diploma or its
equivalent; and
● Have received a passing grade on the education testing service
paraeducator assessment; or
● Hold an associate degree; or
● Have earned 72 quarter credits or 48 semester credits at an
institution of higher education; or
● Have completed a registered paraeducator apprenticeship
program.
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22. The Paraeducator Certificate Program
Training for all paraeducators
beginning during the 2019-20
school year.
Flyer available today!
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23. Fundamental Course of Study
● Subject to funding, school districts must provide 28 hours of
training on the state standards of practice to all paraeducators.
○ Supporting instructional opportunities;
○ Demonstrating professionalism and ethical practices;
○ Supporting a positive and safe learning environment;
○ Communicating effectively and participating in the team process; and
○ Demonstrating cultural competence
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24. Three certificates then available!
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25. Subject Matter Certificates
● Two Subject Matter Certificatesin Special Education and in ELL were created.
● Not a prerequisite for a paraeducator working in any program.
● Attain by completing 20 hours of professional development in the subject area of the
certificate.
● Certificate expires after five years.
● Attaining the SMC may be used to deduct hours from the General Paraeducator
Certificate
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26. General Paraeducator Certificate
● Subject to funding, paraeducators may become eligible for a General Paraeducator
Certificate by completing the Fundamental Course of Study and an additional 70
hours of general courses.
● All paraeducators employed by the district must meet the general certificate
requirements within three years of completing the Fundamental Course of Study.
● The General Paraeducator Certificate does not expire.
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27. Advanced Paraeducator Certificate
● An Advanced Paraeducator Certificate is not a prerequisite for a paraeducator
working in any program;
● Attain by completing 75 hours of professional development in topics related to the
duties of an advanced paraeducator:
○ Assisting in highly impacted classrooms,
○ Assisting in specialized instructional support and instructional technology applications,
○ Mentoring and coaching other paraeducators, and
○ Acting as a short-term emergency substitute teacher.
● Advanced paraeducator certificates expire after five years.
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28. Looking Ahead
Pilot Study
● By September 1, 2018, the Board shall distribute grants to a
diverse set of school districts that volunteer to pilot the state
paraeducator standards of practice and the paraeducator
certificates.
Paraeducator Board
● Further decisions to help clarify standards and requirements
● Next meeting: May 16, at Richland, WA
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29. Paraeducator Board Policymaking
Legislature (RCW)
Paraeducator Board
(WAC)
WAC
Paraeducators in WA School
Districts
WAC
OSPI Cert
Professional
Educator
Standards
Board
(WAC)
WAC
WAC
OSPI Cert
Law

30. New Preparation
Provider
Engagement
(CTE, Districts,
Community
Colleges, Non-
Profits)
Pilot to Policy Grant:
The Pilot to Policy Grant:
Advancing Systemic Equity
is a new, two year small
grant. The purpose of the
grant is to increase equity
in educator preparation
programs across the state,
and informing broader
PESB policy connected to
cultural responsiveness
and equity.
Recruiting
Washington Teachers:
The Recruiting
Washington Teachers
Pilot Program is aimed
at supporting diverse
high school students to
engage in exploring
careers in teaching.
Grow Your Own
Infrastructure Pilot Project: A
privately funded effort that
supports 7 districts in the
“Roadmap Region” to build an
educator workforce that is
representative of the district
student population and
develop individuals to teach
in high need subject areas.
Teaching Equity
Grant: regional
events that incentivize
pres-service and
inservice partnerships
for grow your own
educator workforce
around the state.
Human Resources
Trainings:
These trainings will
include basic Cultural
Competency standards
of practice, support
around practices to
diversify the workforce,
and guidance for
culturally responsive
professional
development.
Bilingual Educator
Initiative: The RWT –
BEI Pilot Project is
aimed at recruiting,
preparing, and
mentoring bilingual high
school students, in order
to prepare them to
become future bilingual
teachers and
counselors in the state
of Washington.
Addressing Shortage and Workforce Diversity

31. Washington has the following
routes to certification:
What:
• Learning how to teach while teaching
• Job embedded teacher preparation
For:
• Increase diversity of the educator workforce
• Address teacher shortage
How:
• Targeted Recruitment
• Partnership to support candidate
completion and retention
Alternative Route Design

33. Upcoming Board Meetings

34. New Website

35. Newsletters
• PESB News of Note
• Pathways
• Para Board Newsletter
Twitter
@PESB
@Diversewateach

36. PESB facilitates work
groups by gathering
stakeholders from
across the field together
to discuss the most
pressing issues in the
sphere of educator
preparation, retention,
and diversity. Final
outcomes of the work
groups include
developing policy
recommendations,
reports, as well as
suggestions for program
redesigns.
Current Work Groups

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Upcoming Grants

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The National Paraeducator Conference will be held this weekend April 26-28th in
Seatac with several Paraeducator Board representatives presenting including
keynotes both Friday and Saturday.
The National Paraeducator Conference

40. New infographics on our
website

41. ● Recruiting Washington Teachers
(RWT)
● Recruiting Washington Teacher -
Bilingual Educator Initiative (RWT-
BEI)
● The Pipeline to Paraeducators
Conditional Loan Scholarship
● Alternative Routes to Certification
● Educator Retooling Conditional Loan
Scholarship
PESB Pathways and Workforce
Development Team
We operate programs that address teacher
shortage, diversifying the educator workforce, and
providing pathways into the education profession.

42. General Paraeducator Certificate
● Four day fundamental course
● Ten days of professional development
Subject Matter Certificates
● 20 hours (each) professional
development in subject matter
Advanced Paraeducator Certificate
● 75 hours of professional development
Paraeducator
Certificates

43. Alternative Routes are designed for career changers and
for individuals already working in the school system who
want to transition to full-time teaching.
Washington State has four Alternative Routes that cater to
specific populations:
● Route 1 | For classified instructional employees (e.g.,
paraeducators) with Associate’s degrees
● Route 2 | For classified staff with Bachelor’s degrees
● Route 3 | For “career changers” with Bachelor’s
degrees
● Route 4 | For district staff with Bachelor’s degrees
employed on conditional or emergency substitute
certificates
Alternative Routes to Teaching
Certification

44. Recruiting Washington
Teachers
The overarching goal of the Recruiting
Washington Teachers (RWT) program is to
“grow our own” diverse group of future
teachers who more closely reflect the
population of today’s children and youth.
RWT is a high school teacher academy
program, founded in equity pedagogy, that
helps students to explore cultural identity and
educational opportunities through the lens of
the teaching profession.
The curriculum is the core of RWT.

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Questions?