HOUSE BILL REPORT

SHB 1759

As Amended by the Senate

BYHouse Committee on Appropriations (originally sponsored by Representatives Peery, Betrozoff, Crane and Winsley)

Creating the educational staff diversification act.

House Committe on Education

Majority Report:  Do pass with amendments.  (17)

      Signed by Representatives Peery, Chair; G. Fisher, Vice Chair; Betrozoff, Ranking Republican Member; Brumsickle, Cole, Dorn, Horn, Jones, P. King, Phillips, Pruitt, Rasmussen, Rayburn, Schoon, Valle, Walker and K. Wilson.

House Staff:Susan Patrick (786-7111)

Rereferred House Committee on Appropriations

Majority Report:  The substitute bill be substituted therefor and the substitute bill do pass.  (16)

      Signed by Representatives Locke, Chair; Youngsman, Assistant Ranking Republican Member; Appelwick, Bowman, Dorn, Ebersole, Hine, Holland, May, McLean, Nealey, Padden, Rust, Sprenkle, Wang and Wineberry.

Minority Report:  Do not pass.  (1)

      Signed by Representative Silver, Ranking Republican Member.

House Staff:      Janet Peterson (786-7136)

AS PASSED HOUSE MARCH 14, 1989

BACKGROUND:

School districts have increased the use of classroom assistants in both regular and special education classrooms.  A study conducted by the Education Committee staff in 1988 found, that although classroom assistants are found in many schools, they are most commonly used to perform clerical tasks.  When teachers were asked why classroom assistants were not used for instruction, the most common reply was that the assistant was not trained and the teacher did not have the time to conduct such training.  In special education classrooms teachers had provided training to the classroom assistants and they were used in direct instruction of students.  The difference in usage may stem from the fact that the classroom assistant is assigned to a teacher for the full day in a special education classroom.  In a regular classroom the assistant may be assigned to three or four teachers in a single day.  Some teachers also expressed concern about supervising an adult.

Classroom assistants may also be individuals who may be interested in later becoming teachers.  This employment opportunity may become the first step in identifying a future teacher.  Preparation of the support staff should be viewed as part of a continuum toward preparation of a teacher.  If viewed in this way, individuals may enter the teaching profession with practical experience.  In 1987 the Legislature took the first step by allowing the schools of education to give credit to individuals who have worked as a classroom assistant.  The credit may be counted toward fulfilling teacher certification requirements.

SUMMARY:

The state has devoted time to improving the preparation of our teachers. The same concern for proper preparation must be given to other personnel working in our school.

The Superintendent of Public Instruction may grant funds to educational service districts or school districts or both to develop a twenty-five hour training program for classroom assistants.  A classroom assistant is an individual with a high school diploma or the equivalent, or who has worked for one year or more as a classroom assistant.  A classroom assistant assists teachers in the classroom with preparing materials, working with small groups, grading papers, and supervising of students at recess, in the lunchroom, on the bus, and in other ways as assigned by the classroom teachers.

Districts shall submit an application outlining the content of the training and the number of classroom assistants and certificated instructional staff who will participate.  The training program shall include, but not be limited to, a review of the rules and procedures of the school, operation of equipment, the psychology and development of children, and discipline policies and procedures.  The training shall be presented by the school district or educational service district before the first day of classroom duty for the classroom assistant.  Training shall be provided to certificated instructional staff on methods of working with and supervising a classroom assistant.  Training shall be developed during the 1989-90 school year for implementation during the 1990-91 school year.  Preference will be given to districts which will train newly hired classroom assistants.

The Superintendent of Public Instruction, the State Board of Education, the State Apprenticeship Training Council, community colleges and the Higher Education Coordinating Board shall develop a ninety unit educational paraprofessional associate of arts degree.  The program shall include, but is not limited to, the general requirements for an associate of arts degree and training in the areas of childhood education, orientation to handicapped children, fundamentals of childhood education, creative activities for children, instructional materials for children, fine arts for children, the psychology of learning, introduction to education, child health and safety, child development and guidance, first aid and a practicum in a school setting.

In preparing the program, consideration shall be given to transferability of credit earned in the associate degree to a teacher preparation program at a college or university.  The program shall be developed during the 1990-91 and 1991-92 school years for implementation during the 1992-93 school year.

An educational paraprofessional is an individual who has completed an associate of arts degree for an educational paraprofessional.  This paraprofessional may be hired to work under the direct supervision of a certificated teacher in individualized instruction, testing children, recordkeeping and preparation of materials.

EFFECT OF SENATE AMENDMENTS:  Provisions granting funds to educational service districts and school districts for the training of classroom assistants and the teachers with whom they work are deleted.  A provision directing the development of a 90 unit association of arts degree for educational paraprofessionals by the State Board of Education and the State Board of Community Colleges by September 1, 1992, is retained.

Fiscal Note:      Available.

House Committee ‑ Testified For:    (Education)  Susan Levy, Washington Federation of Teachers; David Arbaugh, Public School Employees; Kris Van Gorkom, Washington Association of School Administrators.

(Appropriations)  Carol J. Smythe, Washington Federation of Teachers; Kris Van Gorkom, Washington Association of School Administrators; Brent Garret, Superintendent, Washougal School District; David Arbaugh, Public School Employees; Karen Davis, Washington Education Association.

House Committee - Testified Against:      (Education)  None Presented.

(Appropriations)  None Presented.

House Committee - Testimony For:    (Education)  We support the willingness to provide training for all school employees.  Many of the teacher assistants we represent have taken courses on their own and are very interested in improving their skills.  We also support the development of an associate of arts degree for teaching paraprofessionals.  This is just another alternative which may help school districts provide the best instruction for their students.

(Appropriations)  Teacher aides' duties have changed dramatically over recent years, and little training is currently available.  The bill will help recruit minorities into teaching.  Successful training programs have helped increase the effectiveness and self-esteem of classroom assistants.  The Associate of Arts degree will help classroom aides pursue career goals.

House Committee - Testimony Against:      (Education)  None Presented.

(Appropriations)  None Presented.

VOTE ON FINAL PASSAGE:

      Yeas 98