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Use your reviewer number in the title of your posts. This helps us if we need to follow up to understand your meaning. Thanks.

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The four learning goals provide (not provided)

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#4-pg 1 paragraph 4- add to list of who the standards are for-"and the public"

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#4-pg 1 paragraph 4- add to list of who the standards are for-"and the public"

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Page 1/last paragraph/last sentence: "live fulfillingt

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#4-Learning standards- equity, access, inclusion and diversity: Really problematic paragraphs

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#4-Learning standards- equity, access, inclusion and diversity: Really problematic paragraphs

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Culturally Responsive Teaching - complete rewrite needed- pull language from the PESB Cultural Competency standards and the EOGOAC glossary in legislative reports. Highlights of the problems- Student diversity=greater richness- clichéd- focus in this section is on educators being able to meet the need of the students they serve, seeing their identity as an asset, authentically engaging with families and community organizations. "Change demographics"- makes it sound like we are only doing this because our schools are being more diverse, more poverty- that is stigmatizing language- reactive, makes it seem like "if only we could harken back to the good old days when we didn't have to deal with this diversity issue.."- And again- "this culturally and linguistically diverse student population.." one- its more than those two, additionally "opens new opportunities for greater inclusion and equity" - no, that's false- requires us to serve, by state and federal law all the needs of our students (might be helpful to put in reference to civil rights law here). THe one good part- on the digital divide- expand this- limited broadband connectivity at home and in schools, inequitable school technology resources and ability for schools to provide technology for at home learning to address the technology needs of students in poverty.

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Learning Standards for all perhaps include Para educators/OT-PTSpecial services support providers (page 1)

Question for clarification school to school does that include homeschool, K-12 on-line, charter like, private  non-traditional alternative reengagement pathways
(page1)
Technology Literacy and Fluency:
Responsibly( appears to be a lawful way of putting possible fears to one's use of technology give students back grounds and households with law enforcement immigration etc.(Page 2)

Page 3 is the a hyper link to personalize learning and looking at the word seamless will there be a glossary to define  education terms as communities are named partners in the front matter.

Page 4: This may be a resource to consider glancing over for culturally Responsive teaching
http://educationnorthwest.org/sites/default/files/resources/culturally-responsive-teaching-508.pdf

page 4 Addressing Special Needs as the document reflect for all wondering is there a need for heavy lifting Special needs?

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Include language that provides meaning to tech integration objectives. i.e Technology is routine, meaningful and transparent. - Technology is accessible, appropriate and related to the task. Needs to also include the educator as facilitator of tech integration.

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#4- Honoring all cultures- again, problematic- this is entirely framed in immigration- very focused exclusively on race

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#4- Honoring all cultures- again, problematic- this is entirely framed in immigration- very focused exclusively on race

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Technology can do more harm than good if not used in an appropriate way0- tokenism, model minority myth, etc. Focus this on allowing students to connect with other students and communities/countries, etc- to expand their identity and understanding of others

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#4- Differentiating- "academically and technologically ready to learn" implies a bias here. How do teaches know if a student is ready to learn? Speak here to the diagnostic tools used to assess students and how to adapt and dfferentiate

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#4- Differentiating- "academically and technologically ready to learn" implies a bias here. How do teaches know if a student is ready to learn? Speak here to the diagnostic tools used to assess students and how to adapt and dfferentiate

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Culturally responsive teaching is more than acknowledging the perceived changing demographics, This area needs to be re-thought and re-written. It also needs to include the role of the educator and the importance of their level of understanding to avoid this area being a check box in education.
In addition, thought should be placed in combining "honoring all cultures" - I'm not sure what this even means in the context of tech.

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#4-Special needs- we don't refer to students with disabilities as having special needs. antiquated, non-legal language. Add the SPED law here- students with disabilities and those served by a section 504 plan

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#4-Special needs- we don't refer to students with disabilities as having special needs. antiquated, non-legal language. Add the SPED law here- students with disabilities and those served by a section 504 plan

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In Ed tech standards update: third paragraph. The last sentence should relate back to specific outcomes (at least general) .i.e. "and graduate prepared with skills etc.. relevant to the changing global (universal) economy.

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#4- 1A-Students use digital tools to calculate GPA, class standing, etc. 

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#4- 1A-Students use digital tools to calculate GPA, class standing, etc. 

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#4-1b-Students develop online file sharing/resource banks for group projects, to support learning

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#4-1b-Students develop online file sharing/resource banks for group projects, to support learning

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#4-1cStudents utilize document editing function to share draft documents within groups and with educators

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#4-1cStudents utilize document editing function to share draft documents within groups and with educators

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Students understand what cyberbullying is, how to report cyberbullying and steps to not engage in cyberbullying

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#4- ethical and non-ethical behavior- this phrase is used throughout and is not defined. Would be helpful to explain what it means

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#4- ethical and non-ethical behavior- this phrase is used throughout and is not defined. Would be helpful to explain what it means

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#4-2c- students demonstrate appropriate citations from web sources, differentiating between original works and not original sources

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#4-2c- students demonstrate appropriate citations from web sources, differentiating between original works and not original sources

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#4-3a- Student understands the difference between scholarly websites and user edited websites (Wikipedia)

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#4-3a- Student understands the difference between scholarly websites and user edited websites (Wikipedia)

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#4-3b- Students will evaluate web sources for bias, articulating which viewpoint a sources are written from "

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#4-3b- Students will evaluate web sources for bias, articulating which viewpoint a sources are written from "

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#4-3c-students will find web sources to support both sides of an argument/persuasive essay- the pro and con sides

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#4-3c-students will find web sources to support both sides of an argument/persuasive essay- the pro and con sides

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#4-4A- Students design code to solve a problem, utilizing problem solving skills

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#4-4A- Students design code to solve a problem, utilizing problem solving skills

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#4-6b-Students take existing data sets and apply new coding or analysis to create new understanding

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#4-6b-Students take existing data sets and apply new coding or analysis to create new understanding

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#4-6C- Change "concrete metaphors" to select "visual representation of an idea" using online tools. Concrete metaphor is way to esoteric

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#4-6C- Change "concrete metaphors" to select "visual representation of an idea" using online tools. Concrete metaphor is way to esoteric

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#4-6d-Students identify the needs of the audience for their presentation, and adapt and differentiate visual and auditory needs appropriately

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#4-6d-Students identify the needs of the audience for their presentation, and adapt and differentiate visual and auditory needs appropriately

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#4-7A- Students identify the potential bias of an online resource on perspectives of a particular culture, to identify discriminatory content (racism, sexism, classism, homophobia, ableism, etc)

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#4-7A- Students identify the potential bias of an online resource on perspectives of a particular culture, to identify discriminatory content (racism, sexism, classism, homophobia, ableism, etc)

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1. To encourage educators to dig a little bit deeper to identify what culturally sensitive teaching is and be a little more honest about  being a culturally competent educator. (HB 1541)
2. Being more knowledgeable about culturally competent resources or resources that can help them be more culturally responsive.
3. Commit to attending a culturally competent workshop or some other form of action.
4. Develop a list of measurable activities you will accomplish to become a more culturally competent educator.

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Gather list of resources for cultural responsive/competency for those implementing the ED Tech standards. 

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Gather list of resources for cultural responsive/competency for those implementing the ED Tech standards. 

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-Remind that not all families have internet or expertise to support learning at home.
-Do use Cultural responsiveness as a check box to guide a technical solution.
-do not confuse multicultural with culturally responsive.

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Change management group at OSPI- consider adopting one

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Change management group at OSPI- consider adopting one

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Recognizing inequitable technology resources, bridge the gap between home and school in a non-judgemental manner 

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Recognizing inequitable technology resources, bridge the gap between home and school in a non-judgemental manner 

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-Broader presentations within OSPI so there is consistency in messaging
-High expectations of all students
-Making authentic connections throughout content areas
-Allowing for multiple pathways for each student to succeed.
-Utilize potential community partnerships, i.e NASA at UW
-invite speakers from diverse communities in technology

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Know where students are coming from, assess their funds of knowledge

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Know where students are coming from, assess their funds of knowledge

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Best practices menu/clearinghouse of examples that have worked well, are effective

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Best practices menu/clearinghouse of examples that have worked well, are effective

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communication plan, connected to other connections within OSPI and school districts, marketed the ed tech standards as being the next big thing- future oriented, help with TPEP implementation/scoring

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communication plan, connected to other connections within OSPI and school districts, marketed the ed tech standards as being the next big thing- future oriented, help with TPEP implementation/scoring

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Broader presentations within OSPI so there is consistency in messaging.
-identifying roles within OSPI implementing tech standards within school buildings, what is the accountability process.
-encourage innovation for implementation at the school level. example, encourage groups of mixed subject teacher to work together.. i.e. multidiscipline project based

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Include colleges of education, Washington Colleges of Teacher Education- integrate in requirements for pre-service programs under PESB approval standards

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Include colleges of education, Washington Colleges of Teacher Education- integrate in requirements for pre-service programs under PESB approval standards

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1. Hav e a school take the implementation of these standards on as a project to develop an implementation plan.

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-steer away from stereo typing students or of making assumptions.
-Stay away from cliche projects that are focused on Multicultural education. i.e celebrating stereotypic holidays rather than focusing on improving learning for a diverse group of students.

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1. A case study of a student in your classroom?

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1. A case study of a student in your classroom?

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2, Ask colleagues to provide input to a problem you may have in your classroom. Utilize each other as resources. Use this situation as a learning situation.

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-Allow for student voice to inform project, planning and instruction before starting. Student ownership and agency.

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-Authentic partnerships with supporting communities and families to help inform instruction. Community based organizations