AWSP Blog

After this last deadline, attention now moves to both chamber floors. Action will primarily consist of both chambers debating and voting on bills that have passed either chamber. I’ve earlier explained the concurrence, dispute, and/or conference committee avenues of resolution. Simultaneously, meetings often held in backrooms away from public and member scrutiny, are being held as issues like the budget and revenue enhancements are bargained.

In this episode of AWSP News we discuss your district’s principal contracts, some of the strategies a few districts are using to boost principal salaries, a new report from Wallace Foundation, National Assistant Principals Week, our “Walk a Mile in My Shoes” campaign winners, School Library Month and a handful of book recommendations from Scholastic, our sponsor City university, the Native American Leadership Camp and Administrative Professionals Week and Day.

Here are some recent articles that might interest you if you are trying to keep track of budget discussions. This article is by DJ Wilson of the Washington State Wire and it explains how the budget process actually works. The Washington Research Council published this comparison chart of the House and Senate budgets. And, OSPI has budget tools for the 2019-20 school year on its webpage. Click on the Multi-Year Budget Comparison Tool to see how your district fares in the Governor’s budget, the House budget and the Senate budget.

Following marathon hearings by the fiscal committees in both houses, the chambers are now publicly engaged in floor action where numerous bills are debated and voted upon. As is generally the norm, for every nine bills brought to either floor and approved by the body, the tenth bill becomes hotly contested. That’s when the theatrics occur. One example, is after passing a number of bills fairly easily, a bill dealing with union dues, SHB 1575 brought things to a halt as the Republicans demanded the bill be read in its totality, a very rare occurrence.

This research used child-led tours to investigate how young children’s spatial autonomy is enacted in two contrasting environments: their home and a forest setting. Spatial autonomy, by inviting children to form a relationship with their environment, can promote agency, a sense of self, self-confidence, and a healthy relationship with their environment.