Teaching and Learning

In Woodland Public Schools our primary focus is on student learning. Serving student learning means we must keep a laser like focus on four questions that are essential to effective teaching and learning:

  1. What do we want our students to learn?
  2. How will we teach them?
  3. How will we know they learned?
  4. How will we respond to their learning?

What do we want our students to learn?

You may have heard about the common standards for student learning. The standards require a practical, real-life application of knowledge that prepares Washington students for success in college, work, and life.

The standards provide

  • Consistent learning expectations for all students.
  • Clear standards that focus on understanding over memorization.
  • Emphasis on the critical topics students need to succeed after high school.

State Learning Standards and Testing

Do you have questions about these standards?

We hope you will find the resources below helpful. 

Three Minute Video Explaining the Common Core Standards

 

 Read the Common Core Standards

                             

 

Common Core in the News

Below are some resources to help you navigate the pros, cons, myths, and facts regarding the common cores state standards. 

Common Core Pros and Cons 

Common  Core Facts and Myths

Parent Road Maps 

Road maps help parents understand how to support their child in math and language arts. Each road map lets parents know what their child will learn, how to partner with the teacher, what skills and strategies students will use, and how to ensure learning continues outside of school.

 

  English Language Arts Road Maps   Mathematics Road Maps
Kindergarten             
First Grade  
Second Grade  
Third Grade  
Fourth Grade  
Fifth Grade  
Sixth Grade  
Seventh Grade  
Eighth Grade  
High School    

                                                                                              

How will we teach them? 

In Woodland Public Schools we will:

  • Provide clear and intentional focus on subject matter, content and curriculum. 
  • Center our instruction on high expectations for all students. 
  • Demonstrate effective teaching practices. 
  • Foster and manage safe positive learning environments. 
  • Use multiple student data elements to modify instruction and improve student learning.
  • Recognize individual student learning needs and develop strategies to address those needs. 
  • Communicate and collaborate with parents and the school community.
  • Exhibit collaborative and collegial practices focused on improving instructional practice and student learning.

To ensure we meet the commitments above we use research based effective instructional practices, referred to as our instructional framework. To learn what research says about each of these commitments you are welcome to review our instructional guide. 

Woodland Public Schools Instructional Guide

How will we know they learned?

Assessing student learning is an important component of the learning process. 

Educators use students’ performance on multiple assessments/tests to make individualized data informed decisions. Data can be drawn from pre-assessments, which provide baseline information to plan and design instruction; formative assessments, which provide teachers with information to help reteach or adjust instruction to ensure all students learn; and summative assessments, which help teachers, departments, schools and our district analyze student performance on a larger scale. We use all these forms of tests/assessments in Woodland schools. A schedule of our commonly used assessments organized by grade is available below.

 Woodland students participate in the following state tests

Current High School Graduation Requirements

The state legislature passes laws that determine graduation requirements. Over the last several years we are dizzy with the seemingly constant changes to standards, assessments, and graduation requirements. With the passage of House Bill 2224 students now have multiple pathways to meet graduation requirements. 

 A student's expected year of graduation is four years after he or she enters the 9th grade. (For example, if a student enters 9th grade in the 2015-16 school year, he or she is in the Class of 2019.) State tests may be taken with or without tools, supports, or accommodations. Students take the WA-AIM only if it's documented in their IEP.


Class of

Subject

Test

2018 and Beyond

ELA

Choose 1:

  • Smarter Balanced ELA test (exit exam score)**
  • WA-AIM (exit exam score)**
  • Achieving a minimum score on the SAT or ACT as determined by the State Board of Education;
  • Achieving a minimum score on an Advanced Placement or International Baccalaureate test;
  • Completing a dual credit course such as Running Start or College in the High School; or
  • Taking and passing a locally-determined course based on the student’s High School and Beyond Plan, and passing a locally-created assessment at the end. Emphasis is placed on transition courses which give students significant advantages as they approach college placement decisions.

Math

Choose 1:

  • Algebra 1/Integrated Math 1 EOC exam
  • Geometry/Integrated Math 2 EOC exam
  • Smarter Balanced math test (exit exam score)**
  • WA-AIM (exit exam score)**
  • Achieving a minimum score on the SAT or ACT as determined by the State Board of Education;
  • Achieving a minimum score on an Advanced Placement or International Baccalaureate test;
  • Completing a dual credit course such as Running Start or College in the High School; or
  • Taking and passing a locally-determined course based on the student’s High School and Beyond Plan, and passing a locally-created assessment at the end. Emphasis is placed on transition courses which give students significant advantages as they approach college placement decisions.

 

** "Exit exam" scores (for graduation requirements) are separate from what are known as the "college- and career-ready" scores.

CLASSES OF 2014 THROUGH 2018:

Students in the classes of 2014 through 2018 will be given a chance to appeal if they haven’t yet earned a CAA but have met all other graduation requirements. Appeals may be initiated by the student, the student’s parent or guardian, or the student’s principal.

The local school district then, according to ESHB 2224, determines if the student has demonstrated the skills and knowledge needed to graduate from high school. If so, the district sends the appeal to the Office of Superintendent of Public Instruction for final determination.

Ways to show necessary skills include but are not limited to:

  1. Successful completion of a college level class in the relevant subject areas;
  2. Admission to a higher education institution or career preparation program;
  3. Award of a scholarship for higher education; or
  4. Enlistment in a branch of the military.”

 

 

Student Score Reports

The intent of state testing is to determine a student’s skills and knowledge based our state learning standards in reading, writing, math, and science. The score on each test (see sample score reports) is a snapshot of a student’s performance. Overall academic performance, not just a student’s state testing scores, should always be taken into account. 

How will we respond to our students as learners?

We recognize that all students develop and learn differently. It is our goal to empower each student with the educational tools necessary to learn and succeed. The Special Services Department is committed to providing excellence in education for all students. Special Services supports Basic Life Skills Program (BLSP), Partners in Transition Program (PIT), Center Based Learning Program (CBLP), English Language Learners (ELL), Highly Capable (Hi C), Learning Assistance Program (LAP) for Reading and Math, Occupational and Physical Therapy, School Nurse, School Psychologists, Special Education, Special Education Preschool, Speech and Language Services, and Title 1 Reading and Math.

For further information please visit WSD Special Programs

 

Should you have any questions related to teaching and learning please contact our Director of Teaching and Learning

Asha Riley

360.841.2706

rileya@woodlandschools.org