CERTIFICATION OF ENROLLMENT

SUBSTITUTE SENATE BILL 6129

Chapter 136, Laws of 2014

(partial veto)

63rd Legislature
2014 Regular Session



K-12 EDUCATION--PARAEDUCATOR DEVELOPMENT



EFFECTIVE DATE: 06/12/14

Passed by the Senate February 12, 2014
  YEAS 48   NAYS 0

BRAD OWEN
________________________________________    
President of the Senate
Passed by the House March 11, 2014
  YEAS 92   NAYS 6

FRANK CHOPP
________________________________________    
Speaker of the House of Representatives


 
CERTIFICATE

I, Hunter G. Goodman, Secretary of the Senate of the State of Washington, do hereby certify that the attached is SUBSTITUTE SENATE BILL 6129 as passed by the Senate and the House of Representatives on the dates hereon set forth.

HUNTER G. GOODMAN
________________________________________    
Secretary
Approved March 28, 2014, 2:58 p.m., with the exception of Section 1, which is vetoed.







JAY INSLEE
________________________________________    
Governor of the State of Washington
 
FILED
March 31, 2014







Secretary of State
State of Washington


_____________________________________________ 

SUBSTITUTE SENATE BILL 6129
_____________________________________________

Passed Legislature - 2014 Regular Session
State of Washington63rd Legislature2014 Regular Session

By Senate Early Learning & K-12 Education (originally sponsored by Senators Hill, McAuliffe, Tom, Dammeier, Hobbs, Litzow, Baumgartner, and Mullet)

READ FIRST TIME 01/27/14.   



     AN ACT Relating to paraeducator development; adding a new section to chapter 28A.410 RCW; adding a new section to chapter 28B.50 RCW; creating new sections; making an appropriation; and providing an expiration date.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF WASHINGTON:

     *NEW SECTION.  Sec. 1   The legislature acknowledges that paraeducators have become a significant resource to students who need additional education assistance. School districts have come to rely upon paraeducators who, for instance, provided more than half of the hours of instruction in the 2012-13 school year to students in the learning assistance program, the transitional bilingual instruction program, the federal disadvantaged program, head start, and the federal limited English proficiency program. Paraeducators are often the primary caretakers in the classroom for students with special needs and provided more than half of the hours of instruction in the 2012-13 school year to students in special education.
     The legislature further recognizes that there is significant variability in paraeducator standards. In some situations, paraeducators are expected to provide services for which they are not trained or qualified. In other situations, their knowledge, skills, and commitment to education are underused. A clear definition of the differentiated knowledge, skills, and abilities associated with different jobs will ensure that students receive the education services they need and deserve.
     Paraeducator training and professional development varies significantly dependent upon school district and program. With few exceptions, paraeducator training has been significantly reduced over the last several years due to state and school district budget cuts.
     A carefully constructed paraeducator development program is intended to place the highest qualified paraeducators working with the highest need students. Such a program when combined with a career ladder will offer paraeducators real opportunities for upward mobility. Since paraeducators more closely reflect the cultural diversity of the student population, a development program and career ladder is likely to encourage more paraeducators to become teachers. Training teachers how to work with a paraeducator in their classrooms will increase paraeducators' ability to teach students who need additional assistance.
     *Sec. 1 was vetoed. See message at end of chapter.

NEW SECTION.  Sec. 2   (1)(a) The professional educator standards board shall convene a work group to design program specific minimum employment standards for paraeducators, professional development and education opportunities that support the standards, a paraeducator career ladder, an articulated pathway for teacher preparation and certification, and teacher professional development on how to maximize the use of paraeducators in the classroom.
     (b) The work group must include representatives of the professional educator standards board; the Green River Community College center of excellence for careers in education; educational service districts; community and technical college paraeducator apprenticeship and certificate programs; colleges of education; teacher, paraeducator, principal, and administrator associations; career and technical education; special education parents and advocacy organizations; community-based organizations representing immigrant and refugee communities; community-based organizations representing communities of color; the educational opportunity gap oversight and accountability committee; and the office of the superintendent of public instruction.
     (2) By January 10, 2015, the work group shall submit a report to the education committees of the legislature that recommends:
     (a) Appropriate minimum employment standards and professional development opportunities for paraeducators who work in:
     (i) English language learner programs, transitional bilingual instruction programs, and federal limited English proficiency programs; and
     (ii) The learning assistance program and federal disadvantaged program;
     (b) A career ladder that encourages paraeducators to pursue advanced education and professional development as well as increased instructional ability and responsibility;
     (c) An articulated pathway for teacher preparation that includes:
     (i) 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;
     (ii) Associate degree programs that build on and do not duplicate the courses and competencies of paraeducator certificate programs, incorporate field experiences, are aligned with the standards and competencies for teachers adopted by the professional educator standards board, and are transferrable to bachelor's degree in education programs and teacher certification programs;
     (iii) Bachelor's degree programs that lead to teacher certification that build on and do not duplicate the courses and competencies of transferrable associate degrees;
     (iv) 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; and
     (v) Comparing the current status of pathways for teacher certification to the elements of the articulated pathway, highlighting gaps and recommending strategies to address the gaps;
     (d) Professional development for certificated employees that focuses on maximizing the success of paraeducators in the classroom.
     (3) The work group must submit a final report of its recommendations to the education committees of the legislature by January 10, 2016, concerning:
     (a) Minimum employment standards for basic education and special education paraeducators; and
     (b) Appropriate professional development and training to help paraeducators meet the employment standards.
     (4) This section expires June 30, 2016.

NEW SECTION.  Sec. 3   A new section is added to chapter 28A.410 RCW to read as follows:
     The professional educator standards board and the state board for community and technical colleges may exercise their respective authorities regarding program approval to implement the articulated pathway for teacher preparation and certification recommended pursuant to section 2, chapter . . ., Laws of 2014 (section 2 of this act) in approved teacher certification programs and certificate and degree programs offered by community and technical colleges.

NEW SECTION.  Sec. 4   A new section is added to chapter 28B.50 RCW to read as follows:
     Beginning with the 2015-16 academic year, any community or technical college that offers an apprenticeship program or certificate program for paraeducators must provide candidates the opportunity to earn transferrable course credits within the program. The programs must also incorporate the standards for cultural competence, including multicultural education and principles of language acquisition, developed by the professional educator standards board under RCW 28A.410.270.

NEW SECTION.  Sec. 5   The sum of one hundred fifty thousand dollars, or as much thereof as may be necessary, is appropriated for the fiscal year ending June 30, 2015, from the general fund to the professional educator standards board to convene a work group in accordance with section 2 of this act.


         Passed by the Senate February 12, 2014.
         Passed by the House March 11, 2014.
         Approved by the Governor March 28, 2014, with the exception of certain items that were vetoed.
         Filed in Office of Secretary of State March 31, 2014.

     Note: Governor's explanation of partial veto is as follows:

"I am returning herewith, without my approval as to Section 1, Substitute Senate Bill No. 6129 entitled:

     "AN ACT Relating to paraeducator development."

This legislation directs the Professional Educator Standards Board to convene a workgroup to design minimum employment standards, professional development, and an articulated career ladder leading to certification for paraeducators. It also requires the state's community and technical colleges to incorporate cultural competency training into their paraeducator training programs and to these candidates the opportunity to earn transferrable credits.

Section 1 is an intent section that discusses various experiences of school paraeducators, and is not necessary to interpret or implement the substantive provisions of the bill.

For these reasons I have vetoed Section 1 of Substitute Senate Bill No. 6129.

With the exception of Section 1, Substitute Senate Bill No. 6129 is approved."