Educational Staff Associates (ESAs)

Initial/continuing school behavior analyst ESA certificate

The board approved a new ESA certificate role: school behavior analyst. Requirements to obtain this certificate include (181-79a-223):

• Valid Board Certified Behavior Analyst (BCBA) certificate from the Behavior Analyst Certification Board (BACB)
• Master’s degree or higher in any area
• Passing score on the BCBA exam from the BACB
• Completion of the professional transitions to public schools coursework (per WAC 181-79a-224, currently in WAC 181-79a-223)

Conditional school behavior analyst ESA certificates

Conditional certificates are requested by the school district. The behavior analyst conditional certificate has a two-year validity period, and may be reissued twice. In addition to the other requirements for the conditional certificate, educators need to meet one or more of the following pathways:

Pathway A:

• • Hold a valid Washington state Department of Health (DOH) license as an assistant behavior analyst
  • The employer must provide a supervisor who meets the DOH requirements for a supervisor of assistant behavior analysts

Pathway B:

• • Hold a valid Board Certified Assistant Behavior Analyst (BCABA) certificate from the BACB.
  • The employer must provide a supervisor who meets the BACB requirements for a supervisor of BCABA

Pathway C:

• • Hold a bachelor’s degree, and
  • Be enrolled in or have completed the coursework requirements for the BCBA certificate from the BACB, as verified by the institution providing the behavior analysis coursework. (181-79a-231)

Completion of a three-hour course in suicide prevention is required for renewal of school counselor, school psychologist, school nurse, and school social worker certificates. (181-85-075)

• Suicide prevention training is required for renewal of residency and initial certificates in these roles for applications received beginning September 1, 2020.
• This requirement is already in place for professional and continuing certificates in these roles.
• See a list of approved courses.

New renewal requirement

Previously, there were no clock hours required for reissuance of an initial certificate. Initial certificates now have a 100 clock hour or equivalent renewal requirement and a five year validity period. This clock hour requirement, along with the suicide prevention training requirement, is for applications received beginning September 1, 2020. This requirement is already in place for continuing certificates.

Initial and continuing ESA certificate renewal

These certificates can be renewed every five years with:

• 100 clock hours, or the equivalent in credits, or Professional Growth Plans (PGPs)
  • Hours required for renewal of a DOH license or BCBA certificate may be used towards ESA certificate renewal.
• Valid DOH license required for school nurses, OTs, PTs. Valid BCBA required for behavior analysts
• Suicide prevention training for school nurses and social workers

A valid certificate issued by the National Board for Professional Teaching Standards (NBPTS), American Speech-Language-Hearing Association (ASHA), or National Association of School Psychologists (NASP) may be used in place of the clock hour requirements for certificate renewal. (181-85-075)

School counselors and school psychologists

School counselors and school psychologists come into the profession with a residency certificate without an expiration date. After two years of service in the role, the educator is eligible for a five year residency certificate. Residency and professional certificates may be renewed every five years with:

• 100 clock hours, or the equivalent in credits, or Professional Growth Plans (PGPs)
  • Clock hours or equivalent must be aligned to the school counselor or school psychologist domains.
• Suicide prevention training.
  • Important note: The suicide prevention training requirement for residency certificates is for applications received beginning September 1, 2020. This requirement is already in place for continuing certificates.

A valid certificate issued by the National Board for Professional Teaching Standards (NBPTS), American Speech-Language-Hearing Association (ASHA), or National Association of School Psychologists (NASP) may be used in place of the clock hour requirements for certificate renewal. (181-79a-2511; 181-79a-2512; 181-85-075)

Moving from first tier (initial/residency) to second tier (continuing/professional) is optional for all roles. Previously, the requirements to move from first to second tier licensure varied greatly across roles. The work group recommended, and the board approved, establishing common requirements across roles.

Moving from an initial to a continuing certificate requires:

• 150 clock hours or equivalent
• Two years FTE experience in the role
• Valid DOH license for school nurses, OTs, and PTs. Valid BCBA for behavior analysts
• Suicide prevention training for school nurses and social workers
• Issues of abuse course if not previously completed (181-79a-223)

Moving from a residency to a professional certificate requires:

• NBPTS National Board certification for school counselors
• NASP Nationally Certified School Psychologist credential for school psychologists
• Suicide prevention training
• Issues of abuse course if not previously completed (181-79a-2511; 181-79a-2512)

To obtain an initial ESA certificate, individuals must complete a Professional Transitions to Public Schools course. See a list of approved courses.

Previously, this course had a 30 hour requirement. It has now been changed to a 15 hour requirement.

An individual who meets all other certification requirements, but has not yet provided verification of this ESA course, or out-of-state program completion or experience, will be issued a temporary permit valid for one year allowing them to serve in the role.

The following outcomes are included in this course. The candidate will:

1. Demonstrate an understanding of school and special education laws and policies (national, state, and local) and their application to decision-making processes in the educational setting;
2. Understand and demonstrate knowledge of working within the culture of the schools, creating an environment that fosters safety, health, and learning for the students;
3. Demonstrate knowledge of appropriate resources in the school setting;
4. Demonstrate knowledge of collaboration with team members which may include parents, teachers, administrators, and others to support learning outcomes for all students;
5. Demonstrate knowledge of how to support the outcomes for all students through strategies such as scientifically based practices, collaborative teaming, and ethical decision making;
6. Use professional standards to inform professional growth planning;
7. Demonstrate an understanding of the use of human, community, and technological resources. (181-79a-224)