Program components

The standards of practice make up the foundation of the certificate program.

The five standards are:

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.

Learn more about the standards.

• For the 2019-20 school year, school districts must provide 14 hours of training on the FCS to their paraeducators.
• In anticipation of funding, school districts must provide 14 hours of training on the FCS during the 2020-21 school year.

How does a paraeducator receive the training?

It is the responsibility of the school district to provide the FCS training to their paraeducators.
Paraeducators should not independently seek out training to meet the FCS requirements. If paraeducators are unaware of trainings as of yet, please contact the human resource office.

District responsibility

A 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.

As only 14 hours of training are required during the 2019-20 school year, school districts choose the unit focus areas of the FCS.

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.

Training components

All FCS training must meet the learning objectives and standards in the course outline and curriculum. Developed from the paraeducator standards of practice, the FCS is organized into 12 units and provides paraeducators with 28-hours of professional development. Seven of the twenty-eight hours must be provided in-person (i.e., paraeducators and trainers are physically in the same room). School districts are responsible for choosing what training and units to provide to their paraeducators.

• Paraeducator standards of practice (document)
• Course outline (document)
• FCS clock hour form (document).

FCS curriculum

The FCS curriculum is designed for school districts and other providers who are implementing the training. This is not independent online training, and paraeducators cannot complete this training without a facilitator.

The curriculum includes presentations, facilitator guides, and handouts, and is intended to be used for in-person FCS training. The curriculum provides a strong foundational starting point for districts to provide training, however, many units require customizing the content with district-specific information (e.g., mission and vision statements). These areas of needed customization are clearly marked throughout the materials.

This curriculum was developed with the partnership of many school district leaders, with both their time and content guidance. Using the curriculum is optional. Districts are still welcome to use their own training materials.

• FCS curriculum (folder).

Online course

The online course “Paraeducators: what we do matters” was created to help meet 12 hours of FCS training. Paraeducators should not complete this online course independently of their district’s training plan. Each of the modules in the online course is equivalent to one hour of training. Districts interested in exploring this option must review the crosswalk (document) between the FCS and the online course.

All the videos from the online course are uploaded to YouTube for districts to use as supplemental material.

• Videos

The General Paraeducator Certificate is earned by a paraeducator who completes ten days (70 clock hours) of professional development training in addition to the Fundamental Course of Study (FCS). It is the responsibility of the school district to ensure all employed paraeducators meet the requirements of the certificate if funding is provided by the legislature. There is currently no funding for school districts to provide general certificate training.

Training components

Training to meet the requirements of the general certificate is broadly conceived. Any training that will assist the instructional skills of a paraeducator may count. For example, any training that is already provided to teachers can be provided to paraeducators to meet the requirements of this certificate.

Subject matter certificates are for paraeducators who wish to further their skills in English Language Learner (ELL) or special education instruction. These certificates are optional and are not requirements.

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. A paraeducator can only attain a subject matter certificate if they have completed their FCS training. A paraeducator may allocate completed subject matter certificate hours towards the attainment of the General Paraeducator Certificate.

The subject matter certificates have specific standards, learning objectives, and course outlines that must be met to receive the certificate.

ELL certificate

• Course outline and learning objectives (document)
• ELL standards of practice (document).

Special education certificate

• Course outline and learning objectives (document)
• Special education standards of practice (document).

Online courses

Two online courses are available to help paraeducators meet the requirements of these subject matter certificates.

Each online course meets the 20 hours of training required to earn the certificate.

• Subject matter certificate clock hour form (document)

A paraeducator may attain the Advanced Paraeducator Certificate once they have completed the General Paraeducator Certificate and an additional 75 clock hours of professional development. This is an optional certificate.

This certificate expires after five years, and it is not a prerequisite for a paraeducator working in any program.

What are the duties of an advanced paraeducator?

• assisting in highly-impacted classrooms
• supporting specialized instruction
• mentoring other paraeducators
• acting 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.

The Advanced Paraeducator Certificate must include training competencies that align with the standards of practice of an advanced paraeducator.

• View the knowledge and skill competency standards.