SENATE BILL REPORT

SHB 1759

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

Creating the educational staff diversification act.

House Committe on Education

Rereferred House Committee on Appropriations

Senate Committee on Education

Senate Hearing Date(s):March 28, 1989; March 30, 1989

Majority Report:  Do pass as amended.

      Signed by Senators Bailey, Chairman; Lee, Vice Chairman; Bender, Fleming, Gaspard, Murray, Rinehart.

Senate Staff:Larry Davis (786-7422)

                  March 31, 1989

Senate Committee on Ways & Means

Senate Hearing Date(s):April 3, 1989

Majority Report:  Do pass as amended.

      Signed by Senators McDonald, Chairman; Craswell, Vice Chairman; Bailey, Bauer, Bluechel, Cantu, Gaspard, Hayner, Johnson, Lee, Matson, Moore, Newhouse, Niemi, Owen, Saling, Smith, Warnke, Williams, Wojahn.

Senate Staff:Ken Kanikeberg (786-7715)

                  April 5, 1989

AS REPORTED BY COMMITTEE ON WAYS & MEANS, APRIL 3, 1989

BACKGROUND:

School districts have increased the use of classroom assistants in both regular and special education classrooms.  A study conducted by legislative 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 can 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 classroom assistants.  The credit may be counted toward fulfilling teacher certification requirements.

SUMMARY:

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 for basic education classrooms.

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.  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.

The associate degree 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 program 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.

Appropriation:    none

Revenue:    none

Fiscal Note:      available

SUMMARY OF PROPOSED EDUCATION AMENDMENTS:

Language is added to clarify that pursuant to existing law, classroom assistants may not be used in the calculation of the student per classroom teacher ratio.

The Superintendent of Public Instruction (SPI) shall give preference in awarding grants to proposals that include 25 hours or more of training and which include training for both classroom assistants and the certificated instructional staff working with the classroom assistants.

The SPI will adopt rules to implement the grant program.  The dates for development and implementation of the program are deleted.

The SPI and the State Board for Community College Education, with other agencies, will develop by September 1, 1992, a 90 unit educational paraprofessional associate of arts degree program.  The dates for development and implementation of the program are deleted.

SUMMARY OF PROPOSED WAYS & MEANS AMENDMENTS:

All implementing provisions which authorize the Superintendent of Public Instruction to establish a grant program for the development of local training programs for classroom assistants are eliminated.

Senate Committee - Testified: EDUCATION:  FOR:  Representative Kim Peery, original sponsor; Nancy Montgomery, Highline Education Association; Susan Levy, Washington Federation of Teachers; Judy Hartmann, Washington Education Association; Marjorie Griffin, Tacoma School District

Senate Committee - Testified: WAYS & MEANS:  Representative Kim Peery, original sponsor (for)