The Paraeducator Board and the Professional Educator Standards Board (PESB) met virtually last week, on July 23 and 24, respectively. Below is a summary of the discussion and action items the Boards considered. For more information about the meetings, visit the Board Meeting webpage or contact PESB@k12.wa.us.

AGENCY UPDATES

Agency Budget and Legislative Agenda

The Boards received an update on the agency’s proposed budget for fiscal year 2026 (FY26). Members asked clarifying questions about the proposed budget. In September 2025, the Boards will have an opportunity to finalize the agency’s FY26 budget (Tab 02 (Paraboard) and Tab 02 (PESB)).

The Boards also engaged in a discussion regarding plans for the upcoming 2026 legislative session. Members heard about one (1) policy proposal and two (2) budget requests that the agency may submit to the Governor’s Office and Legislature. This includes:

• Policy proposal to amend approval processes to streamline PESB’s oversight of programs.
• Funding request to support interstate teacher mobility compact implementation.
• Funding request to support administrative needs of the agency.

Both Boards indicated support for the agenda items. Staff will move forward with preparing the decision packages and request legislation in consultation with the Joint Legislative Committee (Tab 09 (Paraboard) and Tab 11 (PESB)).

Boards’ Bylaws and Executive Committee

Both Boards reviewed their respective bylaws and elected their executive committee members for the coming year. The PESB indicated an interest in convening a small group to plan for a joint Board retreat. The Board elected the following members to sit on the executive committee: Adam Aguilera, Alejandro Castro-Wilson, Amy Campbell, and Dr. Nicole Talbert (Tabs 12 and 13).

Similarly, the Paraboard reviewed their bylaws; members shared that they would like to prioritize an annual retreat and in-person relationship building among members. The board elected the following members to sit on the executive committee: Pamella Johnson, Doug Pace, and Lindsay Lightner. The Board will hold a vote in the coming months to select a designated vice-chair (Tabs 07 and 08).

PROFESSIONAL EDUCATOR STANDARDS BOARD

ACTION ITEMS

Peninsula College: Full Proposal to Offer a Residency Teacher Program

The Board approved Peninsula College to offer a teacher preparation program. They plan to begin instruction in fall 2025 (Tab 03).

Potential Pause to Implement Approval Process and Forms Revisions

The Board decided that there would be no pause on processing new readiness profiles for EPPs. The current pause on accepting new NOI’s from teacher preparation programs expires August 31, 2025. Staff will continue to work with the Board sub-committee on revising the approval process and the approval forms (Tab 04) .

Initial Consideration: Curriculum and Instruction (C&I) Review (WAC 181-78A-100)

The Board approved the amendments to WAC 181-78A-100, aligning C&I WAC language with other role standard WAC language. Staff will submit final WAC amendment paperwork, continuing to reflect this information in program orientations (Tab 05).

Final Consideration: Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards Update (WAC 181-78A-225)

The Board approved the amendments to WAC 181-78A-225, updating the WAC requirements for school counseling programs to align with the new 2024 CACREP standards. Staff will submit final WAC amendment paperwork, communicating this to programs (Tab 06).

Final Consideration: Activity-based clock hour equivalents for review teams and Professional Educator Advisory Boards (PEABs) (WAC 181-85-033)

The Board approved the amendments to WAC 181-85-033, providing clock hour equivalents for review team members (25) and PEAB members (10). Staff will submit final WAC amendment paperwork and will communicate this to programs and review team members, including past participants (Tab 07).

Initial Consideration: Clock Hour Policy Clean-Up (WAC 181-85)

The Board initially approved amendments to WAC 181-85 to clarify and continue aligning WAC language with 2ESHB 1377 (2024) regarding the clock hour system and continuing education for educators (Tab 10).

DISCUSSION ITEMS

Update on E4SHB 1239: Ethics Report and Recommendations

The Board heard from staff about a report due to the Legislature in September 2025. In 2024, the PESB and the Paraboard were directed to develop a legislative report discussing activities and recommendations regarding an educator code of ethics (E4SHB 1239, 2024). Staff provided an overview of this report to the Board, including the early recommendations of partner and stakeholder engagement to ensure alignment with state goals and legislative intent. Members will have the opportunity to view and approve the final report in September 2025 (Tab 08 (PESB) and Tab 06 (Paraboard)).

* The Paraeducator Board also received the same presentation separately. Paraboard members requested that staff prioritize meeting with stakeholders and partners, including labor groups and others, to discuss the report and finalize the report’s recommendations.

Endorsement Competencies: History and Review Process

Staff provided an update on current efforts and future plans to update endorsement competencies, beginning with literacy-related endorsements. The Board provided feedback to staff, suggesting that PESB review a combination of “Test Only” and “Program+Test” endorsements each year. The Board also suggested considering programs that offer multiple endorsements, particularly how they may be affected by having multiple endorsements to update simultaneously, as the Board makes updates (Tab 09).

PARAEDUCATOR BOARD

DISCUSSION ITEMS

Fundamental Course of Study (FCS) District Guidance

The Paraboard reviewed the “Fundamental Course of Study: Best Practice Implementation Guide” prepared by staff. The Board was directed by the Legislature to develop guidance for districts to support the implementation of the Fundamental Course of Study to ensure the consistency and quality of paraeducator development (ESHB 1277, 2024). Members provided feedback to staff on the guidance to ensure it reflects the needs of all paraeducators and that the information is conveyed clearly to the intended audiences. The Board also expressed interest in adding a ‘note from the Paraboard’ as a part of the materials (Tab 03).

Exemptions From the Fundamental Course of Study (FCS) In-Person Requirement and Equivalency Protocol

Staff provided a presentation detailing proposed plans to allow exemptions from the in-person FCS training requirement for paraeducators hired after the beginning of the school year within small districts (defined in RCW as districts with fewer than 2000 enrolled students), geographic isolation, public health emergencies, facility constraints, staffing shortages, and personal emergencies/leave (Tab 04).

Updating Paraeducator Training Materials: Request for Proposal (RFP)

The Board received a presentation on a request for proposal (RFP) to identify a provider(s) to update paraeducator training materials and modules. The intent is that the updating and refining of these materials will allow for greater access to quality and consistent professional learning for all paraeducators in the state, while also allowing for greater ease of implementation for those administering paraeducator training. The Board will receive a follow-up presentation about this RFP process in September 2025 (Tab 05).

Agency staff of the Paraeducator Board published an updated Fundamental Course of Study (FCS) Implementation Guide. In this helpful best-practices information, you can find:

• What is the district’s responsibility?
• Training requirements and timelines
• Recommended resources and more

The Paraeductor Board will review this initial update at its July Board meeting, and a final version with any updates will be sent out by the end of the month.

Provided at the top of the guide is the ‘updated version date’ for reference.

 

For questions about the FCS Implementation Guide, please contact:

Dr. K.O. Wilson at ko.wilson@k12.wa.us

Newly added language proficiency assessments

The Professional Educator Standards Board (PESB) approved adding Avant and ALTA assessments to the list of accepted language proficiency assessments. Now, in addition to ACTFL, these assessments meet requirements for candidates seeking to add Designated World Languages or Bilingual Education endorsements. The Board also recently updated the passing score on the ACTFL.

The following memo has information on these new assessment options, the associated passing scores, and how Institutions of Higher Education (IHEs) can offer these new assessments to candidates.

LANGUAGE PROFICIENCY ASSESSMENTS

Below is a summary of acceptable language proficiency assessments and passing scores:

Avant

Any of the following Assessments	Passing Score
STAMP 3S	7 or higher on all sections
STAMP 4S	7 or higher on all sections
APT (Arabic Proficiency Assessment)	7 or higher on all sections
STAMP WS	7 or higher on both parts

ALTA

All of the following Assessments	Passing Score
Speaking and Listening (IVR or Online)	ILR Score of 2 or higher
Online Writing	ILR Score of 2 or higher

 

ACTFL 

All of the following Assessments	Passing Score
Oral Proficiency Interview (OPI)	Advanced-Low
Writing Proficiency Test (WPT)	Advanced-Low

HOW TO SET UP AN ACCOUNT WITH AVANT AND/OR ALTA TO OFFER ASSESSMENTS TO CANDIDATES

Several Washington IHEs already have accounts set up with Avant and ALTA.  Institutions that do not have an account with Avant or ALTA can establish accounts with Avant and/or ALTA, and make these assessments available to teacher candidates enrolled in their programs.

If your IHE has an account with Avant or ALTA and will allow individuals who are not students with the IHE to register for these assessments, please contact Jason Profit at PESB at jason.profit@k12.wa.us. Jason is interested in publishing a list of IHEs that current educators or out-of-state educators could utilize if they need to demonstrate language proficiency for either of these endorsements.

Avant
STAMP Getting Started	Website to begin getting Avant set up at your IHE
Avant.WA.HE@avantassessment.com	Email for any questions from an IHE
Digital Badge	For individuals who are not connected with an IHE

 

ALTA
New Account Setup	Website to set up an account with ALTA
Portal Demo Video	Demonstration of Portal Access

QUESTIONS?

FOR MORE INFORMATION, CONTACT:

The Professional Educator Standards Board at PESB@k12.wa.us

Jason Profit at jason.profit@k12.wa.us 

As part of the Professional Educator Standards Board’s ongoing commitment to transparency, communication, and inclusive engagement, we are pleased to share with you a written summary of the Board’s May 2025 meeting, held last week in the Tri-Cities.

This summary provides an overview of key discussions, decisions, and official actions taken by the Board during the meeting. Our goal is to ensure that all stakeholders—whether directly involved in the Board’s work or simply interested in the broader landscape of educator preparation and certification—have clear, timely access to important updates and outcomes.

Moving forward, PESB will provide a summary following each regularly scheduled Board meeting. These summaries will typically be distributed within one week of the meeting’s conclusion and will serve as a consistent way to keep you informed about the Board’s work and priorities. Sign up for these summaries here.

We value your continued partnership and interest in advancing high-quality, equitable educator preparation across Washington State. Please don’t hesitate to reach out with any questions or feedback.

 

May 2025 Board Meeting Review

The Professional Educator Standards Board and Paraeducator Board met last week, Wednesday, May 21 through Friday, May 23, 2025, at The HAPO Center in Pasco, Washington. Below is a summary of the discussion and action items the Boards considered at the meeting. For more information about the meetings, visit the PESB website or contact PESB@k12.wa.us.

AGENCY UPDATES

Strategic Planning, Budget and Policy, Professional Learning

During the joint meeting, both Boards received updates on key initiatives. Dr. Hernandez-Scott (Executive Director) presented the next steps in developing the agency’s 2026–2030 strategic plan, which will include refining the mission, vision, values, priorities, and goals, and adopting specific objectives, with final approval expected in January 2026. The Boards also reviewed the agency’s financial status following the 2025 legislative session and discussed key legislation passed, including ESHB 1651 (teacher residency and apprenticeship) and SSB 5025 (educational interpreters), along with potential policy initiatives for 2026. This will be an iterative process, which Board members will guide. Additionally, Dr. Robert Reyes from Pepperdine University shared his practically-applicable research on educator-led boards and offered to guide the Boards through a year-long professional learning and relationship-building process to enhance their policy impact and leadership in Washington (Tabs A, B, C).

PROFESSIONAL EDUCATOR STANDARDS BOARD

ACTION ITEMS

Western Governors University Teacher Preparation Program Response to PESB Staff Concerns

Western Governors University presented to the Board to discuss feedback and concerns posed by PESB staff. Following a discussion, the Board unanimously voted to require WGU to undergo a formal review and appear before the Board within one year (Tab 02). For more information, see this fact sheet.

Continuous Improvement Process: Report Appendix

Over the past year, the Board explored creating a collaborative feedback loop between P-12 educators and PESB-approved teacher preparation programs, stemming from a 2024 legislative budget proviso (ESSB 5950). In December 2024, the Board adopted the “System Transformation: Collaborative Communities for Continuous Improvement in Teacher Preparation” report, which was then shared with the Governor’s office and Legislature. At the May 2025 meeting, the Board reviewed and approved a draft appendix to this report with further input from P-12 educators. Staff will incorporate feedback and submit the final report to the Governor’s Office and Legislature by June 1, 2025 (Tab 03).

Data Manual Changes

Board members received a final update about the data manual for 2024-25, a collaboration between PESB, EPPs, and ERDC. Board members heard about changes made to the data manual and feedback staff received from the field regarding those changes. The Board adopted the final data manual changes for submission (Tab 07).

Workload Updates

PESB preparation staff provided a summary of the upcoming workload challenges the team will experience due to policy changes and possibilities for adjusting workload to better ensure the necessary work be completed with quality. The team proposed three short-term and three long-term solutions to address capacity concerns of the team. The Board approved a pause on superintendent program review until at least spring 2028, a pause on TPP endorsement reviews until at least spring 2028, and a pause on school counselor and school psychologist program review. The Board also discussed possible long-term solutions, including developing a more efficient review model for ESA preparation programs, adopting the Curriculum and Instruction review for other (non-TPP/non-PPP) preparation programs, and developing a new model for limited approval. Staff were directed to return to a future meeting to discuss long-term solutions in greater detail (Tab 10).

Annual Approval of Assignment Table

The Board approved the annual assignment table, which matches courses with appropriate endorsements. This includes approval of the updates to the tables that match endorsements to course codes for both the 2024-25 and 2025-26 school years (Tab 13).

Out-of-State Endorsements

The Board considered final changes to WAC 181-82A-204 and adopted the proposed changes. The changes will allow teachers to add an endorsement to their existing Washington certificate if they add the endorsement to another state’s certificate (Tab 14).  This aligns the policy with teachers who obtain endorsements on out-of-state certificates and are applying for their first-issue teacher certificates in Washington.

Board Approval Sub-Committee Recommendations

Staff provided an update on the Board approval sub-committee and discussed its progress and revised timeline. Members of the sub-committee will continue to meet during summer 2025 to outline revisions to approval processes and forms.

Staff also presented recommendations made by the sub-committee regarding:

1) Replacing the Notification of Intent with a Readiness Profile; and

2) The adoption of essential elements (previously called Board priorities) with which the Readiness Profile will be aligned.

The Board unanimously approved both recommendations. (Tab 06).

Activity-Based Clock Hour Equivalents and Professional Educator Advisory Boards (PEABs)

The Board initially considered updates to WAC 181-85-033, allowing EPP review team members and PEAB members to receive activity-based clock hour equivalents for participating on the respective team. Final consideration will take place at the July Board meeting (Tab 11).

Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards Update

Board members reviewed potential changes to WAC 181-78A-225, which outlines requirements for school counselor programs, including accreditation by organizations like CACREP. Following CACREP’s updated 2024 standards, PESB staff and a workgroup reviewed them to align with PESB’s standards. The proposed WAC updates aim to ensure Washington-specific standards not covered by CACREP are included. Final WAC consideration is scheduled for the July 2025 meeting (Tab 09).

DISCUSSION ITEMS

Clock Hour WAC Updates and Clock Hour Application

During the 2023 legislative session, the Legislature passed HB 1377, directing PESB to revise the clock hour provider approval and review process. At this meeting, staff presented proposed updates to several WACs to reflect community feedback and lessons learned from last year’s initial rollout (Tabs 04, 05).

Community of Practice Update: Curriculum and Instruction (C&I) Review

Staff, joined by program leaders from Central Washington University (CWU) and Washington State University (WSU), provided updates on their experience with the curriculum and instruction (C&I) formative review process. CWU leaders reported a positive review experience, highlighting collaboration with their PEAB and PESB staff. They suggested more written guidance and clearer review report guidelines. WSU leaders noted that serving as a review panelist before their own review helped them understand the process. They recommended clearer standards alignment guidance for principal programs and shared concerns about the cost of the review process to institutions. Staff outlined changes to the PPP and TPP process and rubrics, provided brief updates on other collaboration with educator preparation programs (EPPs), shared next steps for the C&I formative and consequential reviews, and discussed amending WAC 181-78A-100 based on program feedback (Tab 08).

Building Tribal Relationships

Staff shared with the Board about PESB’s past, current, and proposed future engagement with Tribes and efforts to support Native education in Washington. Collaborative accomplishments include revising PESB’s land acknowledgement to deepen learning about PNW Tribes, supporting teacher preparation programs in implementing the John McCoy (lulilaš) Since Time Immemorial curriculum, creating the First People’s Language, Culture, and Oral Traditions (FPLOCT) certificate FAQ, and conducting a Tribal Relations road tour. Ongoing work includes developing the PESB Native Advisory Collaborative, collaborating with OSPI’s Office of Native Education and the State Board of Education, and building lasting and reciprocal relationships with Tribes to co-create pathways for recruiting and supporting Indigenous educators and moving toward true partnership in shaping educator policy (Tab 12).

English Language Learners (ELL) and Bilingual Educator (BE) Endorsements

PESB staff, joined by Dr. Eric Johnson, Professor of Multilingual Education, WSU, presented information on the remaining recommendations from the literacy workgroup, including aligning endorsements and a proposed endorsement name change. Presenters reviewed the ELL and BLE endorsements and then discussed possible options, including 1) aligning the two endorsements to have a tiered or add-on process to differentiate the two roles: or 2) aligning the endorsement as one set of standards without tiers. Staff shared proposed endorsement name changes developed by the workgroup. The Board chose not to align and rename these two endorsements at this time (Tab 15).

 

PARAEDUCATOR BOARD

ACTION ITEMS

Exemptions from In-Person FCS Requirements

The Board had the opportunity to initially consider language to amend WAC 179-09-060 to establish an exemption for in-person FCS requirements for small districts (those with enrollment of fewer than 2000 enrolled students). The Board considered the possibility of allowing the completion of PESB-approved teacher academy to count as an equivalency for paraeducator minimum employment requirements. In July, staff will return to the Board with additional information to inform decision-making and consider WAC language (Tab 08).

DISCUSSION ITEMS

Paraeducator Assessment, Paraeducator FCS Training and Reimbursement

The Board received several updates related to paraeducator training and assessment. Staff presented the 2024–25 form package for paraeducator training reimbursement, sparking discussion on improving the process, including refining district survey questions and ensuring training portability between districts. Updates were also provided on the development of the Canvas-based paraeducator assessment, with reliability testing and final design underway and a pilot launch planned for September or October 2025. Additionally, staff shared that up to $1.5 million per biennium will be reinvested into the paraeducator training program, with plans to enhance the FCS course and the “Paraeducator: What We Do Matters” training, making them accessible online via the PLUS platform (Tabs 02, 03, 04).

Perkins Grant Update

During the March 2025 Board meeting, members heard about PESB’s partnership with ESD 105’s Dr. Melissa Matczak and OSPI CTE Teacher Academy to explore teacher academies and paraeducator pathways. At the May 2025 meeting, staff provided an update on the project’s status and key learnings thus far. This included the progress made regarding the Grow Your Own Paraeducator Pathway and what a PESB-designated pathway entails, which is aligned with teacher academies in ESD 105 (Tab 06).

Paraeducator on Special Assignment (POSA)

The Board received a presentation about bringing on a paraeducator on special assignment (POSA) for the upcoming fiscal year. The POSA role will help advance statewide policy initiatives and cultivate a sense of belonging for all paraeducators. This role will elevate paraeducator voices in policymaking, improve working conditions, and champion professional development pathways (Tab 07).

Meet Michael Kantman, the newest addition to the Paraeducator Board.

Briefly describe your professional background and experience.

I have been in education for a total of 20 years. I have spent the past 8 years in administration with the Wahluke and Kiona-Benton City school districts. I currently work as the Assistant Principal at Wahluke Jr. High School, where I oversee our school’s CTE program, in addition to other duties. I also have past experience as a middle school Athletic Director. I have served as a AWSP Middle School Representative for ESD 123. I also serve currently as an alternate AWSP Middle School Rep for ESD 105. Prior to getting into education I was a para-educator and a teacher. I previously worked in the Grandview and Sunnyside school districts.

What are you most looking forward to as a member of the Paraeducator Board?

I know what it is like to be a paraeducator. I believe paraeducators play a valuable role in our education systems. I have had the pleasure of working with many high quality paraeducators. I am looking forward to seeing how I can help enhance opportunities for paraeducators in our education system.

What is one source of inspiration for you?

One source of inspiration for me is the “light bulb moment” for staff, students and families. I love being part of growing experiences for the people I work with each day. I love seeing when individuals look at an issue with a new perspective.

Learn more about:

• Open Board seats on PESB
• PESB’s mission and vision
• Board meetings

March 2025 PESB Agency Update (pdf)

Agency updates, news, Board actions, and annotations from the March 2025 Board meetings.

Answers to your Paraeducator Fundamental Course of Study (FCS) questions.

What are the FCS requirements for the 2024-25 school year?

PESB’s Paraeducator Training Program Overview video specifically covers the FCS at the 1:23 mark of the video and applies to the 2024-25 school year.

Where can I talk to staff for specific questions related to FCS?

Every week staff hold virtual office hours to help answer all questions related to paraeducator training and support.

Administrators: Tuesdays at 3 p.m.

Paraeducators: Wednesdays at 3 p.m.

Are changes coming for the FCS because of Engrossed Substitute House Bill 1277?

The Paraeducator Board will be working to 1) update rules (WAC) related to the implementation of the FCS and 2) develop guidance for districts to support the provision of the FCS.

Current facilitation of that work is being done by an FCS workgroup which will present its feedback and thoughts at the January 2025 Board Meeting.

Where can I find more about the workgroup?

PESB has a FCS Workgroup webpage.