Office of Superintendent of Public Instruction

The COVID-19 pandemic had a profound impact on all school staff. As a consequence of their role as frontline responders, school nurses experienced significant trauma and moral injury. The Washington State School Nurse Corps debriefed the pandemic response to plan for future disasters. In the process, they discovered that much of the literature reflects the school nurse's role in the early phase of disaster response. There is little attention given to recovery processes and few current sources could be found on the role of nursing in debriefing. School nurses could benefit from and play an important role in supporting recovery, particularly debriefing, for their school communities.

Science learning that is rooted in local climate phenomena is a powerful way to initiate climate change learning that is meaningful and leaves learners feeling more motivated to take climate action. Local climate phenomenon connects youth with community interests, place, diverse people, and actionable solutions. In this article we identify why local climate phenomena are critical for moving climate education forward. This includes introducing the concept of translocal sensemaking, which describes how youth leverage their scientific understanding of local phenomena as a tool to help them unpack and grapple with climate change issues either thousands of miles away or unfolding across a global scale. We also offer numerous examples of how we have taken up local climate phenomena in our own work with teachers and students. These examples of local climate phenomena span intersectional issues of justice and settings, and help frame what constitutes high-quality local climate phenomena.

Histories are important, and as such this article begins with a look into how the ClimeTime network, a Washington State science education network, came to learn from (and with) Indigenous partners to design climate education that honors Native climate expertise. The article focuses first on grandmother and mother networks, listening sessions, local histories, and the relational commitments that ground this work. Then, to show how this work spread across the network and is unfolding, we offer one long case study of what is happening at the Tribal School Chief Leschi, followed by several shorter examples to create a more complete image of how non-tribal classrooms and teachers are also being guided to take up this work. Together the examples offer a much-needed vision of how to design climate learning that honors the different types of Indigenous Knowledge and practices our youth and world need.

Mathematics subjects are given since Elementary School/Madrasah Ibtidaiyah at the formal school level. Based on the 2013 Elementary School Content Standards, Mathematics is considered a universal science that will be used as the basis for the development of other sciences. Therefore, for a solid mastery of this knowledge is given early. This research is classroom action research. This research is intended to improve the learning process so that it can improve the cognitive learning outcomes of Mathematics for second graders of MI Citamiang Lakbok. According to Suharsimi Arikunto (2006: 96) classroom action research, namely research conducted by the teacher to the class where he teaches with an emphasis on improving learning processes and practices. Research activities carried out in two cycles. Each cycle is carried out in two meetings. Before carrying out the cycle, the researcher carried out pre-action activities. The process of learning mathematics in class II MI Citamiang Lakbok has increased from only presenting counting techniques to being preceded by concepts. In addition, students are more active in learning activities. The cognitive learning outcomes of MI Citamiang Lakbok class II students also increased. In pre-action only 43% reached KKM. Furthermore, in cycle one it increased to 52% and in cycle two it increased again to 76%. Teachers must better understand how to convey material to students according to the level of student development. BIBLIOGRAPHY Ahmad Susanto. (2014). Teori Belajar dan Pembelajaran di Sekolah Dasar/Madrasah Ibtidaiyah. Jakarta: Kencana BSNP. 2006. Standar Isi SD/MI. Jakarta: BSNP. Purwanto. (2010). Evaluasi Hasil Belajar. Yogyakarta: Pustaka Pelajar. Ritta Eka Izaty. 2012. Perkembangan Peserta Didik. Yogyakarta: UNY Press. Sudrajat. 2008. Peranan Matematika dalam Perkembangan IPTEK. Artikel disampaikan dalam seminar The Power of Mathematics in All Application. Suharsimi Arikunto. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT. Rineka Cipta. Sugihartono. 2012. Psikologi Pendidikan. Yogyakarta: UNY Press. Zulkifar Ali Buto. 2010. Implikasi Teori Belajar Jerome Bruner Dalam Nuansa Pendidikan Modern. Jurnal Millah Edisi Khusus Desember 2010 halaman 55-69.

As the transition point between middle and high school, ninth grade can either set a student up for long-term success or diminish a student’s likelihood of graduating high school altogether. The Ninth Grade Success Initiative is a dropout prevention program, piloted in five Washington State high schools in 2019–2020. We evaluated the effects on student outcomes and found that the program led to improvements in course grades, behavioral outcomes, more effective targeting of services to higher-need students, and better preparation for the COVID-19 transition to virtual learning.

To remain internationally competitive, states needed clearer, higher, and comparable K-12 learning standards aligned with college and career expectations and as ambitious as those of the countries ...

While school effectiveness recommendations address a litany of factors, it is becoming increasing clear that teachers are critically important to the success of education reforms since they play such a key role in directly impacting student learning (Borko, 2004; Nye, Konstantopoulos & Hedges, 2004; Fullan, Hill & Crevola, 2006). The Teaching Commission (2004) stated that teachers are "our nation's most valuable profession" (p.12). In light of the increasing emphasis placed on the teacher and their professional actions, some reform efforts began to focus on improving teacher quality.

A serious lack of sophistication marks our efforts to combat drug abuse, the author believes. We must consider the complex relationships among the individual, drugs, and society to create effective drug education programs.

Too often, staff development programs are the result only of theoretical ideas about how to initiate educational change. This article uses both theoretical knowledge and practical reality associated with the implementation of school improvement as data sources for determining what is desirable for staff development. A bold and comprehensive staff development program being conducted in Montclair provides the practical perspective. To our knowledge, this is the only major school integration effort at this time that is not the result of federal court order. For additional information about the problems inherent in such a venture, contact Dr. James A. Adams, Superintendent of Schools. For details about the long-range plans for this program, contact Dr. Robert Sinclair at the University of Massachusetts.