There are a constellation of interests, goals, and initiatives that we pursue here at Woodland Heights simultaneously, and constantly. As part of our continuous improvement model, and with the pace of change in our society and in the field of education, we are not at liberty to select a small number of goals for our coming school year, we must employ a multi-faceted program of systemic change that will bring us to an even better place on several fronts. However, quality schools will typically select a handful of over-arching initiatives (goals) for their future work, from which all other endeavors will flow.
For the coming year, as a result of formal and informal process, meetings, and discussions with parents, WHS staff, and Laconia School District leadership, during the 2011-2012 academic year, the learning community at Woodland Heights School will endeavor to:
A.] Improve Literacy Instruction --
No ability or skill is more critical to the success of a student or adult than the abilities to read and accurately comprehend, write and effectively articulate. It is for this reason, and the recognition that too many of our students are not 'Proficient' in the area of reading and writing as indicated on varying student achievement assessments, that we elect to significantly reform/redesign the manner in which we teach children how to read. Moving from a 'canned', one-size-fits-all reading 'program' to a more personalized 'Balanced Literacy', 'Workshop' approach to reading and writing instruction will allow us to focus more effectively on our students, and better meet the unique learning needs of each and every child in our school.
B.] Improve Mathematics Instruction --
Using the techniques and approaches of Professor Mahesh Sharma, we will strive to attain high achievement in the area of mathematics for every student at WHS this year. While continuing to use the renowned mathematics program, Everyday Mathematics, as our primary instructional vehicle, we will intelligently supplement Everyday Math with Dr. Sharma's techniques to promote greater success for all students in the area of mathematics. If we are able to implement these new approaches to the extent that we anticipate, it could dramatically improve student understanding of numeracy and key arithmetic concepts that will not only facilitate their math achievement today, but it will foster significant future success in mathematics learning in the years ahead. Mathematical thinking, understanding, application, and problem-solving will all improve for the betterment of lifelong success and fulfillment both in and outside of their future workplace. Our goal is never to graduate a student who may exclaim the familiar refrain: "I can't do math!" At WHS, all students can and will 'do math' -- well.
C.] Refine Our Response to Intervention (RtI) and Differentiated Instruction (DI) Models --
Response to Intervention and Differentiated Instruction are, at their core, mechanisms to promote the personalization of learning and creating opportunities for each and every child in our school to enjoy success at many levels (academic, social, experiential) and actualize growth in many worthwhile directions (as a scholar, thinker, citizen, worker, and human being of integrity and worth).
Much work has been done over the past year to move our school toward being a true and legitimate 'Student-Centered School'. It would seem obvious enough: schools exist to meet the learning needs of children, it is all about the kids. Or is it? The questions that we have been asking ourselves time and time again, fall on the line: If we are to truly be a student-centered school, what should learning look like? What should our teachers be doing? What should our students be doing? What materials would we use? How should we structure student learning experiences (instruction)? How should we organize our school, its teams, and its resources? etc., etc. This process of reflection and honest self-assessment has generated provocative discussion and some significant changes to what we do and how we do it here at Woodland Heights School. Some examples of outcomes related to this discussion include: our new student-centered (rather than program-centered) approaches to the teaching of literacy and mathematics, our commitment to 21st Century ('Next Generation') Learning and all that it entails, the creation of new grade-level teacher teams, the full integration of our school's 'Interventionists' (special education and Title I Reading Teachers) into the grade level teacher teams and relocating their office and teaching space into the grade level pods, a greater focus on enrichment opportunities for all children and a new emphasis on frequent, regular integration of the arts and movement into the everyday learning experiences of our students. Response to Intervention and Differentiated Instruction are formalized approaches/components that will help to facilitate our attainment of this truly student-centered vision for our school community.
D,] Continue Our Commitment and Leadership in the Area of Next Generation Learning (NxGL) --
This aspect of our practice here at Woodland Heights tends to receive the most notoriety but it is, in fact, just one aspect of our highly integrated, overall effort to provide our students with meaningful, relevant, and necessary educational experiences. Through our work in this initiative, the everyday learning experience of our students is punctuated seamlessly by several natural, independent, semi-independent, and/or cooperative opportunities to enhance their learning using '21st Century Learning Tools (computers, iPads, interactive whiteboards, the internet). They will use this technology in ways that are consistent with the manner in which secondary school and adult learners use tools and work as self-directed and/or collaborative partners to act as creative and resourceful creators in a project-based / problem-solving environment. No longer will students be passive recipients of uninspiring, disconnected, irrelevant education. Guided by talented teacher facilitators, they now will be active and dynamic creators of their own learning and their own future. Our students need to interact with the tools and benefit from learning experiences that with prepare them for their future, not our past.
E.] Continue to Strengthen Our Community, Citizenship and Character Development Programs --
Students cannot learn, engage, and participate in school to their fullest potential unless they feel comfortable, safe, respected, valued, and confident in themselves and their abilities. This goal indicates that as a learning community, we understand that we must nurture and work to develop the 'whole child'. Students have much to learn and many skills to develop beyond traditional academics. We want our students to make the right decisions for the right reasons, always being mindful of how their decisions and their behavior effects the quality of life and learning for others in our community. Our work on this goal will result in further developing the culture of Woodland Heights School as one where every child can and will be physically and emotionally safe, and will succeed academically and flourish socially.
As we embark on this ambitious plan for school improvement, we are energized and encouraged by the growth that we have already made in these areas over the past year, and can see clearly how our students and families will benefit from our continued effort and focus on growth in these areas.
If you would like further information on our school's plans for the coming year, or to offer feedback, please contact me at school (603-524-8733) or by email (ddobe@laconia.k12.nh.us) at your convenience.
Ready. Set. Learn!
