Title 179 WAC — Paraeducator Board

Chapter 179-01 Authority.

Wash. Admin. Code § 179-01-010 Authority for Title 179 WAC.

The authority for this title is RCW 28A.413.020 and 28A.413.030 which creates and authorizes the paraeducator board with the powers and duties to effectively and efficiently implement chapter 28A.413 RCW.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-101, § 179-01-010, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-01-020 Definitions.

The definitions set forth in this section apply throughout this title.

(1)(a) "Paraeducator" means 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.

(b) Paraeducators are not considered certificated instructional staff as that term and its meaning are used in this title.

(2) "College or university" means any accredited institution as defined in WAC 250-61-050.

(3) "Certificate," as used in this title:

(a) Means a credential earned by a paraeducator who has met the minimum completion requirements listed in the chapters of this title; and

(b) Does not hold the same meaning as used in Title 181 WAC.

(4) "Expire," as used in this title, means that the credential earned by the paraeducator is no longer valid.

(5) "Filing requirements," as used in this title, as defined in chapter 181-85 WAC.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-101, § 179-01-020, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-01-030 Certification fees.

Certificate fees shall be used as described in WAC 181-79A-131.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 20-12-010, § 179-01-030, filed 5/22/20, effective 6/22/20.

Chapter 179-03 Paraeducator minimum employment requirements.

Wash. Admin. Code § 179-03-010 Authority.

The authority for this chapter is RCW 28A.413.030 which authorizes the paraeducator board with the powers and duties to adopt rules for the effective and efficient implementation of RCW 28A.413.040.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-102, § 179-03-010, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-03-020 Paraeducator minimum employment requirements.

(1)(a) A person working as a paraeducator for the employing school district before or during the 2017-18 school year must meet the requirements of subsection (2) of this section by the date of hire for the 2019-20 school year or any subsequent school year.

(b) A person who has not previously worked as a paraeducator for the employing school district must meet the requirements of subsection (2) of this section by the date of hire for the 2018-19 school year or any subsequent school year.

(2) The minimum employment requirements for paraeducators are as provided in this subsection. A paraeducator must:

(a) Be at least eighteen years of age and hold a high school diploma or its equivalent, as described in WAC 179-03-022; and

(b) In addition, a paraeducator must meet one or more of the following:

(i) Have received a qualifying score on the education testing service paraeducator assessment as published by the professional educator standards board; or

(ii) Hold an associate degree or higher from an accredited college or university; or

(iii) Have earned seventy-two quarter credits or forty-eight semester credits at the one hundred level or higher at an accredited college or university; or

(iv) Have completed an apprenticeship as a paraeducator, in a program registered with the Washington state apprenticeship and training council.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-102, § 179-03-020, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-03-022 Requirement for a high school diploma or its equivalent.

The requirement in WAC 179-03-020 for a paraeducator to hold a high school diploma or its equivalent may be met with any one or more of the following:

(1)(a) High school diploma, or copy of high school diploma; or

(b) High school transcript, or copy of transcript, which documents a high school diploma; or

(c) If the diploma or transcript has been lost or destroyed, or the institution holding the records no longer exists, a statement from an official of the school where the high school diploma was issued, or a statement from an official of the institution holding the records, indicating completion of the diploma by the individual; or

(2) Documentation of achievement of the minimum proficiency level on the general educational development (GED) test or award of certificate of educational competence as described in chapter 131-48 WAC; or

(3) College or university transcript, or copy of transcript, which documents:

(a) A high school diploma; or

(b) Achievement of the minimum proficiency level on the GED test or award of certificate of educational competence as described in chapter 131-48 WAC; or

(4) Associate degree or higher from an accredited college or university; or

(5) Equivalency for course work, diplomas, degrees, and programs completed in countries outside the United States: Individuals who have completed course work, diplomas, degrees, and programs in a country other than the United States may provide one or more of the following:

(a) A transcript, or copy of a transcript, from an accredited United States college or university indicating that the college or university has accepted the course work, diplomas, degrees, or programs as equivalent to a high school diploma, associate degree, or higher; or

(b) A statement of degree equivalency for a high school diploma, associate degree, or higher from an international credentials' evaluation agency approved by the professional educator standards board; or

(c) A statement from an official of the school, college, or university where the high school diploma, associate degree, or higher was completed, indicating completion of the diploma, program, or degree, and approval of the program by an agency governing education in that country; or

(6) A transcript, or copy of a transcript, from an accredited college or university documenting seventy-two quarter or forty-eight semester credits at the one hundred level or higher will be accepted as an equivalent to a high school diploma; or

(7) Home-based instruction: On a case-by-case basis, a district may, at its own discretion, choose to accept a certification of completion of a program of home-based instruction as described in WAC 180-96-053.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-102, § 179-03-022, filed 7/31/18, effective 8/31/18.

Chapter 179-05 Methods to attain paraeducator certificates.

Wash. Admin. Code § 179-05-010 Authority.

The authority for this chapter is RCW 28A.413.030 which authorizes the paraeducator board with the powers and duties to adopt rules for the effective and efficient implementation of chapter 28A.413 RCW.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-104, § 179-05-010, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-05-020 Definitions.

(1) "Continuing education credit hours" as used in this title is defined in WAC 181-85-030.

(2) "Professional growth plan" as used in this title is defined as:

(a) Paraeducator individualized professional growth plan means the document which identifies the formalized learning opportunities and professional development activities that relate to the specific competencies, knowledge, skills and experiences needed to meet the standards of a specific paraeducator certificate.

(b) Only one professional growth plan may be completed each year. Professional growth plans will be completed during the period beginning July 1st of one year and ending June 30th of the following year. Completion of the professional growth plan will include review by the professional growth team, as defined in subsection (3) of this section.

(c) Paraeducators who complete an annual professional growth plan to attain or renew their certificate shall receive the equivalent of twenty-five continuing education credit hours.

(3) "Professional growth team" as used in this title is defined as a team comprised of the individual completing a professional growth plan for renewing or attaining a certificate and a minimum of one colleague, who holds a paraeducator certificate or a Washington state educator certificate as described in Title 181 WAC, chosen by the individual.

(4) "Certificate renewal" means that process whereby the validity of a certificate, subject to expiration, is extended.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 19-05-028, § 179-05-020, filed 2/12/19, effective 3/15/19
• WSR 18-16-104, § 179-05-020, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-05-025 Start date of the paraeducator certificate program.

(1) Beginning July 1, 2019, districts, or providers, may train educators on the paraeducator certificate program. Training completed before July 1, 2019, will not count towards completing continuing education credit hours of the paraeducator certificate program.

(2) The general paraeducator certificate may be attained with continuing education credit hours that were completed on or after July 1, 2019, and within five years prior to the date of application.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 20-06-020, § 179-05-025, filed 2/21/20, effective 3/23/20.

Wash. Admin. Code § 179-05-030 Paraeducator certificate renewal.

(1) Individuals who hold paraeducator certificates have the following options for renewal:

(a) For the subject matter certificates described in chapters 179-13 and 179-15 WAC, candidates must complete twenty continuing education credit hours during the validity period of the certificate.

(b) For the advanced paraeducator certificate described in chapter 179-17 WAC, candidates must complete thirty continuing education credit hours during the validity period of the certificate.

(2) Application for renewal shall not be submitted earlier than twelve months prior to the expiration date of the current renewal.

(3) Expired certificates may be renewed with completion of required continuing education credit hours as stated in subsection (1) of this section within the previous five years from the date of the renewal application.

(4) An expired certificate may be renewed for an additional five-year period by presenting evidence to the superintendent of public instruction of completing the continuing education credit hour requirement within the five years prior to the date of the renewal application.

(5) Individuals who hold a certificate as described in Title 181 WAC may renew a paraeducator certificate, with the exception of:

(a) Undated residency certificates; and

(b) Limited certificates as described in WAC 181-77-014 and 181-79A-231.

(6) For educators holding multiple certificates in this title, continuing education credit hours completed to renew one certificate may be used towards meeting the renewal requirements for all paraeducator certificates held by an individual.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 19-05-028, § 179-05-030, filed 2/12/19, effective 3/15/19.

Wash. Admin. Code § 179-05-040 Requirements for attaining a paraeducator certificate for a holder of a valid educational certificate pursuant to WAC 181-79A-140.

(1) Requirements for an individual holding a valid educational certificate pursuant to WAC 181-79A-140:

(a) The purpose of this section is to clarify the requirements for individuals holding a valid educational certificate pursuant to WAC 181-79A-140, with the exception of: Educators who only hold limited certificates, as described in chapter 181-77 WAC and WAC 181-79A-231, must meet the requirements of the paraeducator certificate program as outlined in this title.

(b) Educators who do not hold a valid educational certificate pursuant to WAC 181-79A-140 must meet the requirements of the paraeducator certificate program as described in this title.

(2) Individuals must meet the paraeducator minimum employment requirements, as defined in chapter 179-03 WAC.

(3) Individuals must complete the fundamental course of study, as described in chapter 179-09 WAC.

(4) Individuals who hold a valid educational certificate pursuant to WAC 181-79A-140 and have completed the fundamental course of study, as described in chapter 179-09 WAC, are considered to have met the requirement for seventy continuing education credit hours for the general paraeducator certificate as described in chapter 179-11 WAC.

Individuals shall be responsible for completing filing requirements with the superintendent of public instruction, in accordance with WAC 179-01-020.

(5) Individuals who hold one of the following endorsements, as described in WAC 181-82A-202, meet the requirements to attain the subject matter certificates as described in chapters 179-13 and 179-15 WAC:

(a) English language learner and/or bilingual, meet the requirements to attain the English language learner subject matter certificate as described in chapter 179-13 WAC;

(b) Special education and/or early childhood special education, meet the requirements to attain the special education subject matter certificate as described in chapter 179-15 WAC;

(c) Individuals shall be responsible for completing filing requirements with the superintendent of public instruction, in accordance with WAC 179-01-020, the attainment of the subject matter certificate.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 19-05-028, § 179-05-040, filed 2/12/19, effective 3/15/19.

Chapter 179-07 Paraeducator standards of practice.

Wash. Admin. Code § 179-07-010 Authority.

The authority for this chapter is RCW 28A.413.030 which authorizes the paraeducator board with the powers and duties to adopt paraeducator standards of practice as described in RCW 28A.413.050.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-105, § 179-07-010, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-07-020 Purpose.

The purpose of this chapter is to establish the paraeducator statewide standards of practice which shall be the basis of the professional development created for the paraeducator certificate program described in this title.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-105, § 179-07-020, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-07-030 Standards of practice.

Washington state paraeducator standards of practice include the following:

(1) Supporting instructional opportunities;

(2) Demonstrating professionalism and ethical practices;

(3) Supporting a positive and safe learning environment;

(4) Communicating effectively and participating in the team process; and

(5) Demonstrating cultural competency aligned with standards developed by the professional educator standards board under RCW 28A.410.270.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-105, § 179-07-030, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-07-040 Knowledge and skill competencies for the standards of practice.

The knowledge and skill competencies describe the standards of practice that paraeducators should exhibit when working with students. Competencies are associated with each standard.

(1) Supporting instructional opportunities:

(a) Knowledge competencies:

(i) Proficiency in basic reading, writing, and math skills;

(ii) Knowledge of basic computer applications (e.g., word processing, presentation, and spreadsheet applications), data collection, assessments and software applications to support K-12 education; and

(iii) Knowledge of one's own cultural identity and how it influences perceptions, values, and practices.

(b) Skill competencies:

(i) Demonstrate ability to assist in reviewing, preparing, delivering, and reinforcing district/school/classroom instructional outcomes (e.g., tutoring, individual and small group instruction) as directed by certificated/licensed staff;

(ii) Demonstrate ability to assist in recording and maintaining data as directed by certificated/licensed staff;

(iii) Demonstrate ability to assist in administration of assessments and monitoring student progress as directed by certificated/licensed staff; and

(iv) Demonstrate ability to utilize technology to support educational and safety outcomes as directed by certificated/licensed staff.

(2) Demonstrating professionalism and ethical practices:

(a) Knowledge competencies:

(i) Knowledge of the code of professional conduct for education and applicable district policies and procedures;

(ii) Knowledge of the distinctions in the roles and responsibilities of teachers, paraeducators, administrators, families, and other team members;

(iii) Knowledge of the need to protect civil and human rights pertaining to all students, families, and staff; and

(iv) Knowledge of the importance and purpose of confidentiality of student information.

(b) Skill competencies:

(i) Adhere to code of professional conduct and applicable district policies and procedures;

(ii) Pursue and participate in staff professional development and learning opportunities;

(iii) Adhere to and follow district's mission, policies, procedures, and personnel practices; and

(iv) Adhere to confidentiality as consistent with all applicable laws, regulations, policies, and procedures.

(3) Supporting a positive and safe learning environment:

(a) Knowledge competencies:

(i) Knowledge of child and adolescent developmental milestones/stages and potential early warning indicators (e.g., attendance, behavior, and academic progress);

(ii) Knowledge of strategies to create an equitable learning environment which fosters unique strengths and abilities of students being served;

(iii) Knowledge of behavioral support systems/strategies that create inclusive and safe learning environments; and

(iv) Knowledge of how to consider the well-being of others and a desire to contribute and support students, school, and community.

(b) Skill competencies:

(i) Demonstrate ability to assist students at appropriate developmental stages and report student concerns or risk factors to certificated staff or supervisor;

(ii) Demonstrate ability to implement behavior support systems/strategies as directed by certificated staff or supervisor;

(iii) Adhere to district prescribed health, safety, and emergency policies and school guidelines;

(iv) Demonstrate ability to follow and assist in monitoring career and technical education (CTE) program/class safety procedures as directed by district and/or instructor;

(v) Demonstrate an awareness of student emotion, and the skill to help direct and express a student's emotions, thoughts, impulses, and stress in constructive ways;

(vi) Demonstrate the ability to assist students to access family, school, and community resources of support; and

(vii) Demonstrate the ability to assist in the development of a student's sense of social and community responsibility.

(4) Communicating effectively and participating in the team process:

(a) Knowledge competencies:

(i) Knowledge of how multiple communication methods contribute to collaborative team work;

(ii) Knowledge of collaborative team strategies and decision making;

(iii) Knowledge of the need to respect individual differences among all students, families, and staff; and

(iv) Knowledge of the importance of giving and receiving feedback regarding student learning and/or personal performance.

(b) Skill competencies:

(i) Demonstrate ability to utilize various communication methods, problem solving skills, and collaboration strategies with staff, students, families and community;

(ii) Demonstrate ability to initiate and provide relevant feedback regarding job duties, performance tasks, and student learning outcomes; and

(iii) Demonstrate ability to apply feedback regarding student learning outcomes and/or personal performance.

(5) Demonstrating cultural competency aligned with standards developed by the professional educator standards board under RCW 28A.410.270:

(a) Knowledge competencies:

(i) Knowledge of and respect for different ethnic, cultural, abilities, and linguistic backgrounds of students, families, staff, and community being served;

(ii) Knowledge of strategies to support and maintain a culturally inclusive learning environment; and

(iii) Knowledge of student cultural histories and contexts, as well as family norms and values in different cultures.

(b) Skill competencies:

(i) Demonstrate ability to assist in implementing educational material which represents and supports various cultures and abilities of students being served as directed by certificated/licensed staff; and

(ii) Demonstrate ability to foster a culturally inclusive environment as directed by certificated/licensed staff or supervisor.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 20-06-019, § 179-07-040, filed 2/21/20, effective 3/23/20
• WSR 18-16-105, § 179-07-040, filed 7/31/18, effective 8/31/18.

Chapter 179-09 Fundamental course of study.

Wash. Admin. Code § 179-09-010 Authority.

The authority for this chapter is RCW 28A.413.060 which authorizes the paraeducator board to define the fundamental course of study on the state standards of practice, as defined in chapter 179-07 WAC.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-106, § 179-09-010, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-09-020 Purpose.

The purpose of this chapter is to define the foundational training paraeducators must receive before the paraeducator begins to work with students and their families, or at minimum by the deadlines provided in RCW 28A.413.060.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-106, § 179-09-020, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-09-030 Definitions.

The four-day fundamental course of study will consist of twenty-eight continuing education credit hours of training.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-106, § 179-09-030, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-09-040 Fundamental course of study.

(1) School districts must implement this section only in school years for which state funding is appropriated specifically for the purposes of this section and only for the number of days that are funded by the appropriation.

(2)(a) School districts must provide a fundamental course of study on the state standards of practice, as defined by the board in WAC 179-09-050 of this chapter, to paraeducators who have not completed the course, either in the district or in another district within the state. At least one day of the fundamental course of study must be provided in person. School districts must use best efforts to provide the fundamental course of study before the paraeducator begins to work with students and their families, and at a minimum by the deadlines provided in subsection (3) of this section.

(b) Beginning March 1, 2020, through September 1, 2022, virtual learning environments that use synchronous learning with an instructor will meet the one day in-person training requirement of the fundamental course of study.

(3) Except as provided in (b) of this subsection, school districts must provide the fundamental course of study required in subsection (2) of this section by the deadlines provided in (a) of this subsection:

(a)(i) For paraeducators hired on or before September 1st, the first two days of the fundamental course of study must be provided by September 30th of that year and the second two days of the fundamental course of study must be provided within six months of the date of hire, regardless of the size of the district; and

(ii) For paraeducators hired after September 1st:

(A) For districts with ten thousand or more students, the first two days of the fundamental course of study must be provided within four months of the date of hire and the second two days of the fundamental course of study must be provided within six months of the date of hire or by September 1st of the following year, whichever is sooner; and

(B) For districts with fewer than ten thousand students, no later than September 1st of the following year.

(b)(i) For paraeducators hired for the 2018-19 school year, by September 1, 2020; and

(ii) For paraeducators not hired for the 2018-19 school year, but hired for the 2019-20 school year, by September 1, 2021.

(4) School districts may collaborate with other school districts or educational service districts to meet the requirements of this section.

(5)(a) Providers of the fundamental course of study must provide to the paraeducator written documentation of each unit completed by a paraeducator. The documentation is as published by the professional educator standards board.

(b) Upon request, if such request is made within seven calendar years of unit completion, the provider shall provide the paraeducator with documentation of unit completion.

(6) The fundamental course of study must include the training competencies that align with the standards of practice in chapter 179-07 WAC.

(7) The paraeducator shall be responsible for completing filing requirements with the superintendent of public instruction, in accordance with WAC 179-01-020, the completion of the fundamental course of study.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 22-04-015, § 179-09-040, filed 1/21/22, effective 2/21/22
• WSR 20-20-002, § 179-09-040, filed 9/23/20, effective 10/24/20
• WSR 19-21-070, § 179-09-040, filed 10/11/19, effective 11/11/19
• WSR 18-16-106, § 179-09-040, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-09-050 Course outline for the fundamental course of study.

Providers and facilitators must follow the current course outline as published by the professional educator standards board when delivering the fundamental course of study.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-106, § 179-09-050, filed 7/31/18, effective 8/31/18.

Chapter 179-11 General paraeducator certificate.

Wash. Admin. Code § 179-11-010 Purpose.

(1) The purpose of this chapter is to define a paraeducator's minimum requirements and process to attain, and the validity period for, the general paraeducator certificate.

(2) The general paraeducator certificate is the minimum credential a paraeducator may earn to obtain the knowledge and skill needed to support and assist teachers with their programs and administrative duties.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-107, § 179-11-010, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-11-020 Definitions.

The additional ten days of training to attain the general paraeducator certificate will consist of seventy continuing education credit hours.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-107, § 179-11-020, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-11-030 Minimum requirements.

Prior to completing the general paraeducator certificate, the paraeducator must have completed the fundamental course of study.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-107, § 179-11-030, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-11-040 Process.

(1) School districts must implement this section only in school years for which state funding is appropriated specifically for the purposes of this section and only for the number of days that are funded by the appropriation.

(2) School districts are encouraged to provide at least one day of the ten days of general courses, as defined by the board, on the state paraeducator standards of practice as a professional learning day, where paraeducators collaborate with certified staff and other classified staff on applicable courses.

(3) After completing the fundamental course of study, paraeducators must complete annual training provided by their school district on the general paraeducator certificate and only for the number of days that are funded by the appropriation, as follows:

(a) If the fundamental course of study is completed prior to June 30th of a calendar year, then it shall have a completion date calculated on the basis that it was completed on June 30th of the same calendar year regardless of the date of completion; and

(b) If the fundamental course of study is completed July 1st or later in the calendar year, then it shall have a completion date calculated on the basis that it was completed on June 30th of the next calendar year regardless of the date of completion.

(4) Beginning with the 2019-20 school year, school districts must:

(a) Provide paraeducators with general courses on the state paraeducator standards of practice; and

(b) If four days of funding is appropriated, ensure all paraeducators employed by the district meet the general paraeducator certificate requirements of this section within three years of completing the four-day fundamental course of study.

The district is only required to ensure paraeducators meet the general certificate requirement by the end of the paraeducator's third year of employment in that district as a paraeducator.

(5) To attain the paraeducator general certificate, the paraeducator must complete training that meets in-service education approval standards as written in chapter 181-85 WAC.

(6) A maximum of one professional growth plan may be completed towards the attainment of the general paraeducator certificate.

(7) A paraeducator who completes continuing education credit hours to meet the English language learner subject matter certificate or special education subject matter certificate may count these hours towards meeting the general paraeducator certificate.

(8) The paraeducator shall be responsible for completing filing requirements with the superintendent of public instruction, in accordance with WAC 179-01-020, the completion of the general paraeducator certificate.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 21-19-099, § 179-11-040, filed 9/17/21, effective 10/18/21
• WSR 19-21-071, § 179-11-040, filed 10/11/19, effective 11/11/19
• WSR 19-13-071, § 179-11-040, filed 6/17/19, effective 7/18/19
• WSR 18-16-107, § 179-11-040, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-11-050 Validity period.

Once issued to the paraeducator, the general paraeducator certificate does not expire.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-107, § 179-11-050, filed 7/31/18, effective 8/31/18.

Chapter 179-13 English language learner subject matter certificate.

Wash. Admin. Code § 179-13-010 Purpose.

(1) The purpose of this chapter is to define a paraeducator's minimum requirements and process to attain, and the validity period for, the English language learner subject matter certificate;

(2) The English language learner subject matter certificate provides increased training to paraeducators to meet the demands of English language learner instructional support; and

(3) Provided that the English language learner subject matter certificate is not a prerequisite for a paraeducator working in any program.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-109, § 179-13-010, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-13-020 Minimum requirements.

Prior to completing the English language learner subject matter certificate, the paraeducator must have completed the fundamental course of study.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-109, § 179-13-020, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-13-030 Process.

(1) To attain the paraeducator English language learner subject matter certificate, the paraeducator must complete twenty continuing education credit hours of training that meet the learning objectives of the course outline as described in WAC 179-13-060;

(2) Training for the certificate must include the training competencies that align with WAC 179-13-050;

(3) A professional growth plan may not be completed to attain the English language learner subject matter certificate; and

(4) The paraeducator shall be responsible for completing filing requirements with the superintendent of public instruction, in accordance with WAC 179-01-020, the completion of the English language learner subject matter certificate.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 19-21-069, § 179-13-030, filed 10/11/19, effective 11/11/19
• WSR 18-16-109, § 179-13-030, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-13-040 Validity period.

The English language learner subject matter certificate expires after five years, and as follows:

(1) A certificate issued prior to June 30th of a calendar year shall have the expiration date of the certificate calculated on the basis such certificate was completed on June 30th of the same calendar year regardless of the date of issuance; and

(2) A certificate issued July 1st or later in the calendar year shall have the expiration date of the certificate calculated on the basis that such certificate was completed on June 30th of the next calendar year regardless of the date of issuance.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-109, § 179-13-040, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-13-050 Knowledge and skill competencies for the English language learner standards of practice.

The knowledge and skill competencies describe the learning objectives paraeducators should exhibit when working with students. Competencies are associated with each of the standards written in WAC 179-07-030 and are in addition to the knowledge and skill competencies written in WAC 179-07-040:

(1) Supporting instructional opportunities:

Knowledge competencies:

(a) Awareness of the difference between social language and academic language;

(b) Awareness of the stages of second language acquisition;

(c) Awareness of Washington English language proficiency standards; and

(d) Awareness of Washington English language proficiency levels.

(2) Demonstrating professionalism and ethical practices:

Knowledge competencies:

(a) Awareness of the legal rights of English language learners;

(b) Awareness of how to build a culturally and linguistically inclusive learning environment; and

(c) Awareness of what constitutes effective communication with English language learner families and students and fosters respect among each other's cultural and linguistic diversity.

(3) Supporting a positive and safe learning environment:

(a) Knowledge competencies:

(i) Awareness of how to successfully support culturally and linguistically diverse students entering into the public school system; and

(ii) Awareness of students' unique strengths and what value they bring to the classroom.

(b) Skill competencies:

(i) Assist with strategies and techniques for facilitating the instruction of individuals with diverse language learning needs in a variety of settings as specified by certificated staff;

(ii) Assist in providing culturally and age appropriate feedback to students; and

(iii) Assist with supporting individual student needs by using appropriate strategies that are culturally responsive and address diverse student background.

(4) Communicating effectively and participating in the team process:

(a) Knowledge competencies:

Awareness of appropriate and culturally responsive communication strategies.

(b) Skill competencies:

(i) Ability to engage and communicate with certificated staff to build a culturally and linguistically inclusive learning environment;

(ii) Support effective communication with culturally and linguistically diverse students, families, communities, and team members in a professional and respectful manner; and

(iii) Ability to engage in appropriate culturally responsive strategies such as:

(A) Constructs of time;

(B) Verbal and nonverbal cues;

(C) Authority; and

(D) Relationship building.

(5) Demonstrating cultural competency aligned with standards developed by the professional educator standards board under RCW 28A.410.270:

(a) Knowledge competencies:

Awareness of cultural and linguistic diversities and a commitment to build on students' strength.

(b) Skill competencies:

Use culturally responsive communication skills (e.g., written, verbal, and nonverbal).

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-109, § 179-13-050, filed 7/31/18, effective 8/31/18.

Wash. Admin. Code § 179-13-060 Course outline for the English language learner subject matter certificate.

Providers and facilitators must follow the current course outline as published by the professional educator standards board when delivering training for the English language learner subject matter certificate.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-16-109, § 179-13-060, filed 7/31/18, effective 8/31/18.

Chapter 179-15 Special education subject matter certificate.

Wash. Admin. Code § 179-15-010 Purpose.

(1) The purpose of this chapter is to define a paraeducator's minimum requirements and process to attain, and the validity period for, the special education subject matter certificate;

(2) The special education subject matter certificate provides increased training to paraeducators to meet the demands of special education instructional support; and

(3) Provided that the special education subject matter certificate is not a prerequisite for a paraeducator working in any program.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-011, § 179-15-010, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-15-020 Minimum requirements.

Prior to completing the special education subject matter certificate, the paraeducator must have completed the fundamental course of study.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-011, § 179-15-020, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-15-030 Process.

(1) To attain the paraeducator special education subject matter certificate, the paraeducator must complete twenty continuing education credit hours of training that meet the learning objectives of the course outline as described in WAC 179-15-060;

(2) Training for the certificate must include the training competencies that align with WAC 179-15-050;

(3) A professional growth plan may not be completed to attain the special education subject matter certificate; and

(4) The paraeducator shall be responsible for completing filing requirements with the superintendent of public instruction, in accordance with WAC 179-01-020, the completion of the special education subject matter certificate.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 19-05-024, § 179-15-030, filed 2/12/19, effective 3/15/19
• WSR 18-17-011, § 179-15-030, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-15-040 Validity period.

The special education subject matter certificate expires after five years, and as follows:

(1) A certificate issued prior to June 30th of a calendar year shall have the expiration date of the certificate calculated on the basis such certificate was completed on June 30th of the same calendar year regardless of the date of issuance; and

(2) A certificate issued July 1st or later in the calendar year shall have the expiration date of the certificate calculated on the basis that such certificate was completed on June 30th of the next calendar year regardless of the date of issuance.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-011, § 179-15-040, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-15-050 Knowledge and skill competencies for the standards of practice.

The knowledge and skill competencies describe the learning objectives paraeducators should exhibit when working with students. Competencies are associated with each of the standards written in WAC 179-07-030 and are in addition to the knowledge and skill competencies written in WAC 179-07-040:

(1) Supporting instructional opportunities:

(a) Knowledge competencies:

(i) Knowledge of fundamental purpose of Individuals with Disabilities Education Act is to ensure that all children with disabilities have available to them a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them to further education, employment and independent living;

(ii) Knowledge of common special education terminology and acronyms (e.g., Individuals with Disabilities Education Act (IDEA), individualized education program, section 504 of the Rehabilitation Act of 1973, Americans with Disabilities Act (ADA), functional behavior assessment (FBA), behavior intervention plan (BIP), and least restrictive environment (LRE)) that relate to required assignment;

(iii) Knowledge of basic special education process (e.g., free and appropriate public education, individualized education program, and section 504 of the Rehabilitation Act of 1973);

(iv) Knowledge of the legal requirements for supporting students eligible for and receiving special education services;

(v) Knowledge of the purpose of individualized education program goals, related supports (e.g., accommodations and modifications) and/or related documents (e.g., health care plan) if applicable or pertinent to assigned duties;

(vi) Knowledge of the importance and role of families in the educational process of students eligible and receiving special education services; and

(vii) Knowledge of the importance of language development in academic and nonacademic learning environments for students eligible and receiving special education services.

(b) Skill competencies:

(i) Ability to implement instructional strategies and techniques that support specially designed instruction and specific learning needs as developed and directed by certificated/licensed staff;

(ii) Ability to assist students with assistive technology as directed by certificated/licensed staff; and

(iii) Ability to assist in recording and maintaining data (e.g., academic, behavior, social/emotional, or health) to support individualized education program goals and behavior plans as directed by certificated/licensed staff.

(2) Demonstrating professionalism and ethical practices:

(a) Knowledge competencies:

Knowledge of district expectations and/or policies regarding appropriate communication with families and students eligible for and receiving special services as directed by certificated/licensed staff.

(b) Skill competencies:

(i) Ability to practice ethical and professional standards of conduct, including the requirements of confidentiality;

(ii) Ability to comply with the requirements of confidentiality for educational and medical records;

(iii) Ability to comply with legal requirements regarding abuse and neglect;

(iv) Ability to comply with district policies and procedures regarding students eligible for and receiving special education services;

(v) Ability to support high expectations and quality of life potential for students eligible for and receive special education services;

(vi) Develop and maintain professional relationships with both general and special education colleagues;

(vii) Collaborate with others providing services to students eligible for and receiving special education services;

(viii) Practice within their professional knowledge and skills and seek appropriate support when needed; and

(ix) Pursue and participate in professional staff development and/or learning opportunities.

(3) Supporting a positive and safe learning environment:

(a) Knowledge competencies:

(i) Knowledge of legal, ethical practices, and procedural safeguards regarding positive behavioral supports, restraints, and/or isolation of students eligible for and receiving special education services;

(ii) Knowledge that all student behavior (both desired and undesired) is a form of communication and should be acknowledged with an effective response;

(iii) Knowledge of the importance of consistency, predictability and structures in the learning environment and the impact on student behavior and learning outcomes; and

(iv) Knowledge of the basic behavior change process and intervention strategies (e.g., antecedent, behavior, and consequence).

(b) Skill competencies:

(i) Ability to support the legal, ethical practices, and procedural safeguards regarding positive behavioral support, restraint, and isolation of students eligible for and receiving special education services as directed by certificated/licensed staff;

(ii) Ability to implement strategies to support students to maximize their independence across all learning environments;

(iii) Ability to support students in following prescribed classroom routines and transitions with consistency and predictability as determined by certificated/licensed staff;

(iv) Ability to effectively implement a behavior plan for students eligible for and receiving special education services and determined by certificated/licensed staff; and

(v) Ability to carry out assigned health related care or duties with dignity and respect for students they support as directed by school nurse.

(4) Communicating effectively and participating in the team process:

(a) Knowledge competencies:

(i) Knowledge of how to forward and direct concerns or issues from students and/or families of students eligible for receiving special education services; and

(ii) Knowledge of district expectations and appropriate boundaries of communication in various settings (inside and outside of school day) with students and families to protect student confidentiality and privacy following the established chain of command as determined by certificated/licensed staff and district policy.

(b) Skill competencies:

(i) Ability to support in individualized education program conferences and team meetings as determined by each individualized education program team;

(ii) Ability to communicate and forward family or student concerns/issues to designated certificated/licensed staff or administrator;

(iii) Ability to follow individualized education program goals and communicate within appropriate boundaries to protect student confidentiality and privacy as directed by certificated/licensed staff.

(5) Demonstrating cultural competency aligned with standards developed by the professional educator standards board under RCW 28A.410.270:

(a) Knowledge competencies:

Knowledge of culturally responsive strategies for delivering specially designed instruction, accommodations, adaptations, and modifications as designed and determined by certificated/licensed staff.

(b) Skill competencies:

Ability to assist or implement culturally responsive strategies with students to facilitate effective integration into various settings (e.g., libraries, classrooms, playgrounds, community, and assorted modes of transportation) as directed by certificated/licensed staff.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-011, § 179-15-050, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-15-060 Course outline for the special education subject matter certificate.

Providers and facilitators must follow the current course outline as published by the professional educator standards board when delivering training for the special educator subject matter certificate.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-011, § 179-15-060, filed 8/2/18, effective 9/2/18.

Chapter 179-17 Advanced paraeducator certificate.

Wash. Admin. Code § 179-17-010 Purpose.

(1) The purpose of this chapter is to define a paraeducator's minimum requirements and process to attain, and the validity period for, the advanced paraeducator certificate;

(2) The advanced paraeducator certificate provides further training to paraeducators interested in expanding the duties of their role; and

(3) Provided that the advanced paraeducator certificate is not a prerequisite for a paraeducator working in any program.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-012, § 179-17-010, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-17-020 Definitions.

"Advanced paraeducator certificate" means a credential earned by a paraeducator who may have the following duties:

(1) Assisting in highly impacted classrooms;

(2) Assisting in specialized instructional support and instructional technology applications;

(3) Mentoring and coaching other paraeducators; and

(4) Acting as a short-term emergency substitute teacher only after the school district has consulted with the paraeducator and applied for the emergency substitute certificate as required in chapter 181-79A WAC.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-012, § 179-17-020, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-17-030 Minimum requirements.

Before completing continuing education credit hours for the advanced paraeducator certificate, the paraeducator must be issued the general paraeducator certificate by the Washington office of the superintendent of public instruction.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 23-03-113, § 179-17-030, filed 1/18/23, effective 9/1/23
• WSR 18-17-012, § 179-17-030, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-17-040 Process.

(1) To attain the advanced paraeducator certificate, the paraeducator must complete seventy-five continuing education credit hours of training in topics related to the duties of an advanced paraeducator;

(2) Professional growth plans may be completed towards the attainment or renewal of the advanced paraeducator certificate; and

(3) The paraeducator shall be responsible for completing filing requirements with the superintendent of public instruction, in accordance with WAC 179-01-020, the completion of the advanced paraeducator certificate.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 19-05-025, § 179-17-040, filed 2/12/19, effective 3/15/19
• WSR 18-17-012, § 179-17-040, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-17-050 Validity period.

The advanced paraeducator certificate expires after five years, and as follows:

(1) A certificate issued prior to June 30th of a calendar year shall have the expiration date of the certificate calculated on the basis such certificate was completed on June 30th of the same calendar year regardless of the date of issuance; and

(2) A certificate issued July 1st or later in the calendar year shall have the expiration date of the certificate calculated on the basis that such certificate was completed on June 30th of the next calendar year regardless of the date of issuance.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-012, § 179-17-050, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-17-060 Knowledge and skill competencies for the advanced paraeducator standards of practice.

The knowledge and skill competencies describe the learning objectives paraeducators should exhibit when working with students. Competencies are associated with each of the standards written in WAC 179-07-030 and are in addition to the knowledge and skill competencies written in WAC 179-07-040:

(1) Supporting instructional opportunities:

(a) Knowledge competencies:

(i) Expanded knowledge of reading, writing, and math skills;

(ii) Expanded knowledge of computer applications to support K-12;

(iii) Staying current on the knowledge of district standards, curriculum, instruction and assessment;

(iv) Awareness of district policies and initiatives;

(v) Expanded knowledge of one's own cultural identity and how it influences perceptions, values, and practices;

(vi) Expanded knowledge of recording and supporting student data in order to accurately maintain databases as directed by certificated/licensed staff; and

(vii) Knowledge of effective mentoring and coaching strategies and practices.

(b) Skill competencies:

(i) Seeks opportunities to learn about perceptions, values and practices of culture and races different from their own;

(ii) Demonstrate advanced ability to assist in implementing district/school/classroom instructional outcomes as directed by certificated/licensed staff;

(iii) Demonstrate advanced ability to utilize technology to support educational and safety outcomes as directed by certificated/licensed staff;

(iv) Demonstrate advanced ability to assist in administration of assessments and monitoring student progress as directed by certificated/licensed staff;

(v) Ability to assess effectiveness of mentoring program with each mentee and adapt for the mentee's strengths and weaknesses; and

(vi) Ability to pursue feedback from mentee's team in order to develop and provide ongoing support of educational outcomes.

(2) Demonstrating professionalism and ethical practices:

(a) Knowledge competencies:

(i) Knowledge of the distinctions in the roles and responsibilities of teachers, paraeducators, advanced paraeducators, administrators, families, and other team members;

(ii) Knowledge of state and federal special education laws and laws that apply to English language learners, educational staff associate, Americans with Disabilities Act, Section 504, and Every Student Succeeds Act;

(iii) Knowledge of district use of observational tools to promote connection-making between instructional practices and student data; and

(iv) Knowledge of ongoing reflective inquiry to improve, inform, and refine instructional practice.

(b) Skill competencies:

(i) Ability to observe and gather data to provide specific, timely, actionable and nonevaluative feedback to build reflective capacity in mentees;

(ii) Ability to foster a growth mindset to engage mentees in continuous improvement; and

(iii) Ability to guide mentees in setting measurable goals that are timely and appropriate.

(3) Supporting a positive and safe learning environment:

(a) Knowledge competencies:

(i) Expanded knowledge of child and adolescent development (academic progress, ages, stages of development, and stages of language acquisition);

(ii) Expanded knowledge in strategies to create an equitable learning environment which fosters unique strengths and abilities of students being served;

(iii) Knowledge of creating a school culture that fosters leadership, growth, and integration of all colleagues including an understanding of each role and appropriate supports to ensure student success; and

(iv) Knowledge of differing approaches to positive and safe learning environments and how to support those established by certificated/licensed staff and administrators.

(b) Skill competencies:

Identifies student developmental stages and collaborates with certificated staff on strategies to address concerns and risk factors as determined by the instructional team.

(4) Communicating effectively and participating in the team process:

(a) Knowledge competencies:

(i) Awareness of interpersonal communication skills (pausing, paraphrasing, and skilled questioning);

(ii) Awareness of team building and collaboration strategies;

(iii) Knowledge of strategies to give and receive constructive feedback;

(iv) Aware of skills to facilitate conflict resolution; and

(v) Knowledge of how to build trusting relationships and open communication with colleagues.

(b) Skill competencies:

(i) Uses communication skills (e.g., paraphrasing, pausing, questioning) to support learning;

(ii) Uses strategies to build trusting, respectful, and confidential relationships through open, honest, and authentic communication with colleagues; and

(iii) Approaches difficult conversations in a proactive, supportive, and genuine manner.

(5) Demonstrating cultural competency aligned with standards developed by the professional educator standards board under RCW 28A.410.270:

(a) Knowledge competencies:

(i) Proficient in strategies to support and maintain a culturally inclusive learning environment;

(ii) Understanding of how a person's own cultural identity and biases can have possible impacts on the learning environment; and

(iii) Broaden understanding of student cultural histories and contexts, as well as family norms and values in different cultures.

(b) Skill competencies:

(i) Proficient implementation of educational material which represents and supports various cultures and abilities of students being served as directed by certificated/licensed staff;

(ii) Ability to provide research-based resources and reflective practices to assist mentee in developing and providing an inclusive learning environment; and

(iii) Ability to help others identify their own biases utilizing research-based practices.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-012, § 179-17-060, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-17-070 Suggested courses for the advanced paraeducator certificate.

Suggested courses published by the professional educator standards board.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-012, § 179-17-070, filed 8/2/18, effective 9/2/18.

Chapter 179-19 Pilot.

Wash. Admin. Code § 179-19-010 Authority.

The authority for this chapter is RCW 28A.413.095 which authorizes the paraeducator board to administer a pilot program on the paraeducator standards of practice, the paraeducator certificates, and the courses described in this title.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-016, § 179-19-010, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-19-020 Purpose.

The purpose of this chapter is to set forth procedures for paraeducators and districts who participate in the pilot program.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-016, § 179-19-020, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-19-030 Pilot participation.

The paraeducator pilot program shall distribute grants to a diverse set of school districts that volunteer to pilot the state paraeducator standards of practice, the paraeducator certificates, and the courses described in this title. Paraeducators who participate in the pilot program:

(1) Who have received training in the fundamental course of study and/or have completed it, and have received and/or completed continuing education credit hours training in one or more of the approved paraeducator certificates, may utilize the continuing education credit hours earned to meet paraeducator requirements written in chapter 28A.413 RCW;

(2) Provided, that the paraeducator remains in accordance with filing requirements stated in WAC 179-01-020.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-016, § 179-19-030, filed 8/2/18, effective 9/2/18.

Chapter 179-21 Career ladder.

Wash. Admin. Code § 179-21-010 Authority.

The authority for this chapter is RCW 28A.413.030 which authorizes the paraeducator board to make policy recommendations, as necessary, for a paraeducator career ladder that will increase opportunities for paraeducator advancement through advanced education, professional learning, and increased instructional responsibility.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-013, § 179-21-010, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-21-020 Purpose.

The purpose of this chapter is to indicate the opportunities available for paraeducator career advancement that are overseen by the paraeducator board, and any associated rules adopted by the board.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-013, § 179-21-020, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-21-030 Pipeline for paraeducators conditional loan scholarship.

The state laws establishing this program include RCW 28A.660.042 and 28A.660.050.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-013, § 179-21-030, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-21-040 Alternative route to teaching block grants.

The state law establishing this program is RCW 28A.660.050.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-013, § 179-21-040, filed 8/2/18, effective 9/2/18.

Wash. Admin. Code § 179-21-050 Recruiting Washington teachers program.

The state law establishing this program is RCW 28A.415.370.

History

• Statutory Authority: Chapter 28A.413 RCW. WSR 18-17-013, § 179-21-050, filed 8/2/18, effective 9/2/18.