REPORTS TO THE BOARD

Teaching and Learning Report

To: Michael Green

From: Asha Riley

Date: December 10, 2021

Re: Teaching and Learning

Equity and Inclusion Training: 

On November 2, we spent time with our K-4 staff reflecting on our mission statement. Specifically, the language “a system that serves and supports ALL children - and ensures that EACH child has FULL access.”

During our workshop, we focused on the importance of knowing each and every child in our classrooms, and how we can ensure each has full access to all aspects of our lessons.

It was a good opportunity to reflect on our current practices and continue our commitment to serving all children in Woodland.

After the workshop, we invited anonymous feedback from staff. Here were their remarks:

What's one important thing you learned in our workshop today?

• To be aware of our own assumptions about people we interact with. I learned a lot about my team through the conversations that the workshop presented.
• As a POC, it was nice to have this workshop and know that the district is doing its part to help students feel included. Having grown up in a fairly diverse area, I felt that I experienced a lot of what was taught by several of my teachers, but there is always more that we can do. I really appreciate being a part of this district and this work.
• People have internal as well as external identity maps.
• Get to know your students.
• Today reminded me of the importance of slowing down and looking at each individual student and really analyzing what they bring to class with them each day in terms of knowledge and background. Today showed me some ways that I could go deeper into creating a more engaging and successful environment for my students.
• Loved the asset mapping!
• That the district is intent on ensuring equity for all students.
• I appreciated what she said about your "capital.” I also liked the mapping of who you are.
• A reminder or refresher of how important it is to try to get to know each student individually and what makes them click.

What feedback would you have for us?

• It was hard to focus during the training because we were virtual and the audio wasn't great. It would have been helpful to have more opportunities to brainstorm ways to incorporate our student’s culture into the lessons we teach as a group.
• I would have preferred this to have been entirely virtual and then maybe having break-out rooms. I think that would have been more engaging for us that could not be at the training in person. This is the only thing I would change. The speaker was amazing and it would be nice to have her come again!
• Great job with this training! It was a practical and useful discussion!
• It was very hard to hear. I appreciate all that was done to help us but it was hard to stay engaged.
• I would have liked this at the beginning of the school year. It was very beneficial.
• It was also hard knowing that a small group was able to be in the room with the presenter while I was stuck trying to focus on a small picture and engage while online.
• I would like to go deeper into this subject, learning more about how to implement specific ideas into my classroom, as well as ways to help around the school.
• I liked doing virtual under the circumstances. Maybe watching for online input a bit more.
• Consider your audience when asking us to recall or connect to events that might not be comfortable to share.
• I did not feel it was the best use of our time. I appreciate the idea of cultural awareness, it's just that we can't know individuals by their culture, we can only really know them as individuals. I think that was what the presenter was trying to get at, but I think we could have gotten there in about 30 minutes vs 3 hours.
• Is there a tool that helps us reflect on who we are not including or thinking about in lessons?
• You did an amazing job. I appreciate you keeping on target with what challenges we may face in knowing our community better and keeping it positive. I appreciated you!

Fall Assessments Completed:

The fall assessments are now completed in all grades. As shared before, we know they were abbreviated versions and extended/constructed response items were reduced or removed. The data will not be comparable to data from years past, however, the state was able to share a little more about what the data will tell parents. 

• The primary purpose of the fall test was a brief check-in on how schools and students are doing after the school year 2020–21.
• The level a student earned is an estimate of their performance on some of the skills and knowledge:
  • FOR ELA: in the English language arts standards, such as reading, listening, and punctuation.
  • FOR MATH: in the math standards, such as evaluating expressions, writing equations, and problem-solving.
  • FOR SCIENCE: in the science standards.
• On this test, students whose performance was a level 3 or level 4 demonstrated most of the skills and knowledge required to meet state expectations on a typical end-of-year test.
• Test results are only one way to know how students are doing in ELA, math, and science. Parents should consider having a conversation with their student’s teacher about their student’s learning. This may include teacher observations, projects, classroom work, and other school activities.