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.