SB5576 – Improving sustainability and climate science education.
Prime Sponsor – Senator Lynda Wilson (R; 17th District; Vancouver)
Current status – Had a hearing in the Senate Committee on Early Learning & K-12 Education February 18th. Passed out of committee February 22nd. Referred to Ways and Means. Still in the house of origin by 2019 cutoff; reintroduced and retained in present status for 2020 session.
Next step would be –  Action by Ways and Means.
Legislative tracking page for the bill.
HB1496 is the identical companion bill in the House.

Comments –
There’s an article about the results of the climate education project that the Legislature funded last year in the Green Schools Catalyst Quarterly.

Summary –
The bill updates the label in the current list of topics that must be taught in public schools from “science with particular reference to the environment” to “science with special reference to the environmental and sustainability standards.” ((OSPI sets and revises these State standards for schools to describe what all students at different grade levels “should know and be able to do in the area of Environmental and Sustainability Education”.

If funding were made available, the bill would require OSPI to develop grants for community non-profits and educational service districts to develop plans for teacher education in next generation science standards, including climate science standards. Comprehensive and targeted comprehensive schools, and communities historically underserved by climate science education would get priority for these. In selecting applications and prioritizing grants, SPI could consider applicants’ previous success in developing teachers’ ability to help students understand climate science standards.

In this context, “climate science” means the ideas from various sciences, the integrating concepts, and the science and engineering practices in the standards that lead a student toward climate science literacy. “Climate science literacy” means understanding your influence on climate and its influence on individuals, society, and the environment. (A “climate-literate person” understands the essential principles of the climate system; knows how to assess scientifically credible information about climate; can communicate meaningfully about climate and climate change; and can make informed and responsible decisions about actions that might affect the climate.)