Vision Statement

Woodland Public Schools, in partnership with families and the community, will create a PreK-12 system that serves and supports ALL children-and ensures that EACH child has FULL access to, is engaged in, and obtains an excellent education that prepares them for responsible citizenship and a future of adaptability and success in life and their chosen endeavors.

 


Schools and Student Demographics

Woodland Public Schools serves about 2250 students in 5 traditional public schools: (Yale Elementary School, Columbia Elementary School, North Fork Elementary School, Woodland Middle School, and Woodland High School) and two Alternative Learning Programs (Lewis River Academy, and TEAM High School).

Our schools offer quality instruction from highly qualified teachers. Students in our schools have demonstrated their learning with high levels of success on statewide measures. Over half of the district’s high school graduates continue their education in college following graduation from high school.

Detailed demographic, performance, and financial information about our school district is available online on the OSPI Washington State Report Card site.

 


A Statement on Inclusion, Diversity, and Equity

Woodland Public Schools is deeply committed to achieving its vision stated above. The words ALL, EACH, and FULL are capitalized in our vision statement. These words are at the heart of our vision.  

ALL

We serve ALL children in our schools. The tall, the short, the brown, the white, the black, the rich, the poor, the middle class, the English speaking, the non-English speaking, the academically gifted, the academically typical, and the children with disabilities. This is INCLUSION.

EACH

We serve EACH child. Each child is unique. “Average” is a myth. Each child comes to school with different needs and strengths. Each child comes with both challenges and opportunities. Our vision is to understand needs and meet EACH child where they are at to help them achieve excellence regardless of their external or internal, social or cultural contexts. This is DIVERSITY

FULL

Schools have always offered full access for SOME students. Inequities exist in our system, and arguably in all school systems that, in some way, limit access for some students. There are barriers related to economics, language, disability, and in some cases race. In order to achieve FULL access, we must first understand, then break down the barriers that exist, and in some cases invest in enhancing opportunities for access. This is EQUITY.

Law SSB 5044: Inclusion, Diversity, Equity, and Cultural Competency

Recently, Washington’s Governor, Jay Inslee, signed into law SSB 5044. This law requires educators and board members to receive training on cultural competency, equity, diversity and inclusion. It will help us understand how we can best serve ALL Children, EACH Child, and Provide FULL Access. The training covers four key topics described in the law are Inclusion, Diversity, Equity, and Cultural Competency.  

The law defines “cultural competency” as including “knowledge of student cultural histories and contexts, as well as family norms and values in different cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students' experiences and identifying cultural contexts for individual students.” Cultural Competency is foundational to our work and our commitment to Inclusion, Diversity, and Equity.

Our view of cultural competence is rooted in the belief that “all men are created equal” and the duty to serve and support all children. To serve children well, we must have an understanding of their backgrounds, experiences, and culture. We will continue to value all children and families through a lens of equality.