Improvement Activities

At Woodland Elementary, our MISSION is:
We SUPPORT HIGH LEVELS of LEARNING for ALL STUDENTS.

The activities that support are mission are organized into the 4 C's of RTI:

-Collective Responsibility (it's everyone's job!)
-Certain Access (all kids have access to good instruction!)
-Concentrated Instruction (all kids will learn essentials and receive skill specific instruction!)
-Convergent Assessments (all kids will be assessed in order to support learning!)

Collective Responsibility

Woodland Elementary has 2.0 administrators, 29 full or part-time general teachers, and a team of many other dedicated staff members that include music, physical education, library, nursing, special education, speech, KITE (Kids in Therapeutic Education), counseling, Title I, LAP, English Language Learner support, occupational therapist, Para-educators, playground assistants, office personnel, custodial services, transportation, and food service.

We celebrate academic success and excellent character at our monthly Excellent Eagle assemblies, supported by the Puyallup Kiwanis and Woodland PTO.

We offer family events, such as Reading/AVID Night and Math/Science Night, supported by Title 1, where families engage in learning activities with students.

The Woodland Elementary Parent Teacher Organization supports Woodland Elementary staff, students, and families. Volunteers help in classrooms, at school-wide events and outside of school. PTO hosts events such as book fairs, art nights, skate nights, and fundraising events like the annual Woodland Back to School BBQ, Carnival and Walk-A-Thon, just to name a few!

As an AVID Elementary school, we are committed to closing the achievement gap through high expectations; all-school college and career focus; and instruction in student success strategies like organizational skills, study skills, collaboration and communication skills. WICOR (Writing, Inquiry, Collaboration, Organization and Reading) strategies are taught throughout the school.

Through parent-teacher conferences, progress reports, student led conferences, the school website on Schoology and Facebook, classroom websites, all school phone calls and emails, PTO newsletters each trimester, and a welcoming office, we provide two-way communication with families.

The master schedule is designed to provide a common intervention block every day for each grade level, allowing students to receive intervention support in math and reading with grade level peers.

Grade level teams, in collaboration with Title 1, provide intervention instruction of essential skills for all students. During the intervention block in reading and math, students are grouped in skill based groups and taught skills at the appropriate level. Grade levels teams take responsibility for all students in that grade level.

Professional development for staff is designed to encourage collaboration and professional growth, as well as student achievement. Topics are focused on the components of RTI: Certain Access, Collective Responsibility, Concentrated Instruction, and Convergent Assessments.

Woodland Elementary School is a Title I school. This means that we receive additional federal funds that are part of the Every Student Succeeds Act of 2015 and have greater flexibility in serving the needs of all of our students.

As a part of the law, all Woodland teachers have met state licensing requirements and are highly qualified for the subjects they teach. When recruiting new teachers, our team selects highly qualified teachers from the candidate pool. We have no teacher under emergency status, whereby, requirements have been waived.  Our classroom para-educators have met Washington State Standards and are working under the supervision of a highly qualified teacher. They have also met federal standards which may include passing of competency test and/or an associate of arts degree.

Woodland Reading and Math Night and Title I and LAP Open House offer parents information and activities to support their child’s learning at home. Our front office has fliers that support and inform parents of upcoming parent education and training, for example, Love and Logic classes offered in the district. Kindergarten teachers, through district support, send home Math Supplies so that students can do math at home. At Math and Reading Night, supported with Title I Funds, students take home Fry Word Flash Cards so that parents can work on word fluency at home. On the school website, the monthly newsletter, Parents Make a Difference is posted and available for download or printing. Translated fliers and services are available for families who do not speak English as their first language.

Certain Access

We use school-wide positive intervention supports to teach, encourage and recognize student achievement in meeting behavioral expectations.

Students in grades 1st – 6th participate in targeted intervention and support for reading and math interventions and instruction. Students receive high quality, intensive instruction at their skill level.

Through AVID Elementary, Woodland students in every classroom use daily planners. Kindergarten and First Grade students do a whole class planner and a take home folder for communication. Second through Sixth grade students use an AVID planner for goal setting, parent communication, recording daily activities, events and homework. The goal is that students will acquire a life-long organization success skill.

Classroom teachers differentiate instruction, providing instruction in necessary prior skills (pre-teaching) or reviewing past skills (review), both in small group and one-on-one.

Teachers provide challenge opportunities for students above benchmark and our school partners with the district to provide challenging gifted curriculum for our youngest students through the Young Scholars program.

Technology is present in every classroom with document cameras, interactive whiteboards, laptop and desktop computers, as well as several mobile computer labs and a stationary computer lab. Students learn through programs such as Typing Pal, IXL Math, Accelerated Reading, Discovery Learning, Starfall, and Qwizdom.

As new students arrive at Woodland, our school assesses the students in reading and math. This data is used to determine if a student is in need of intervention or enrichment.

Teachers use district curriculum for instruction and intervention, including but not limited to, Read Well, Bridges Mathematics, Journeys Language Arts, Connected Mathematics Project, Journeys Social Studies, Pearson Science, Soar to Success, Making Meaning, SIPPS and much more.

Concentrated Instruction

First instruction for all students is high quality and focused on learning targets aligned with Common Core, with opportunity for student discussion, high engagement, and collaboration.

Students who need extra instruction are served in small groups or individually with help from support staff and volunteers; instruction is focused on specific skills, identified through common assessments.

Our TITLE and LAP teachers instruct small groups of students to improve academic achievement and progress monitor weekly, bi-weekly or monthly. Parents with students in the TITLE 1 and LAP programs are informed of their child’s progress in this program.

The Special Education teachers teach students through individualized instruction in reading, math, writing, behavior and social skills.

Sixth grade students are instructed by all Sixth grade teachers. Students rotate classes throughout the day for math, writing, social studies and reading. This format allows for instructors to specialize in the subject area and also prepare students for a junior high format.

Junior High School counselors visit Woodland sixth grade classrooms to present an overview of Junior High School. Woodland classroom teachers fill out referral forms of all grade six students of concern in reading, math, and behavior and communicate with the Junior High teachers.

Convergent Assessment

All students at Woodland participate in district assessment throughout the year, including DIBELS Next, STAR Reading and Math, Math Computation Fluency, Read Well Assessment

We celebrate reading and math growth with individual students following common assessments.

Progress monitoring of learning targets is administered weekly, bi-weekly, or monthly, depending on the level of the student. This assessment data is used to make instructional and intervention decisions.

Progress reports intended to inform students and parents of student progress towards learning targets are sent home weekly, bi-weekly, or monthly, depending on the grade level. Students set goals based on this information.

Grade level teams along with support staff examine district assessment data each trimester, celebrating successes and designing interventions for students who continue to need support. Teams meet monthly in Grade Level PLCs to discuss specific skill-based interventions for students.

Daily formative assessments during classroom lessons drive instruction and give feedback to students and teachers on learning.

The Leadership Team at Woodland Elementary meets to determine which areas and grade levels are served by Title I/LAP staff.  Every year, all students are assessed in reading and math with district assessments to determine their academic needs. Title 1 and LAP staff will meet with grade level teachers to discuss the students that have been identified as most in need of remediation. Classroom based assessments will also be considered when discussing the students’ academic needs. Our students most in need of remediation will be identified. Once LAP groups are full with students in need of literacy intervention (Kindergarten-Fourth grade), Title 1 will serve the other identified students that are in need of remediation in literacy and math.

Students not meeting standards can be given additional assessments to determine specific instructional needs.

Title One School

Woodland Elementary is a school-wide Title I school, and receives federal funding through the Every Student Succeeds Act (ESSA) to focus on improving student achievement for our struggling students to reduce the achievement gap.

Parent, Family, and Community Involvement

Each of our schools strives to engage with the community (PSD School Board Direction – Communication, Engagement and Involvement).  Specific examples/plans of this parent and community engagement can be found by clicking here to see the school’s annual performance report. 

 Use of Technology

In each of our schools, technology is a primary tool to facilitate instruction and these tools have a positive impact on student learning. Technology also allows our school to communicate effectively with parents through a variety of innovative means. We also use various district software applications for student intervention as we continue to develop Response to Intervention (RTI) systems in our school.

We use the following software applications for this work:

  • Schoology: Contains teacher instructional materials and guidelines; communication for parents, and student access to instructional materials.
  • STAR ­Reading and Math Assessments: Diagnostic assessments to provided benchmark indicators on student performance in reading and math.
  • PerformancePLUS: Repository for all state, district, and building assessment data; data available to analyze student performance by school teams.
  • School Messenger: Communication tool to inform parents on important school information and student learning events.