Thu Sep 23 2021, 6:15pm
Woodland High School Library and Zoom
Regular Meeting


Teaching and Learning Report

To: Michael Green

From: Asha Riley

Date: September 16, 2021

Re: Teaching and Learning


Grant Applications: Prior to the start of school, the principals and I worked together to submit two competitive grant applications. The first one would support our dual language program and the second one would support our dual credit efforts at Woodland High School. 

Two-Year Tribal, Heritage, and Dual Language Program Grant: This grant is part of a statewide effort to support effective, sustainable P-12 dual-language programs. 

We have requested $200,000 over the course of the next two years to support activities below that will continue to strengthen and build our dual language program.

  • Pay for educators working extra hours to collaborate and develop curricula for the program
  • Program planning
  • Stipends for training educators in the language
  • Recruitment and development of bilingual educators & bilingual instructional support staff for the program
  • Program evaluation
  • Professional learning including site visits and conferences
  • Instructional coaching in the program.
  • Supplemental materials for the program.

Upon receipt of the grant, each grant recipient must convene an advisory board to guide the development and continuous improvement of its dual-language program, including but not limited to: determining which schools and languages will be prioritized; conducting outreach to the community; and addressing enrollment considerations and the hiring of staff. At least half the members of the board must be parents of English learner students or current or former English learner students. The other members of the board must represent teachers, students, school leaders, governing board members, youth, and community-based organizations that support English learners. 

We are eagerly awaiting a final decision but are optimistic that we will receive some funding.

Consolidated Equity and Sustainability (CES) Dual Credit Grant

The purpose of the Consolidated Equity and Sustainability (CES) Dual Credit grant is to support local districts and their schools that are investing in activities that will eliminate equity gaps in dual credit access and completion. The grant program is competitive, with priority given to schools that can identify and commit to providing opportunities to improve their dual credit among underrepresented student groups.

Woodland School District’s Career, Life, and College Ready framework stipulates that all students will finish high school college and career ready. We know students who earn college credits while still in high school have a higher rate of persistence and engage in secondary and post-secondary education and are more likely to pursue post-secondary training. In addition, for many students, earning college credits while still in high school expands student aspirations. This is particularly true for those students who are typically underserved and underrepresented in the mainstream educational process. The goal of our application for this grant project is to create a sea change in the rate of participation and success in credit-earning CiHS, CTE, and AP classes for all students and, in particular, for those under-served students identified above.

We were notified that we  received $27,841 and will meet to review the goals listed below that will be used to support increased access to dual credit courses on the WHS campus and make the most of the funds provided. 

  • All 10th graders will earn 2 college credits by completing the Lower Columbia College “College 101” course. This goal will be achieved by the end of the 2022 - 2023 school year.
  • 200 11th and 12 graders will earn at least 5 college credits through CiHS coursework. This goal will be achieved by the end of the 2022 - 2023 school year. Goals 1 and 2 taken together represent a 7x increase in CiHS participation for the total student body. 
  • As a part of goals 1 and 2, 10x more Hispanic students and students receiving free and reduced lunch services will earn college credits with CiHS classes.
  • The number of students earning college credits through dual-enrolled CTE courses will increase by 60 students. This goal will be achieved by the end of the 2022 - 2023 school year. 
  • x more students will earn college-quality scores on Advanced Placement (AP) exams. This goal will be achieved by the end of the 2022 - 2023 school year. 
  • The number of students who describe specific and actionable aspirations by the end of their senior year will increase by 50%. This goal will be achieved by the end of the 2022 - 2023 school year.

Paraeducator Training for 2021-2022 School Year: 

This summer we learned of the legislature's continued funding to support professional development for our paraeducators which allows for two days of professional development for all of our paraeducator staff -  the first of which took place in August. This training aligns with the new requirements for paraeducator certification outlined below.

Washington’s Paraeducator Certificate Program:

First implemented in the 2019-20 school year, the certificate program requires districts to provide Fundamental Course of Study training (FCS) to all instructional paraeducators. Most continuing employees in Woodland have completed these 28 hours.

Beginning with this 2021-22 school year, districts must also provide an additional 14 hours of training towards the general certificate to all paraeducators. This year we are providing training for BOTH the Fundamental Course of Study AND the General Certification

Fundamental Course of Study Training: 

WHO: For any WSD paraeducator who has yet to complete 28 hours of required FCS training. 

WHAT: The Fundamental Course of Study is made up of the standards of practice, packaged in 12 units, and is designed to be provided to paraeducators in a 28-hour course over two years.

  • Supporting Educational Outcomes 
  • Behavior Management and de-escalation techniques
  • Roles and Responsibilities
  • Communicating Effectively and Participating in Team Processes
  • Cultural identity and diversity
  • Methods of educational and instructional support
  • Using and collecting data
  • Positive and Safe Learning Environments

The Paraeducator General Certificate Training:

WHO: ALL current WSD paraeducators. 

WHAT: The general paraeducator certificate of training to help improve instructional practices. A paraeducator has three years to complete this certificate after completion of the Fundamental Course of Study. To achieve this certification, paraeducators must complete a total of 70 hours of training by the end of the third year. School districts will be providing 14 hours of training annually to support paraeducators in completing this requirement. The content of the training is as specific as the FCS and will be determined by the local district. In Woodland, it is our goal to include our paraeducators in particular professional development with our teachers. For instance, our LETRS training, so that our entire instructional staff is working in alignment and with common understanding. 

Fundamental Course of StudyTraining Year One = 14 hours of specialized training

Fundamental Course of StudyTraining Year Two = 14 hours of specialized training

General Certificate Training Year One After FCS = 14 hours of training with teachers

General Certificate Training Year Two After FCS = 14 hours of training with teachers

General Certificate Training Year Three After FCS = 14 hours of training with teachers

Total = 70 hours of training=General Paraeducator Certificate.

These training opportunities will be provided by the district during non-student days and will be paid time for staff.