October 4, 2016

Woodside, Templeton site plans approved

Woodside:

A 13-member Woodside Elementary School Site Plan team met Aug. 17 to review and revise its plan for maximizing success for each student. As they have done in the past, all four elementary schools brought a team to a meeting before individual school site planning to identify ways they could cross-collaborate in site planning. Principal James Edmond, Jr., Ph.D., and Associate Principal Linda Hake, described the school’s work in achieving its goals.

Using Wisconsin Forward and Measure of Academic Progress (MAP) results, along with intervention data, Woodside achievement results have increased and the longitudinal trends show continuous academic growth.

Tactics for 2016-17 indicate that, using the 2016-17 MAP scores as baseline data, Woodside students will maintain or exceed their projected growth targets in reading and mathematics.

Templeton

Giving their first update as principal and associate principal, Brad Hoffmann and Laura Montez reported on Templeton’s site plan that was reviewed and adjusted by a 16-member school team. The building goal states that the number of students who meet or exceed their projected growth on the MAP reading assessment will increase by three percentage points. The school’s tactics indicate that:

  • staff will research and implement strategies to close the achievement gap in mathematics and reading; and
  • students will engage in personalized learning through learner profiles, goal setting and inquiry to increase achievement for all students.

District employs various RtI activities

Pupil Services Supervisor John Peterson, Instructional Services Supervisor Katie Little and Human Resources and Organizational Development Director John Roubik updated the School Board on interventions for students who are not reaching proficiency on benchmark and standardized assessments. They provided a report on the many Response to Intervention (RtI) initiatives that have been addressed during the year.

As part of RtI, classroom teachers and support staff deploy a systematic process to improve performance of students. The three-tiered model includes:

  • universal or core curriculum provided through differentiated classroom instruction;
  • supplemental or focused support in an identified area of instruction above and beyond differentiated classroom instruction; and
  • small group or one-on-one intensive targeted instruction provided by specialized interventionists.

The district has implemented interventions such as Early Reading Empowerment and Early Math Empowerment for years which are successful options at the core work with struggling students. Systematic data collection of student progress is monitored and documented using ION software.

When appropriate, the additional programs and interventions are implemented with students including:

Hamilton High School
  • Advisement curriculum (i.e. standardized test prep, financial literacy, college and career readiness planning),
  • math and reading Tier II advisement
  • Intervention Tier I advisement
  • Guided Academic Practice (GAP) advisement and college
  • Advanced Placement Preparatory Seminar
  • Introduction to ACT Exam
  • Portable Assisted Study Sequence (PASS)
  • Gearing Up
  • Writing Lab
  • Reading Resource
  • Title I services
  • English Language Learners (ELL) support
  • Club Success
  • Individual learning plans
Templeton Middle School
  • Advisement structure
  • Content Mastery
  • ELL support
  • Gateway to TMS
  • Invitational summer school for reading and mathematics
  • Promotional summer school
  • Reading Resource
  • Student Training for Academic Responsibility (STAR) mathematics
  • Study center
  • Success Club
  • Afterschool homework support
  • Individual student achievement plans
  • Supervised afterschool computer lab
  • Guidance – weekly academic and goal setting support
  • Title I services
Elementary schools
  • Intervention blocks
  • After and before school tutorial
  • ERE summer school
  • ELL support
  • Invitational summer school for reading and mathematics
  • Title I services
  • Writing support
  • Targeted individual and small group learning and practice sessions

The district added literacy interventionists at Willow Springs, all elementary schools and Templeton Middle School this year.  Educational Services is working with building principals to ensure that all interventionists have the appropriate training and are aligned with professional development provided to special education teachers. In addition, the district’s instructional coaching initiative will help strengthen core instructional practices and is intended to support students in making adequate progress.

Personnel matters

In personnel matters, the School Board:

  • approved an additional part-time special education paraprofessional to provide classroom support at Marcy Elementary School;
  • appointed Jennifer Collins and Meredith Trcka as part-time Title I paraprofessionals at Templeton; and
  • increased the contract of Marcy speech pathologist Anne Hayden from 80 to 90 percent.