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These professional development sessions provide opportunities for educators to strengthen coherence and alignment across grade levels and content areas. Participants will collaborate to define clear standards and learning progressions that outline expected growth from the beginning to the end of each year, ensuring vertical alignment and a shared understanding of proficiency benchmarks. In addition, participants will engage in calibration activities to promote consistency in standards-based grading practices on summative assessments.
The sessions will also include focused discussions on MTSS, where participants will examine Tier 1 and Tier 2 strategies—both academic and behavioral—to better support struggling students. Educators will share successes, challenges, and effective strategies, fostering collaborative problem-solving and consistency of support across classrooms.
By aligning expectations, refining assessment tools, and strengthening intervention approaches, these sessions aim to build a more cohesive, equitable, and data-driven system that supports all students’ growth and achievement.
This is a series of professional development opportunities for clock hours . Certificated staff can earn up to 8 hours of additional pay at per diem for the year and as many clock hours as you choose to participate in with a minimum of 1 total.
Please register for all sessions that you are attending, so that your names are on the sign-in sheets and clock hours can be awarded.
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Content standards for continuing education credit hours that apply to this PD are highlighted below.
The content and objectives of in-service continuing education credit hours must relate to one or more of the following:
- Opportunities for participants to collect and analyze evidence related to student learning;
- Professional certificate standards;
- Paraeducator standards of practice as described in Title 179 WAC;
- School and district improvement efforts;
- Education frameworks and curriculum alignment;
- Research-based instructional strategies and assessment practices;
- Content of current or anticipated assignment;
- Advocacy for students and leadership;
- Supervision, mentoring, or coaching; or
- Building a collaborative learning community.
Source: State Content Standards (Chapter 181-85 WAC)