To: Michael Green
From: Jake Hall
Date: 3.7.24
Re: March 2024 Board Report
Learning Assistance Program (LAP)
Columbia Elementary students in the LAP program have finished benchmark testing and staff are pleased with the results. In fact, CES has shown their strongest mid-year scores since the 2020-21 school year. Once the data was synthesized, CES quickly started new reading groups pivoting where needed based on student data. CES 4th graders have graduated from phonics to a comprehension focused level of intervention.
North Fork's students in the LAP program have also shown tremendous growth during the first half of this school year. After the completion of mid-year benchmark testing, NF made adjustments to reading groups and set new goals based on the students’ data. NF has successfully transitioned 13 students out of LAP services this school year.
Family and Community Resource Center
Dutch Bros conducted another fundraiser for the FCRC food pantry. In February, they ran a program called "Dutch Luv," and $1 from every drink purchase will go directly to our food pantry fund! They will present the donation and take pictures when it all wraps up.
Woodland School District staff have the opportunity to donate some of their paycheck to the FCRC. Because of these generous donations from district staff, the FCRC is able to fully stock our depleted food pantry. We are so grateful for how caring the Woodland Staff is.
We are developing our partnership with Emergency Shelter of Cowlitz County to use our grant from the Homeless Student Stability Program/Homeless Student Stability Education Program (HSSP/HSSeP). We will be having on-site coordinated entry/housing navigation through this partnership. The goal will be to help stabilize our Unaccompanied Homeless Youth.
The Woodland Co-op Preschool has helped with a donation drive for the FCRC. Through this drive, the FCRC receives jackets, socks, clothes, toiletries, and food to help homeless and unaccompanied youth in the district. The children learned a lot about ways to help their community and what it means to be a good community member through direct action for their community.
Health
Our district nurse, Kerri, has been finishing hearing and vision screening for students. She is also currently preparing for the annual district health assessment report for OSPI.
Highly Capable Program
The Highly Capable referral window recently closed and next we will be assessing students referred to the program as well as screening all 2nd and 4th graders. Students have continued to work with their teachers exploring multiple perspectives in problem solving.
At WMS, Hi-C 6th graders are starting their LEGO robotics unit. Students will be learning basic programming principles and designing robots to complete tasks on the competition board.
Lewis River Academy
We enrolled new-to-LRA students and some LRA students went back to the regular schools around the semester break. Some WMS students are “co-enrolled” with LRA and WMS in a variety of classes they attend each day at the Middle School. LRA staff greatly appreciates the collaboration with WMS administration and staff to provide these opportunities for our students.
The LRA teachers meet regularly with students for tutoring sessions and to help the students reflect on their learning and study plans. The K-5th and 6-8th graders have regular opportunities to participate in group Google Meet sessions and a variety of in-person enrichment workshops. Several 8th graders completed active “in-person” participation in Washington State History at LRA. Students will be continuing some of their studies in-person, also working on their social skills.
The newly formed and implemented LRA Student Leadership Team will be visiting the Woodland Public Library to discuss what activities are available for youth as well as any needs the library has that we could help with as a team. We had Valentine’s Day parties on Valentine’s Day. The holiday parties are highly attended and the students have a great time socializing with peers in organized activities.
Multilingual Education Program
Currently, all ML students are working through their annual language assessment. We hope to have scores back by the end of the school year.
Student Engagement
Two years ago, Lindsay Noble and the schools began to implement the new Washington State Attendance guidance. Now that Woodland has all of our attendance systems communicating and up to date, we are seeing a positive impact in student engagement (attendance) with school. In fact, our current average daily rate of attendance is 92% which is 10% higher than we were at this time last school year. This is a graphical representation of the attendance growth from last year at this time to now.
Lindsay reports that families have been more engaged with student attendance as well as student behaviors. Woodland families with chronic attendance concerns have taken a deep dive into what the actual barriers are that are preventing their students from attending school regularly. Lindsay has developed more open communication with previously reluctant families and she has been able to team with school counselors and our FCRC to help remove barriers to student attendance. She has been able to navigate support for families and offer resources such as family functional therapy, food, clothing, help with gas/electricity as well as simply doing a home visit just to check in on a family.
Special Services
As I have reported previously, our Safety Net team works diligently and successfully. One of the leaders on our team is WHS Special Education Teacher, Devon Fliss. I encouraged Devon to apply for the OSPI Safety Net Oversight Committee. Rightly so, Devon was selected in this competitive process! She will be working directly with the staff at OSPI who oversee Safety Net. This is a great opportunity for Devon “and” Woodland will reap the benefits of what she cultivates with OSPI and what she learns for our work.
Title Program -- Woodland Middle School
Targeted Assistance
WMS has identified 5th and 6th grade students exhibiting deficiencies in key areas including phonics, vocabulary, phonemic awareness, comprehension, and fluency. These students are performing at least 2+ years below grade level in English Language Arts (ELA). To address their specific needs, WMS staff have implemented additional targeted reading intervention classes with groups consisting of six or fewer students. These focused sessions, conducted for an hour, are designed for personalized instruction.
Support for High-Need 5/6th RR Students
In addition to the targeted support described above, WMS has identified students who are scoring 2+ and even 3+ years below grade level in ELA. Recognizing the urgency of their needs, WMS collaborates with Title and Special Education (SpEd) teachers, as well as instructional paraprofessionals, to develop a comprehensive plan to support students. This plan emphasizes intentional teaching strategies and provides additional assistance to address the specific needs of these students effectively.
Promoting Fluency, Comprehension, and Confidence
Partner reading serves as a valuable tool for developing various literacy skills, including fluency, comprehension, and overall confidence in reading. By providing students with access to engaging and age-appropriate reading materials, we are fostering an environment that encourages active participation and meaningful interaction during partner reading sessions.