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:
- What do we want our students to learn?
- How will we teach them?
- How will we know they learned?
- 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.
Do you 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.
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
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.
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 availalable below.
Woodland students participate in the following state tests
- Smarter Balanced: English language arts (ELA) and math tests for grades 3-11
- Measurements of Student Progress (MSP): Science test for grades 5 and 8
- End-of-Course (EOC) exams: Math and biology tests taken as students finish algebra 1/integrated math 1, geometry/integrated math 2, and biology
- Washington – Access to Instruction and Measurement (WA-AIM):ELA, math, and science alternate assessments for students with significant cognitive challenges documented in their Individualized Education Program (IEP).
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 overlain implementation of the SBAC and the HSPE/EOC we have a diverse path for students to navigate until that transition is complete with the class of 2019. Required tests vary by expected year of graduation. 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.
CLASSES OF 2016 THROUGH 2018: If a student meets or exceeds the college- and career-ready threshold score on the Smarter Balanced ELA test as a 10th grader, he or she will not have to take that test in 11th grade.
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