Making Paraeducators a Respected Profession in your State- One State's Efforts By Doug Nelson, Kent Gerlach, Reen Doser, Britta Dionne, Jean Scarletti, Maria Pittson

1. WASHINGTON STATE
Paraeducators are an important and
recognized member of the education team

2. WORKSHOP ANSWERS
 What are we doing
 How did it get started
 What is the current status
 Next steps

3. WHAT ARE WE DOING
Professionalize paraeducator profession by mandating state-wide
standards, training, and recognition of instructional role

4. IMPLEMENT PARAEDUCATOR
REFORMS
 State-wide standards for ELL (English Language Learners) and
LAP/Title I Paraeducators
 Special education and general education next year
 Professional development to reach the standards
 Establish State-wide career ladder
 Reduce obstructions to teacher certification
 Professional development for teachers and principals who
supervise and evaluate a Paraeducator

5. HOW IT GOT STARTED
Took advantage of state’s embarrassment over not closing the
“achievement / opportunity gap”

6. ACHIEVEMENT / OPPORTUNITY GAP
 Show sample chart of gap

7. PARAEDUCATOR ROLE
 State and federal programs to reduce gap
 Title I & Learning Assistance Program - $450 million per year
 476,714 Title I / LAP Eligible Students
 English language learner programs - $160 million per year
 108,379 Ell / TBIP Eligible
 56% of hours of instruction provided by Paraeducators

10. JANUARY 2013 PARAEDUCATOR
SURVEY – 1,034 RESPONSES

12. 11-18-13 PARAEDUCATOR SURVEY – 304 RESPONSES

13. COALITION EFFORT
 Parents (including PTA)
 One America
 Equity in Education organizations
 Education reform advocates

14. 2014 LEGISLATIVE SESSION
 Passed bill that established a workgroup to make
recommendations on five subject areas
 Minimum employment standards for ELL / LAP / Title I
 Professional development
 Career ladder
 Identify and reduce obstructions to teacher certification
 Training teachers and principals

15. COMPOSITION OF WORKGROUP
 Superintendents
 University and community college representatives
 Teachers
 Principals
 Program administrators
 Paraeducators
 Parents
 OneAmerica
 Equity in education coalition

16. TOO MUCH WORK
 Subcommittees on each subject area
 Composition similar to workgroup with 10-12 members each

17. REPORT
 13 recommendations to the legislature
 180 page report
 http://www.pesb.wa.gov/home/para-work-group

18. RECOMMENDATION 1
 Paraeducator Employment Standard
 English Language Learners, Transitional Bilingual Instructional
Programs,
 Federal Limited English Proficiency,
 Title I and Learning Assistance Program
 Support instructional opportunities
 Demonstrate professionalism and ethical practices
 Support a positive and safe learning environment
 Communicate effectively and participate in the team process

19. RECOMMENDATION 1 - CONTINUED
 ELL Endorsement
 Transitional Bilingual Instructional Program
 Federal Limited English Proficiency classrooms settings
 Schools serve an increasingly diverse population of ELL
 Paras assist in student content comprehension through specific
instructional strategies
 It is important to be trained through a specialized set of ELL knowledge
and skills
 Adopt a standard definition of a “paraeducator”.
 “Para” means “alongside” A paraeducator is a school employee who
works under the supervision of a certificated/licensed staff member to
support and assist in providing instructional and other services to children
and youth and their families.

20. RECOMMENDATION 2
 Establish a Paraeducator Oversight Committee or Board to
provide guidance and leadership and for the implementation of
the new system.
 Duties are:
 Policy Making
 Program Implementation
 Advocacy
 Advising Capacity

21. RECOMMENDATION 3
 Implement Paraeducator Employment Standards and Certificate
Process over five years.
 Year One Establish
 Year Two Implementation of Pilot Phase
 Year Three Gradual Phase in
 Year Four Final Phase In
 Year Five Full Implementation

22. RECOMMENDATION 4
 Implement certificate renewal process and support
paraeducators’ continued professional development that
requires the completion of 75 – 100 approved clock hours every
five years.
 Ensures paraeducators are continually mastering necessary skills for
improved job performance.
 Allows school districts to provide training to meet district specific
requirements.
 Provides opportunities for teachers and paraeducators to attend
training together for joint clock hour or credits.
 Recognizes paraeducators as professionals consistently trying to
improve.

23. RECOMMENDATION 5
 Establish a Paraeducator Certificate with multiple endorsements
as Career Ladder opportunities.
 Ensures paraeducators have completed coursework and met the
required skill level needed to support and assist teachers.
 Certification establishes clear distinctions in the roles and levels of
responsibilities
 Provides opportunities for upward mobility through endorsements
 Required endorsements in ELL and Special Education provides
necessary training to meet the demands of specialized instructional
support
 Continued renewal process helps ensure students are served by an
appropriately prepared paraeducator workforce

24. RECOMMENDATION 6
 Establish an Advanced Paraeducator Endorsement as a Career
Ladder opportunity.
 Support and retain highly-qualified and experienced employees
 Expand paraeducators' current duties to include mentoring and
coaching other paraeducators
 Provide highly-impacted classrooms with specialized paraeducators
possessing advanced instructional skills in reading, math, science,
and technology.
 Increase job satisfaction and improve professionalism

25. RECOMMENDATION 7
 Expand and enhance the high school to paraeducator to
teacher pathway through implementation grants to high schools
targeting students of color.

26. RECOMMENDATION 8
 Establish three regional grants to expand and enhance current
Alternate Routes to Certification to meet teacher shortage in
hard to fill areas.
 Paraeducators are already in the system
 Paraeducators already know what it’s like to work in the classroom
 Paraeducators already have a passion for teaching

27. RECOMMENDATION 9
 Incorporate appropriate and effective use of paraeducators into
the knowledge and skill standards required of teacher and
principal/administrator preparation programs and into the career
benchmarks for teacher and principal continuing education.
 Ensures that candidate teacher, principal and administrator
programs provide understanding and demonstration of:
 Preparation, training and instruction of paraeducators
 Legal, ethical and effective supervision, hiring and employment of
paraeducators
 Effective communication and feedback with and development of
paraeducators

28. RECOMMENDATION 10
 Create and fund statewide professional development for current
paraeducators, teachers, principals, and administrators.
 Provides 4 learning modules for teachers
 Provides 7 learning modules for principals

29. RECOMMENDATION 11
 Washington State School Directors Association (WSSDA) would
develop and recommend a “model paraeducator policy” that
promotes clarity and understanding of the new standards and
certification requirements. School Districts would then review,
modify, and adopt as necessary.
 Ensure support and clarity of paraeducator roles
 Ensure best practices are being followed
 Reduce potential for litigation

30. RECOMMENDATION 12
 Pilot a BAS degree program leading to teacher certification in
Elementary Education and English Language Learners or Special
Education
 Addresses disparities in teaching
 Provides better accessibility
 Addresses para to teacher pipeline
 Aligns work group mandate for a career ladder
 Provides financial incentives
 Develops programs needed in local communities

31. RECOMMENDATION 13
 Community and technical colleges will offer transferrable credit
to the Paraeducator Certificate and Apprenticeship Programs
and align to new Paraeducator Employment Standards.
 Ensures valid, reliable, and accessible options for coursework
 Ensures the coursework meets employment standards
 Ensures the credits are transferable toward a teaching certificate

32. 2015 LEGISLATIVE SESSION
Implementation bill working its way
through the legislative process
Senate passed 45-3
House vote Wednesday 90-8
 Negotiating differences

33. WHAT DOES IT DO
 Senate bill
 6 member paraeducator board to oversee implementation
 Implements state-wide standards
 2 years of pilot projects
 Starting September 1, 2017
 Paraeducators in ELL and Title I / LAP programs will have 3 years to
get their paraeducator certificate
 Paraeducators in ELL will have to get a special endorsement in 3
years

34. WHAT DOES IT DO – CONTINUED
 PESB (Professional educator standards board) will design training
standards for teachers and principals
 Community and technical colleges will re-design their
paraeducator certificate to meet the new training requirements
 $1.7 million provided to get it started
 Timing is right since school districts are getting approximately $21
million for teacher and paraeducator professional development
– a $6 million increase this year

35. NEXT STEPS
 Implement Board, standards, and endorsements for ELL & LAP /
Title I – including pilot programs
 Advisory Group on Special Education and General Education
paraeducator standards done by January 2016
 Expect legislation in 2016 legislative session to implement
recommendations