Table of Contents



Implementation Toolkit:Paraeducator Certificate ProgramJuly 2019Table of Contents TOC \h \u \z Table of Contents PAGEREF _fgu3ix2h7evy \h 1Overview of the Paraeducator Certificate Program PAGEREF _l3vt3vh1lcl2 \h 4Introduction PAGEREF _nlybrem9a543 \h 4Background and overview PAGEREF _uxgua4nym5p2 \h 4Laws and rules PAGEREF _zcfk2wokss2h \h 5The Implementation Toolkit PAGEREF _55qy7a9om6s6 \h 5Introduction PAGEREF _6wnjax24nfky \h 5Online folder PAGEREF _g7wxppqsqduh \h 5Chapter 1: The Paraeducator Certificate Program PAGEREF _wi70n2h4yhf7 \h 7Instructional Paraeducator PAGEREF _4s77nwf5vdp0 \h 7Minimum Employment Requirements PAGEREF _c1pq8zn7sh7k \h 7Standards of Practice PAGEREF _f9q8xq6le839 \h 8Fundamental Course of Study PAGEREF _cs3w03qppn1q \h 8General Paraeducator Certificate PAGEREF _z37t8h947cpd \h 9“Embedding” the Subject Matter Certificates PAGEREF _g1frvqk03bbx \h 9Subject Matter Certificates PAGEREF _z37t8h947cpd \h 9Advanced Paraeducator Certificate PAGEREF _z37t8h947cpd \h 10Chapter 2: Requirements for the 2019-20 school year PAGEREF _yrlnwgyrfeh3 \h 11What are the requirements for school districts? PAGEREF _tkevrz97z8mm \h 11What are the requirements for paraeducators? PAGEREF _2tkap670becd \h 11Does this mean the FCS is only two days, and not four? PAGEREF _skbkzhp98t0h \h 11Can my school district provide the other two days of training to meet the full Fundamental Course of Study? PAGEREF _9iyz4ixps9hk \h 12Are school districts required to provide training on the General Paraeducator Certificate? PAGEREF _qtqasxfs16i1 \h 12In what setting should the Fundamental Course of Study training be provided? PAGEREF _23jw7rv31axc \h 12What does the funding cover? PAGEREF _965ofbevawg2 \h 12Do the funds contain reimbursement for admin costs, trainers, supplies, etc.? PAGEREF _xwiqvqht36s2 \h 13When will school districts be reimbursed for the two days of Fundamental Course of Study training provided to paraeducators? PAGEREF _rcwmgdmaf9z6 \h 13Which parts of the 28 hour FCS curriculum should be included in the two days (14 hours) of funded training? PAGEREF _xxdxffl488ht \h 13When can school districts begin to provide the Fundamental Course of Study training? PAGEREF _q1nxhud39cdw \h 13Chapter 3: Implementing the Fundamental Course of Study (FCS) PAGEREF _uf5upi2jjjvl \h 14Starting out PAGEREF _lw59ar337seu \h 14Step 1: Understand the paraeducator standards of practice PAGEREF _ql461l58cq82 \h 14Step 2: How to use the FCS Outline PAGEREF _anfkmcpidvyh \h 14Step 3: How will districts deliver the FCS and who will deliver the training? PAGEREF _1ig4hwbc5wzd \h 15Step 4: How to create a district Implementation plan PAGEREF _2ef6ga4auzze \h 16Step 5: What are the district’s responsibilities for training and record-keeping? PAGEREF _eul3knvp357 \h 16What resources are available for districts? PAGEREF _n1c2u1ts7lj7 \h 17Additional resources include PAGEREF _3xqe3gmnfetu \h 17Online course PAGEREF _74zgfzxqrx25 \h 17Two implementation suggestions PAGEREF _lnj90gdhwtsg \h 18Units vs Hours vs Modules PAGEREF _97k1p9t1c5nr \h 18Looking ahead PAGEREF _l5orozti4p9q \h 19Chapter 4: Implementing the General Paraeducator Certificate And Subject Matter Certificates PAGEREF _99dmn98y8kvd \h 20Implementing the General Paraeducator Certificate PAGEREF _c3g60ytvolpo \h 20How to attain PAGEREF _t7ljv8u6xo3k \h 20When to begin PAGEREF _b6z8kg99zild \h 21Training requirement PAGEREF _w1zmerwtl6bn \h 21Implementing the Subject Matter Certificates PAGEREF _1dvbtzwni7vu \h 21Online courses PAGEREF _utg82dl71k7x \h 21What are the features of the online courses? PAGEREF _apsxl4gqwqfk \h 22Can districts use online courses for in-person and/or blended learning? PAGEREF _hdaamsy6z1vm \h 22How can district or ESD’s access these resources? PAGEREF _tz008t7z6sxx \h 23Renewing the Subject Matter Certificates PAGEREF _bixeqpvrhpic \h 23Chapter 5: The Advanced Paraeducator Certificate and career ladder PAGEREF _n2jtldpt3wux \h 24How to attain PAGEREF _uyattlsimtm7 \h 24Renewing the Advanced Paraeducator Certificate PAGEREF _pabqc1a7yeol \h 25Career ladder PAGEREF _e1hkb8qdqg16 \h 25Alternative Routes to Teacher Certification: Route One PAGEREF _z80nxj4fuoo2 \h 25Pipeline for paraeducator conditional loan scholarship PAGEREF _anr79sdy5tvn \h 25Chapter 6: Additional information PAGEREF _asikh5nqrfiy \h 27Certificate fees PAGEREF _7cojrlsx2ioh \h 27Certified staff PAGEREF _y2sowh7c3q3a \h 27Continuing education credit hours (clock hours) PAGEREF _d62mrhgmww8f \h 27Activity-based clock hours PAGEREF _aevq6kabmlr \h 28Professional Growth Plans PAGEREF _s41pg5s5fw8 \h 28Chapter 7: Communication strategies (brief) PAGEREF _gxn0imwq0ahx \h 30Who needs to know PAGEREF _gsfjigmvcokh \h 30Important items to keep in mind PAGEREF _39xea7wk5z0a \h 30What not to do PAGEREF _80yq7fvm9qkh \h 30Chapter 8: FAQ PAGEREF _xz9vhfkku3gt \h 31Chapter 9: Conclusion PAGEREF _hfg4f1dzuzjl \h 32Overview of the Paraeducator Certificate ProgramIntroductionThe Washington State Legislature recognizes that all instructional paraeducators need and deserve professional development opportunities and training to support successful academic outcomes for our students. Through a legislative directive (HB 1115, 2017), the Paraeducator Certificate Program was created to meet this demand. The program includes new state standards of practice and professional development training to advance the professional skills and knowledge of paraeducators and to reduce the opportunity gap in education. Background and overviewIn March 2014, the Legislature passed SB 6129 directing the Professional Educator Standards Board (PESB) to convene a Paraeducator Work Group. The work group was charged with recommending new standards of practice for paraeducators, professional and educational development, and defining a career ladder to teacher preparation and certification. Based on the work group recommendations, the Legislature passed HB 1115 in May 2017 establishing the Paraeducator Board. The Board has the authority to create policies concerning paraeducator standards of practice, professional development, and a career ladder.The Paraeducator Certificate Program is made up of the following:The training begins with the 28-hour Fundamental Course of Study (FCS), a course focused on the new paraeducator standards of practice. Following the completion of the FCS, a paraeducator has three years to complete an additional 70 hours to earn the General Paraeducator Certificate. If funded by the Legislature, school districts are responsible for ensuring all employed paraeducators meet the requirements of the FCS and General Paraeducator Certificate (up to the funded amount). In addition to the General Paraeducator Certificate, a paraeducator may choose to attain a Subject Matter Certificate by completing 20 hours of training in the subject of the certificate. There are two Subject Matter Certificates: English Language Learner (ELL) and Special Education. These certificates expire after five years of attainment, are not prerequisites for employment in any program, and once attained can be used to help meet the requirements of the General Paraeducator Certificate. Finally, a paraeducator may attain the Advanced Paraeducator Certificate once they have completed the General Paraeducator Certificate and an additional 75 hours of advanced professional development. The advanced certificate expires after five years and it is not a prerequisite for employment. Laws and rulesChapter 28A.413 RCW and Title 179 WAC are the relevant laws and rules associated with this program. The RCW established the paraeducator minimum employment requirements, the standards of practice for paraeducators, the Paraeducator Board, and the Paraeducator Certificate Program. The Paraeducator Board further defines the RCW through rules in Title 179 WAC. The Implementation ToolkitIntroductionThe Implementation Toolkit: Paraeducator Certificate Program is designed to help district staff successfully implement the program and train instructional paraeducators in their school district. The intended audience for the toolkit is district personnel who have been assigned the responsibility for implementing the required training. This toolkit may also be used by Educational Support Districts, unions, community colleges, or any partners involved in supporting the professional development of paraeducators in Washington state.The Paraeducator Board will add to and update this resource as appropriate. You are encouraged to review this document routinely and to subscribe to the Paraeducator Board newsletter for updates (bottom of the PESB website).Online folderTo make the most of this toolkit, you are encouraged to access the online Google Drive folder, titled “Implementation of the Paraeducator Certificate Program”. In this folder, you will have access to all of the program standards, curriculum/outlines, reports, crosswalks, materials from the pilot sites, and more. This is an excellent resource, and the material in this toolkit will reference the files in this folder. Files in the folder include:Paraeducator Certificate Program Infographic;Preparing for implementation:District training inventory;Fundamental Course of Study Implementation planning;Standards of practice:Fundamental Course of Study and general;English Language Learner;Special education;Advanced;Course outlines:Fundamental Course of Study;ELL Subject Matter Certificate;Special Education Subject Matter Certificate;Two possible options for implementing the FCS;Crosswalk between the FCS and “Paraeducators: what we do matters”;Paraeducator Pilot Midterm Report;Advanced Paraeducator Certificate Coursework Recommendations; andFAQ document.In addition, there is a subfolder that includes materials developed from the pilot grantees, which are available for district use.Chapter 1: The Paraeducator Certificate ProgramInstructional ParaeducatorAn instructional paraeducator is defined as a: Classified public school or school district employee who works under the supervision of a certificated or licensed staff member, from grades kindergarten to grade 12, to support and assist in providing instructional and other services to students and their families, including library assistants, and excluding bus monitors, lunchroom aides, and community service aides. Paraeducators are not considered certificated instructional staff.All classified staff who fall under the above definition must meet the minimum employment requirements, listed below, and complete training requirements of the program.NOTE: Preschool paraeducators are excluded from the above definition and paraeducators who work in transition programs are considered a part of the K-12 definition.Minimum Employment RequirementsThe minimum employment requirements are as follows, a paraeducator must:Be at least eighteen years of age and hold a high school diploma or its equivalent (for more detailed information on what is considered equivalent, please read our additional resource; andIn addition, a paraeducator must meet one or more of the following:Have received a qualifying score on the Education Testing Service (ETS) paraeducator assessment as published by PESB; orHold an associate degree or higher from an accredited college or university; orHave earned 72 quarter credits or 48-semester credits at the 100 level or higher at an accredited college or university; orHave completed an apprenticeship as a paraeducator, in a program registered with the Washington State Apprenticeship and Training Council.These employment requirements must be met by all paraeducators beginning with the 2019-20 school year. There are no waivers that may be provided for these requirements.Two important notes:These minimum employment requirements do not apply to substitute paraeducators; and If a district uses Title I funds to pay the wages of their paraeducators, these paraeducators must meet Title I minimum employment requirements. As an example, there are Title I minimum employment requirements for substitute paraeducators. Standards of PracticeThe foundation of the Paraeducator Certificate Program are the standards of practice.The five standards are:Supporting instructional opportunities;Demonstrating professionalism and ethical practices;Supporting a positive and safe learning environment;Communicating effectively and participating in the team process; andDemonstrating cultural competency.Each standard has its own knowledge and skill competencies paraeducators must receive training to meet the requirements of the program.Fundamental Course of StudyThe FCS is made up of the standards of practice, packaged in 12 units, and is designed to be provided to paraeducators in a 28-hour course. It is the responsibility of the school district to provide this training to paraeducators and ensure receipt. Two important notes:It is not the responsibility of the paraeducator to seek out training to meet FCS requirements; andA school district is only required to provide training on the FCS when funds are provided by the Legislature. If no funding is provided, then this training is not a requirement. All training provided to paraeducators to meet the FCS must meet the learning objectives and standards as written in the course outline/curriculum.School districts may partner with a provider to ensure that this training is met. If this option is chosen, it is the responsibility of the district to ensure that the training provided meets the standards and learning objectives written in the FCS outline.Additionally, seven hours of the 28 hours of training must be provided in-person (i.e., paraeducators and trainers are physically in the same room).General Paraeducator CertificateThe General Paraeducator Certificate is a credential earned by a paraeducator who completes an additional 70 clock hours of professional development training within three years after completing the FCS. It is the responsibility of the school district to ensure all employed paraeducators meet the requirements of the certificate.Do note school districts must provide training to meet the General Paraeducator Certificate only in school years for which state funding is explicitly appropriated for this certificate and just for the number of days that are funded by the appropriation.Training to meet the requirements of the General Paraeducator Certificate is broadly conceived. In short, any training that will assist the instructional practice of a paraeducator may count. A great source of training is any training that is already provided to teachers, which can be provided to paraeducators.“Embedding” the Subject Matter CertificatesParaeducators who complete hours towards an ELL or Special Education Subject Matter Certificate may use (“embed”) the completed hours towards the attainment of the General Paraeducator Certificate.For example, if a paraeducator completes the ELL Subject Matter Certificate, which is 20 hours of training, he or she may allocate those hours towards the general. In doing so, instead of 70 hours a paraeducator will have to complete 50 hours of training to meet the General Paraeducator Certificate.If a paraeducator completes both Subject Matter Certificates (a total of 40 hours), he or she may allocate both certificates towards the GPC. In doing so, a paraeducator will only have to complete an additional 30 hours of training to meet the general.Embedding the certificates is an excellent opportunity to meet the required hours and receive focused training in a subject area. Certificate embedding can only be used to fulfill the General Paraeducator Certificate, and cannot be used to attain the Advanced Paraeducator Certificate.Subject Matter CertificatesThere are two Subject Matter Certificates available to paraeducators: ELL and Special Education.To earn a Subject Matter Certificate, a paraeducator must complete 20 hours of professional development in the subject area of the certificate. The certificate expires after five years, and it is not a prerequisite to work in any program. You may allocate the completed subject matter certificate hours towards the attainment of the General Paraeducator Certificate (review the section above for information on “embedding”).Similar to the FCS, the Subject Matter Certificates have specific standards, learning objectives, and course outlines that must be met to attain the certificate.The standards and course outlines, which include the learning objectives, follow:ELL standards of practice;ELL course outline;Special Education standards of practice; andSpecial Education course outline.Advanced Paraeducator CertificateA paraeducator may attain the Advanced Paraeducator Certificate once they have completed the General Paraeducator Certificate.Paraeducators may become eligible for the advanced certificate by completing an additional 75 clock hours of professional development in the duties of an advanced paraeducator.The certificate expires after five years, and it is not a prerequisite for a paraeducator working in any program.The duties of an advanced paraeducator include:assisting in highly-impacted classrooms;supporting specialized instruction;mentoring other paraeducators; andacting as a short-term emergency substitute teacher*.* A school district must consult with the paraeducator and apply for the emergency substitute certificate as required in chapter 181-79A WAC.Similar to the other certificates, the Advanced Paraeducator Certificate must include the training competencies that align with the standards of practice of an advanced paraeducator, which have been approved by the Paraeducator Board.To view the knowledge and skill competency standards follow this link to the online document.The Paraeducator Board approved the following recommended, though not required, coursework to meet the training requirements of this certificate.Chapter 2: Requirements for the 2019-20 school yearWith the close of the 2019 legislative session, representatives approved the following budget language:$12,001,000 of the general fund—state appropriation for fiscal year 2021 is provided solely for grants to districts to provide two days of training in the Fundamental Course of Study to all paraeducators. Funds [...] are provided solely for reimbursement to school districts that provide two days of training in the Fundamental Course of Study to paraeducators during the 2019-20 school year.What are the requirements for school districts?School districts are required to provide two days of professional development on the Fundamental Course of Study to their paraeducators during the 2019-20 school year.In addition, all paraeducators are required to meet the minimum employment requirements.What are the requirements for paraeducators?Your school district is required to provide two days of professional development to you on the Fundamental Course of Study. This training will take place during the 2019-20 school year. Please contact your school district administration to determine when this training will take place and how it will be provided. Does this mean the FCS is only two days, and not four?No. The Fundamental Course of Study is still four days of professional development. School districts are only required to provide training on two days of the Fundamental Course of Study during the 2019-20 school year. If funding continues, school districts will be required to provide the additional two days of training during the 2020-21 school year. Important note: if funding is provided for the 2020-21 school year, school districts who hire paraeducators for the 2020-21 school year, who were not hired during the 2019-20 school year, will have to train these new paraeducators on the Fundamental Course of Study as well.Can my school district provide the other two days of training to meet the full Fundamental Course of Study?Absolutely. School districts are not prevented from providing the entire Fundamental Course of Study to their paraeducators. However, school districts will only receive reimbursement for two days of training, and not four.Are school districts required to provide training on the General Paraeducator Certificate?The legislature did not fund professional development for the General Paraeducator Certificate, so school districts are not required to provide this training during the 2019-20 school year. Similar to the Fundamental Course of Study, school districts are not prevented from providing this training to their paraeducators, however, they will not receive reimbursement for doing so.In what setting should the Fundamental Course of Study training be provided?One of the four days of the Fundamental Course of Study training must be provided in person. The Paraeducator Board has defined a day as seven hours. School districts are not required to provide in-person training during a single sitting. A school district may choose to meet this requirement during the 2019-20 school year, 2020-21 school year (if funded), or split the time between the two.The Paraeducator Board recommends school districts train their paraeducators through small group blended or in-person training.What does the funding cover?First and foremost, paraeducators must be paid for the time they receive training (in-person and online), which means the wages and benefits of the paraeducator must be covered for two days of training.The funding rate is an estimate, with a final figure known at the end of the school year. Given the provided funds and the number of anticipated paraeducators to be trained, we estimate a reimbursement rate of $218 per paraeducator per day of training. At the end of two days of training this comes out to an estimate of $436. Do the funds contain reimbursement for admin costs, trainers, supplies, etc.?The funding will cover the wages and benefits of paraeducators for two days of training. If the provided funding is greater than the salary and benefits of the paraeducator or if the wages and benefits are already covered in the bargaining agreement, then the school district may choose how to allocate the additional funds.When will school districts be reimbursed for the two days of Fundamental Course of Study training provided to paraeducators?The legislature has developed a reimbursement model for paraeducator funding. School districts are required to provide training during the 2019-20 school year and then request reimbursement. School districts will be reimbursed as early as July 1, 2020. We are currently finalizing guidance regarding reimbursement. If you are reading this language in August 2019 or later, please notify paraboard@k12.wa.us and request an update.Which parts of the 28 hour FCS curriculum should be included in the two days (14 hours) of funded training?This is a school district decision. The Paraeducator Board decided school districts should have flexibility on the training provided to paraeducators. However, the training must meet the standards, learning objectives, and requirements of the Fundamental Course of Study.Suggested strategies for the implementation of the first 14 hours of the FCS is in chapter 3, below. When can school districts begin to provide the Fundamental Course of Study training?Training to meet the Fundamental Course of Study requirements begins with school year 2019-20, or as early as July 1, 2019. There is no grandfathering of training before this school year (i.e., training before July 1, 2019 will not count towards meeting this two day requirement. The only exception are paraeducators who participated in the Paraeducator Pilot during the 2018-19 school year). Chapter 3: Implementing the Fundamental Course of Study (FCS)Given that all school districts are required to provide two days of professional development on the Fundamental Course of Study to paraeducators during the next school year, this chapter is designed to provide guidance and resources to school districts to achieve this outcome. Over the next year (school year 2019-20), this chapter will be updated regularly as new information is gathered. We encourage you to visit it routinely and to subscribe to the Paraeducator Board newsletter.Starting outThe following steps are provided as guidance to school districts as they select and initiate the FCS. Step 1: Understand the paraeducator standards of practiceIt is important to understand the paraeducator standards of practice because it establishes the foundation for the FCS learning objectives.These standards replace previous paraeducator competencies used in the state of Washington. These standards are in RCW Chapter 28A.413.050, and the Paraeducator Board has further defined the standards to include knowledge and skill components, which are located in WAC 179-07-40.The FCS was developed by aligning these components into specific course units and learning outcomes. Implementers must review and become familiar with the learning outcomes for each of the 12 units from the FCS.After reviewing the units, you will have a foundation for the training expectations for the FCS. As a reminder, districts will have the flexibility to determine how they will distribute the 28 hours of training over the next two years. Beginning with the 2019-20 school year, school districts must provide 14 hours of training to paraeducators every year (if funded).Step 2: How to use the FCS Outline The FCS is divided into 12 units and includes the required learning outcomes and minimum clock hours. To maximize your use of the FCS outline, complete the following three steps:Review the FCS curriculum, which includes the units, standards, and learning outcomes;Complete an inventory of the current training provided by your district; andComplete a crosswalk between the FCS and the training you currently apply in your district. An important note, you do not have to reinvent the wheel. Work smart and review what your district currently provides to teachers and see if there are matches to the FCS learning outcomes. To assist with your district inventory, you can use the FCS course inventory document.Questions to think about: What training already exists in your district that meets the FCS learning outcomes?Are there certificated trainings that you could offer to paraeducators with some slight adjustments?Are individual buildings delivering professional development that meet some of the learning outcomes? Have you communicated with principals in your district about required FCS training? Does your new hire orientation meet any of the FCS learning outcomes? Could it if it were updated or adjusted to include the learning outcomes from the FCS? Once you have completed your inventory, determine what gaps exist and what you will need to develop or seek out to provide the necessary training curriculum and materials. Step 3: How will districts deliver the FCS and who will deliver the training? Each district will need to determine how and who will deliver the required FCS training.Districts can choose to provide all training in-person or use a blended approach. The Paraeducator Board does not recommend online training as the primary approach.Example: Paraeducators can complete online training (must be compensated time) and then attend in-person training sessions to review online content or homework assignments. Seven hours could be online and 7 hours could be face-to-face training to meet the 14 hours of training on the FCS required during the 2019-20 school year.Selecting your trainer/facilitator for the FCS is critical for its successful implementation. When determining who will deliver the training, you will want to take into consideration the following criteria:Does the trainer have a thorough understanding of the paraeducator role and respects this position as a member of the education team?Does the trainer have subject matter expertise and can explain the content without jargon?Can the trainer create a positive learning environment and establish rapport with all levels of personnel?Does the trainer have varied learning experiences in K-12 settings and can the trainer relate to paraeducators in the district? Consider a co-facilitator from your experienced paraeducator pool or union leadership to help deliver the FCS. Pilot districts reported that using experienced paraeducators added credibility and buy-in from paraeducators attending the training. Step 4: How to create a district Implementation plan Here are some suggested action items to help create your district implementation plan:Review the current collective bargaining agreement and determine how to move forward with the two days of professional development for paraeducators. Work with your union to plan accordingly for specific dates and times under contracted requirements or guidelines;Decide on when your district will provide 14 hours of Fundamental Course of Study training throughout the school year;Establish a calendar for when the 14 hours of the FCS will be offered and make sure to include opportunities for make-up sessions;Decide who will be responsible for tracking and recording the completion of both the training and training to meet the FCS units. Districts/providers are required to provide a certificate of completion for each of the 12 units and a certificate of completion for the FCS;Work with your paraeducator leadership team or union representatives to help pave the way for a successful implementation and assure paraeducators that the training is worth their time to attend;Provide advance notification for when and where your district will offer the training. Paraeducators often work two jobs and need advance warning in order to attend. If you plan on offering training after school or on weekends, remember childcare issues or limited transportation may affect attendance.Step 5: What are the district’s responsibilities for training and record-keeping? It is the responsibility of both the paraeducator and school district to track the completion of training and the maintenance of records. Each district or provider of the FCS must provide and maintain proper clock hour documentation of the completion of FCS units and the course.The e-certification (e-cert) system has been adapted for paraeducators. When the FCS is done, it is the responsibility of the paraeducator (with the assistance from the school district) to enter the completion of the FCS into e-cert.Until the FCS is complete, and paraeducators can input completion into e-cert, it is recommended for districts to use tracking software already employed by the district. Examples include Skyward, PD Enroller, another database system, spreadsheets, and more.What resources are available for districts? Districts have access to the Paraeducator Pilot training content, which includes training slides, notes, images, and additional online content.The following school districts (SD) and ESDs participated in the Pilot. All grantees were required to complete the FCS and at least one of the certificates.Issaquah SD:Special Education Subject Matter CertificateLongview SD:Special Education Subject Matter CertificateNE ESD: Special Education Subject Matter Certificate (did not complete)NW ESD: Special Education and ELL Subject Matter CertificatesRiverside SD:General Paraeducator Certificate (limited to 20 hours of training)Yakima SD: Special Education and ELL Subject Matter CertificatesThe Paraeducator Pilot Midterm Report goes into a lot of detail on the successes and challenges these sites had in implementing the FCS. This is a great resource for districts to review and highly recommended by the Paraeducator Board.Additional resources includeOnline course“Paraeducator: What we do matters” online course. This resource can be used to provide online training at no cost to districts to help meet 12 hours of training towards the FCS. Districts interested in exploring this option must review the crosswalk document between the FCS and the online course.The Paraeducator Board has determined that each of the modules in the online course is equivalent to one hour of training. If a district chooses to use this course, then supplemental training hours must be provided to satisfy the unit requirements of the FCS.These courses are available for districts/facilitators to download for free after submitting user login information online.Two implementation suggestionsThere are several options for implementing the Paraeducator Certificate Program over a two year period (14 hours each year). Two suggestions on how to meet the first 14 hours during the 2019-20 school year follow:Suggestion 1 (in-person training):FCS01: Introduction to Cultural Identity and DiversityFCS06: EquityFCS07: Behavior management strategies including de-escalation techniquesFCS08: Child and Adolescent DevelopmentFCS10: Positive and Safe Learning EnvironmentSuggestion 2 (blended training)In-personFCS02: Methods of Educational and Instructional SupportFCS08: Child and Adolescent DevelopmentFCS11: Communication BasicsFCS12: Communication ChallengesOnlineFCS09: Emergency and Health Safety (using “Safe Schools”)Module 2: Supporting Child Development*Module 3: Strengthening Instruction*Module 8: Working Effectively with Data*Module 10: Promoting Health, Safety, and Wellbeing*Module 11: Mastering Communication Basics*Module 12: Solving Communication Challenges** Modules from the “Paraeducators: what we do matters” online course.Units vs Hours vs Modules There are three terms that are used throughout this document: units, hours, and modules. It is important to understand their differences. The FCS is a course comprised of 12 units equalling 28 hours of training (at minimum). Each unit has its own minimum number of required hours. The online course “Paraeducators: what we do matters” is made up of 12 modules. Each module is equal to one hour of training. The first module does not represent the first unit of the FCS, and this is the case for the rest of the course (view the crosswalk). During the 2019-20 school year, districts are required to provide 14 hours of training on the FCS to their paraeducators. The Paraeducator Board recommends training paraeducators to meet full completion of units (view two possible options).Looking ahead During each legislative session, the legislature will consider funding the FCS and the General Paraeducator Certificate. As long as funding is provided, the FCS and General Paraeducator Certificate are required trainings the district must provide (up to the amount funded). Once the FCS is completed, it is the responsibility of the paraeducator, with the assistance of the district, to submit completion in e-Cert.Chapter 4: Implementing the General Paraeducator Certificate And Subject Matter Certificates The FCS is the foundational training all paraeducators must receive, if funded, to best prepare them for their role as a paraeducator. Once the FCS is complete, there are three certificates that a paraeducator may attain: General Paraeducator Certificate, ELL Subject Matter Certificate, and the Special Education Subject Matter Certificate. Note: paraeducators may complete training towards these certificates at any time. However, a paraeducator can only attain these certificates once the FCS is complete.Implementing the General Paraeducator CertificateThe General Paraeducator Certificate is the only required certificate, if funded, in the Paraeducator Certificate Program. The General Paraeducator Certificate is a credential earned by a paraeducator who completes an additional 70 clock hours of professional development training within three years after completing the FCS. It is the responsibility of the school district to ensure all employed paraeducators meet the requirements of the certificate.Do note school districts must provide training to meet the General Paraeducator Certificate only in school years for which state funding is explicitly appropriated for this certificate and just for the number of days that are funded by the appropriation.How to attainTraining to meet the requirements of the General Paraeducator Certificate is broadly conceived: any training that will assist the instructional practice of a paraeducator may count towards the completion of this certificate. A great source of training is any training that is already provided to teachers, which can be provided to paraeducators.Though the responsibility to provide and ensure training is on the school district, a district is welcome to partner with a provider (e.g., community colleges, unions, ESDs, and more) to make sure their paraeducators meet the requirements of this training.When to beginBeginning with the 2019-20 school year, paraeducators may complete professional development to meet the requirements of the General Paraeducator Certificate. However, a paraeducator can only attain the certificate once the FCS is complete.Note: the General Paraeducator Certificate is not required training during the 2019-20 school year as funding was not provided for this purpose. If a school district provides training on the General Paraeducator Certificate when no funding is provided, reimbursement on the training is not possible.Training requirementThe only requirement concerning the training provided to meet the General Paraeducator Certificate is that training must meet in-service education approval standards as written in chapter 181-85 WAC.Implementing the Subject Matter CertificatesThere are two Subject Matter Certificates available to paraeducators: ELL and Special Education.To earn a Subject Matter Certificate, a paraeducator must complete 20 hours of professional development in the subject area of the certificate. The certificate expires after five years, and it is not a prerequisite to work in any program. You may allocate completed subject matter certificate professional development hours towards the attainment of the General Paraeducator Certificate.Similar to the FCS, the Subject Matter Certificates have specific standards, learning objectives, and course outlines that must be met to attain the certificate.Professional development may be completed to meet the requirements of both Subject Matter Certificates beginning with the 2019-20 school year. However, a paraeducator can only attain these certificates once the FCS is complete.Online coursesIn 2018, the Legislature provided funding to PESB to develop online learning courses to support the implementation of the Subject Matter Certificates. These courses were published on Moodle in July 2019.The ELL and Special Education online courses are based on the corresponding standards of practice, which include the knowledge and skill competencies approved by the Paraeducator Board. Each online course satisfies the 20 hours of training required to meet the corresponding Subject Matter Certificate. What are the features of the online courses? Each module begins with an introduction that provides an overview describing the topics to be covered and a list of learning objectives. These learning objectives were identified by the Board as the competencies required to meet ELL and Special Education training to help students with diverse needs, abilities, cultural experiences, and learning styles. Each module begins with a pre-survey. This self-assessment is designed to help gauge the paraeducator’s current level of knowledge and confidence in the topics covered in the module.Modules include a reflection and action journal a paraeducator can download and is used to complete assignments and other activities. Vocabulary lists are also available as a download and provides definitions of words and acronyms related to each module’s content. Each module contains the following sections:Building topic knowledge;Engaging in the topic with activities and quizzes;Integrating the topic into practice; andFinal review and assessment.The content is presented in a variety of formats, which include articles, videos, and multimedia files. At the end of each module, there is a summary page and a page with additional resources. These are optional articles, videos, or other resources related to the content covered in the module. Can districts use online courses for in-person and/or blended learning?Absolutely.Although these courses, and the modules within them, are designed to be a self-paced training and used by paraeducators on their own, collaborating with other paraeducators and discussing the content can deepen the learning. Some districts may wish to use the content in these courses in a blended format, combining individual work with instructor-led sessions. Each module contains a facilitator guide to assist in this process.How can district or ESD’s access these resources? These courses are located on OSPIs Moodle LMS. In addition, the courses, as a whole, can also be downloaded.Renewing the Subject Matter CertificatesOnce attained, the Subject Matter Certificates are only valid for five years.To renew a Subject Matter Certificate, paraeducators must complete 20 clock hours during the validity period of the certificate. The application for renewal must be submitted during the last year of the currently valid certificate. Expired certificates may be renewed with completion of 20 clock hours within the previous five years from the date of the renewal application. Once this requirement is met, the paraeducator must present evidence to the Office of Superintendent of Public Instruction.Chapter 5: The Advanced Paraeducator Certificate and career ladderA paraeducator may attain the Advanced Paraeducator Certificate once they have completed the General Paraeducator Certificate.Paraeducators may become eligible for the advanced certificate by completing an additional 75 clock hours of professional development in the duties of an advanced paraeducator.The certificate expires after five years, and it is not a prerequisite for a paraeducator working in any program.The duties of an advanced paraeducator include:assisting in highly-impacted classrooms;supporting specialized instruction;mentoring other paraeducators; andacting as a short-term emergency substitute teacher*.* A school district must consult with the paraeducator and apply for the emergency substitute certificate as required in chapter 181-79A WAC.Similar to the other certificates, the Advanced Paraeducator Certificate must include the training competencies that align with the standards of practice of an advanced paraeducator, which have been approved by the Paraeducator Board.To view the knowledge and skill competency standards follow this link to the online document.How to attainTraining to meet the requirements of the advanced certificate is similar to the General Paraeducator Certificate, in that it is broadly conceived: any training that will assist the paraeducator to meet the duties of an advanced paraeducator may count towards the completion of this certificate. To assist school districts and paraeducators, the Paraeducator Board approved the following recommended, though not required, coursework to meet the training requirements of this certificate. Please note that these recommendations were made in May 2018 and that these courses may no longer be available, and should act as a guide.Another opportunity to complete hours to meet the certificate includes mentoring other paraeducators. An example of this is training newly hired paraeducators on the FCS.Renewing the Advanced Paraeducator CertificateOnce attained, the Advanced Paraeducator Certificate is only valid for five years.To renew the advanced certificate, paraeducators must complete 30 clock hours during the validity period of the certificate. The application for renewal must be submitted during the last year of the currently valid certificate. An expired certificate may be renewed with completion of 30 clock hours within the previous five years from the date of the renewal application. Once this requirement is met, the paraeducator must present evidence to the Office of Superintendent of Public Instruction.Career ladderThe primary goal of this certificate is for it to serve as a tool for paraeducators to advance in their career as a paraeducator and for it to assist those paraeducators who are interested in progressing into a teaching career. For the latter, how this will be accomplished is still under discussion, but the Paraeducator Board believes this will take place by establishing partnerships with higher education institutions. Paraeducators should also consider alternative pathways to teacher certification opportunities that exist, as all of these opportunities will assist a paraeducator to also meet the requirements of the Advanced Paraeducator Certificate:Alternative Routes to Teacher Certification: Route OneAlternative Routes to Teaching Certification are designed for career changers and for individuals already working in the school system who want to transition to full-time teaching. Compared to traditional educator preparation programs, Washington’s Alternative Routes tend to be shorter, more convenient, more affordable, and more practically oriented. Enrollment in an Alternative Route program is through an Alternative Route provider.Route One is designed for currently employed district staff with an associate’s degree (or equivalent in credit hours) seeking residency teacher certification with a subject matter or geographic shortage area endorsement.Pipeline for paraeducator conditional loan scholarshipThe pipeline for paraeducator conditional loan scholarship supports Washington State classified instructional staff: Who have not earned a college degree;Whose application demonstrates:At least one year of employment in the role of a paraeducator; orCompletion of two years in a Washington teacher academy program such as Recruiting Washington Teachers;Who intend to pursue teacher certification at a PESB-approved Teacher Preparation Program (this is not limited to a Route One program).Applicants may receive this loan for up to four academic years and the funds are awarded in exchange for two years of teaching service.For more information on the Advanced Paraeducator Certificate or alternative pathways to teacher certification, please contact paraboard@k12.wa.us. Chapter 6: Additional informationCertificate feesHB 1115 (2017) Sec. 16 states certificate fees shall exist for the Paraeducator Certificate Program. These fees shall be assessed when a paraeducator applies for a certificate in e-cert.The fees to attain the certificates follow:General Paraeducator Certificate (lifetime)$74ELL Subject Matter Certificate (valid for five years)$54Special Education Subject Matter Certificate (valid for five years)$54Advanced Paraeducator Certificate (valid for five years)$54Certified staffThe above minimum employment and training requirements are for all paraeducators, which includes individuals who were previously certified staff or who currently hold valid Title 181 certificates, pursuant to WAC 181-79A-140. However, for individuals who hold a valid Title 181 certificate, they are only required to complete the FCS. Once the FCS is complete, these paraeducators are considered to have met the General Paraeducator Certificate requirement. These paraeducators are then responsible for completing filing requirements with OSPI to attain the certificate.In addition, individuals who hold a valid Title 181 certificate and one of the following endorsements meet the requirements to attain the subject matter certificates:ELL and/or bilingual, meet the requirements to attain the ELL Subject Matter Certificate;Special education and/or early childhood special education, meet the requirements to attain the Special Education Subject Matter Certificate.For more information, review WAC 179-05-040. The exemption to the above are educators who only hold limited certificates, as described in chapter 181-77 WAC and WAC 181-79A-231. If a paraeducator only holds a limited certificate, the paraeducator must complete the requirements of the Paraeducator Certificate Program.Continuing education credit hours (clock hours)The Paraeducator Certificate Program uses the same professional development “currency” as certified staff. Continuing education credit hours, known informally as clock hours, are for Washington educators who want to earn and keep track of professional development. Training provided to meet the requirements of the General Paraeducator Certificate and the Advanced Paraeducator Certificate must meet in-service education approval standards as written in chapter 181-85 WAC.Activity-based clock hoursThe FCS and Subject Matter Certificates have the added designation of “activity-based clock hours”. This means that school districts, and other organizations who are eligible to provide clock hours, are allowed to offer the FCS and the Subject Matter Certificates without the approval of a clock hour committee. In addition, this designation means that the FCS and Subject Matter Certificate clock hours are issued at no cost. There is no specific clock hour provider for these clock hours, other than OSPI issuing these clock hours. To earn these clock hours, the individual completes the indicated activity and then completes the relevant form. As paraeducators are new to the clock hour system, school districts and providers should assist paraeducators with the submission of this form.Additional information is found in 181-85-033 WAC.Professional Growth PlansProfessional Growth Plans (PGPs) are job-embedded, self-directed professional development. In a Professional Growth Plan, educators set their own goals, align them to certification standards, design an action plan, and collect evidence documenting their growth towards achieving their goals. Educators then reflect on the process. There is no cost to an educator for a PGP. PGPs are equivalent to 25 clock hours.PGPs may be completed to assist a paraeducator towards the attainment or renewal of certificates. Specifically as follows:General Paraeducator Certificate: only one PGP may be completed to help meet the requirements of the General Paraeducator Certificate. Subject Matter Certificates: a PGP cannot be completed to attain a Subject Matter Certificate, but it may be completed to renew a Subject Matter Certificate.Advanced Paraeducator Certificate: PGPs may be completed to both attain and renew the Advanced Paraeducator Certificate.More information on PGPs, rules, and requirements may be found on our website.Chapter 7: Communication strategies (brief)Communication will be one of the most important endeavors school district leaders must actively participate in to find success with the implementation of the Paraeducator Certificate Program. Below are some general guidelines, but by no means are they the only actions to take.Who needs to knowThe Paraeducator Certificate Program will have a system-wide effect on the Washington education system. For this reason, it is the recommendation that all stakeholders are informed of the program. This includes, but is not limited to:Paraeducators;Teachers;Principals;Human resource department;Fiscal department;Training department;School boards;Union representatives;And more.The Paraeducator Board recommends informing stakeholders as soon as possible.Important items to keep in mindHere are three important items to keep in mind as you communicate:There are only two training requirements for the program and both are contingent on funding: the FCS and the General Paraeducator Certificate. The resposibility for training rests on the school district, and the school district must ensure that required training is met by the paraeducator. It is not the responsibility of the paraeducator to seek training to meet the requirements of the FCS. The school district must inform the paraeducator on proper steps to take.What not to doThe Paraeducator Board does not recommend delivering too much information to paraeducators all at once. Instead, inform paraeducators expectations for the next two years and a general understanding of the program, before providing detailed information.Chapter 8: FAQAn extensive FAQ document on the Paraeducator Certificate Program is located in the online implementation folder.Chapter 9: ConclusionThe Implementation Toolkit: Paraeducator Certificate Program is designed to help district staff successfully implement the program and train instructional paraeducators in their school district. The Toolkit, the accompanying FAQ document, and the online folder will address the majority of questions asked by administrative leaders, providers, and paraeducators. However, if the answer to your question is not found here, or you would like clarification, then you are welcome to write to paraboard@k12.wa.us. This document is also “live”, which means that as decisions are made by the Legislature or the Paraeducator Board, the Toolkit will be updated. Reminder: keep up to date with the most recent news by subscribing to the Paraeducator Board listserv, which can be done in the footer of the PESB website. ................
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