An online training for school staff to recognize and respond to student emotional and behavioral distress.
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This learning resource will engage you and your colleagues in learning more about the importance of learning and teaching climate science as part of the Next Generation Science Standards (NGSS). You will hear from multiple stakeholders about the importance and impact of learning about climate science, as well as engage with learning tools and reflection questions to deepen your learning and position you to take action in your setting. We envision this professional learning taking place in an ongoing community of practice. We encourage you to determine and proceed at your own pace that reflects the needs of your team.
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Effective and relevant computer science education is essential to achieving our vision that “every student is ready for college, career, and life.” While attention to computer science education has increased in recent years, a lack of awareness about its content and potential impact is widespread. The Washington State Computer Science K–12 Learning Standards are designed to enhance teacher understanding and improve student learning so that students are better equipped for college, career, and life.
Washington is committed to implementing high-quality computer science instruction to:
* Increase the opportunity for all students to gain knowledge of computer science.
* Introduce the fundamental concepts and applications of computer science to all students, beginning at the elementary school level.
* Make computer science at the secondary level accessible, worthy of a computer science credit, and/or equivalent to math and science courses as a required graduation credit (see Level 3B of computer science standards).
* Offer additional secondary-level computer science instruction that allows interested students to study facets of computer science in depth and prepare them for entry into a career or college.
Learning standards describe what students need to know and be able to do. Standards are worded broadly to allow flexibility at the district, building, and classroom levels.
Washington’s Basic Education Act requires that school districts provide opportunities for every student to “understand the importance of work and finance and how performance, effort, and decisions directly affect future career and educational opportunities.”
Legislative mandates include:
RCW 28A.655.070: The Office of the Superintendent of Public Instruction (OSPI) will “develop and periodically revise essential academic learning requirements that identify the knowledge and skills all public school students need to know and be able to do.”
RCW 28A.300.460 (2)(d): The Financial Education Public Private Partnership will “work with the office of the superintendent to integrate financial education skills and content knowledge into the state learning standards.”
RCW 28A.300.462: School districts are encouraged to “voluntarily adopt the jumpstart coalition national standards in K-12 personal financial education and provide students with an opportunity to master the standards.”
The Financial Education Public-Private Partnership, The Center for Economic and Financial Education at Western Washington University, the Council for Economic Education, and OSPI Learning and Teaching and Career and College Readiness will collaborate on implementing these mandates
What does formative assessment look like during distance learning? Without proximity, how can teachers gather and act on “in-the-moment” information – the behaviors, emotions, and situations that affect learning and inform instruction?
This resource provides explanations, sample questions, and possible actions to implement formative assessment during distance learning scenarios.
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The Bridge to College course for Mathematics is a fourth-year (senior-level) course designed for students scoring a Level 2 on the Smarter Balanced high school assessment (11th grade).
The course is grounded in essential career and college readiness expectations as reflected in the Washington State K-12 Learning Standards for Mathematics (the Common Core State Standards) to ensure that students passing the course are fully prepared for college-level coursework.
Free registration is required to download openly licensed materials. Note: Washington districts cannot apply course code unless teachers have been trained by an approved Bridge to College trainer.
Modeling Our World With Mathematics (MOWWM) is a five-module mathematics course developed locally by OSPI with input from educators across Washington, and is designed to follow Geometry. It contains career-connected thematic units where students use high school mathematics to analyze everyday life and work. The content and instructional strategies support increased attainment of the common core high school content standards while developing the standards for mathematical practice.
Arts and Music
Finances for Life
Digital World
Civic Readiness
Health & Fitness
Washington state has developed a set of civics assessments that are multi‐stepped tasks or projects aligned to specific state standards, which target skills and knowledge necessary for engaged, informed citizenship.
The Social and Emotional Learning in Washington State Schools: Building Foundations and Strategies module is designed to be a part of the Office of Superintendent of Public Instruction's (OSPI) professional learning constellation of topics. It can be used by Washington Educational Service Districts (ESD) and LEAs for administering clock hours. Clock hours are not available to individuals who take the course on their own.
Intended Audience
This module is designed for educators, administrators, school staff, others professionals and parents who interact with youth as a means to help them build and improve their understanding of social emotional skills.
Structure of the Module
This online module has been designed in six distinct learning segments.
Learning Segment 1: Introduction to SEL
Learning Segment 2: Embedding SEL Schoolwide
Learning Segment 3: Creating a Professional Culture Based on SEL
Learning Segment 4: Integrating SEL into Culturally Responsive Classrooms
Learning Segment 5: Trauma Informed Social Emotional Learning
Learning Segment 6: Identifying and Selecting Evidence-Based Programs
Although the online module can be completed by an individual, the learning is significantly more impactful if it is done collectively by those who will be implementing SEL. Throughout the online module, suggestions on ways in which to engage in the learning in a group setting are provided.
Completing the Module
Registration on the OSPI Moodle is required to take the course.
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Student will:
-Create their own sacred space to understand the impacts of colonization to
tribal people.
-Use maps to show and analyze information about Northeastern Tribes and the
thirteen colonies.
-Read and discuss text about the impacts colonization had on lifeways of tribal
people.
As schools work to increase success for all students, it is important to recognize the impact of bias in classrooms, instructional materials and teaching strategies. Bias in general may be identified by determining whose interest is being portrayed and whose interest is being excluded. Evaluating for bias requires us to learn about others and to respect and appreciate the differences and similarities. This evaluation guide includes components on gender/sex, culture/ethnicity, socio-economic status, disability/status, and family structure.
TBE
In this update to the 2008 standards, Washington is adopting the 2016 Technology Standards for Students
released by the International Society for Technology in Education (ISTE). These standards were developed
collaboratively with teachers, administrators, subject matter experts, state and national associations, and
stakeholders in educational technology. Teams of Washington teachers, technology integration
specialists, and teacher-librarians have reviewed these standards to ensure they effectively meet the
needs of Washington students.
These standards emphasize the ways technology can be used to amplify and transform learning and
teaching, and they resonate with our state’s aspiration to empower connected learners in a connected
world. In addition, they complement statewide efforts to enhance instruction in digital citizenship and
media literacy, which are critical elements of preparing our students for careers, post-secondary
aspirations, and beyond.
The 2016 Health Education K–12 Learning Standards and Physical Education K–12 Learning
Standards reflect OSPI’s continuous commitment to supporting rigorous, inclusive, age appropriate, and medically accurate instruction to ensure that students are prepared to live healthy, productive, and successful lives in a global society.
If implemented effectively, these standards and outcomes will lead students to understand and apply the knowledge and
skills necessary for safe and healthy living, and, in turn, for successful learning across all academic disciplines.