Mathematics Professional Learning: The process of developing the Woodland Primary School Improvement Plan resulted in an identified need for two supports for instruction. The adopted curriculum is Eureka Math, and there have been some specific challenges with implementing the lessons effectively. In partnership with WIS, a Eureka Math trainer worked with the staff of both buildings on October 9th during our District Directed Professional Development Day. Many important clarifications and strategies resulting from the training have made a significant difference in the daily instruction of mathematics at WPS.
In addition to increasing staff fluency with the curriculum, a need for more effective strategies has been an area of focus. Under the leadership of Heidi Rhodes, our district math coach, a team of teacher leaders is attending the second part of a training on “Number Talks” this week. It’s exciting to consider how these learning opportunities might impact mathematics instruction at WPS.
Cookies & Conversation: The very first “Cookies & Conversation” took place at WPS on the evening of October 10th. There was a significant number of families represented, and they shared their appreciation for a gathering that was after the typical workday. Information about instruction at WPS was shared, and guests had opportunities to ask questions or share ideas. One goal for this event was to recruit community members to join a WPS Parent Advisory Council, and it is exciting to share that we have at least five parents interested in supporting our school through this leadership role. It is important to note that many attendees have not often attended events such as this in the past, so the diversity of participation is very appreciated.
Initial Data Review: Initial review of data relating to reading and mathematics performance show considerable gains over last year at this time. Specifically, first grade students this year are much better prepared than were those entering first grade at this time last year. As a group, they are more advanced in their progress toward reading at grade level, as well as in the development of number sense. A deeper evaluation of the data will give specific direction for academic intervention and program adjustment.