Welcome to the Washington State Achievement Index Site The Washington State Achievement Index is designed as a unified state and federal system intended to meaningfully differentiate among schools. It is a snapshot of a school's performance based on statewide assessments. We can compare how a school performs in reading, writing, math, science, and graduation rates. The achievement index is a joint project between the State Board of Education and the Office of the Superintendent of Public Instruction.
This is a great educational word. I once had a mentor tell me I should teach every day as if a parent were standing in the doorway demanding excellence for their child.
This is a great educational standard. The truth is, the days I really use technology in the classroom are the days I would never want a parent standing at the door. Lately, they are full of pictures.
It is not an image of kids doing anything observable. I teach English and sometimes students are staring at books in my classroom, and other times computer screens. I completely get it is part of the fabric of a class. The trouble I have, more often than not, is with the word advantage.
An old French word, advantage means a positon in advance of another. It means profit or superiority. More often than not my lessons that use technology could be carried out on paper. What advantage is the technology?
It saves me deciphering handwriting. It is faster, mostly. This begs the question—why is speed something to value in learning? My son has a lesson on water, and the Ospi writing it forms land. The class starts on the computers looking at photos of Mars.
The homework is to look around their neighborhood, or town and describe land formed by water.
This strikes me as odd, it seems the reverse path practicing scientists take. My son can describe how water forms land, but does he understand how science works? How scientists have used observation since Galileo? What advantage can these machines provide? How do I, as a classroom teacher, rectify the research showing the use of computers does not help much?
It seems computers do not increase understanding any faster than any other educational innovation. The results of a seven-year study of the most scrutinized laptop 1: Meanwhile, kids in neighboring counties increased their daily reading by two minutes.
Four minutes might not sound like a lot, but over the course of a year that adds up to more than 25 fewer hours of reading, which is substantial. But even the lightest research yields rafts of studies where brain researchers are determining that, at best, the results of reading from a screen are only equal to reading from the page.
The screen offers no advantage. The more troubling problem arises when one notes these even results occur when testing for basic comprehension not more complex understanding. Even then, the device sometimes can get in the way of the content.
Students often report on how they use the device, and then on the content the device provided. So, the clearest conclusion here is integration of technology succeeds most clearly in pushing out a more successful technology. One of the arguments ed tech advocates make is that educational software can help slower learners review material while quicker learners jump ahead to new topics, with each student learning at his own pace.
They did notice, however, that higher performing students were more likely to increase their time on computers.
A New Jersey school district also reported on by Barshay ditched the 1: The device has some advantages, and is more popular, yet brain research holds with paper. This is not just the preference of luddites and bibliophiles.
The long term scientific brain studies are continually reaching the same conclusions previously reached by authors such as Aldous Huxley, George Orwell, Sven Brikerts, and Nicholas Carr in their fiction and memoirs across nearly 80 years.The goal of the Migrant Education Program (MEP) is to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma (or complete a GED).
About the Assessment. The ProTeach Portfolio is an evidence-based assessment designed for teachers seeking the Washington professional certificate. It evaluates teachers on their ability to impact student* learning as stated in the 3 standards — effective teaching, professional development and professional contributions — and 12 criteria for the professional certificate approved by the.
“The world as we have created it is a process of our thinking. It cannot be changed without changing our thinking.” ― Albert Einstein. My world of teaching has been in a four-grade classroom for a number of years now – all subjects, all students, 5th-8th grades.
The Heritage Institute offers the best professional development courses in teaching for K educators, through workshops, field studies and online and continuing education classes. Public Disclosure Information. OSPI follows the Public Records Act regarding disclosure of its public records.
Under state law, a public records request must include a reasonable description that would allow an OSPI employee to locate the records. Naselle Grays River Vally School District. K school district, home of the Comets and Wildcats.