Handwriting Without Tears: Kindergarten has had some significant success using the "Handwriting Without Tears" handwriting curriculum, which was implemented for the first time earlier this school year. The BLT (Building Leadership Team) examined the need for a consistent process for teaching handwriting, and have decided to order this resource for first grade as well. It is easy to use and only takes 10-15 minutes a day. Students who have fluency with handwriting can devote cognitive energy to thinking about what to write rather than how to write. This skill is imperative if we are to increase student achievement significantly.
Classroom-Specific Data Dialogues (CSDD): These dialogues are an opportunity for teachers to examine multiple sources of data regarding the progress of every one of his or her students with the principal and instructional coach. The whole child is discussed, including academic data, social-emotional skills, and needs for differentiation. This process is conducted periodically to make sure that no children at WPS “fall through the cracks.” We integrated the setting of Student Growth Goals with this session, with each teacher setting achievement goals for groups of learners.
Celebrating Student Support Management Program Success: There has been extraordinary effort spent developing a comprehensive and effective student behavior management system at WPS this year. Utilizing research-based approaches to managing significant and numerous significant behavior issues have resulted in major improvements in the learning environment at Woodland Primary. The data for first four months of this year tell the story, and I am incredibly thankful for the flexibility and willingness to innovate demonstrated by staff. Our behavior support personnel and social worker have all been remarkable as we develop this new approach.
Major Referral Frequency Count Per Month
September 127 (21 Days)
October 194 (19 Days)
November 111 (18 Days)
December 36 (14 Days)