Plainfield Public Schools Plainfield Public Schools in partnership with its community shall do...

Plainfield Public Plainfield Public Schools Schools

Plainfield Public Schools in partnership Plainfield Public Schools in partnership with its community shall do whatever it with its community shall do whatever it takes for all students to achieve high takes for all students to achieve high

academic standards. academic standards. No alibis. No exceptions. No excuses.No alibis. No exceptions. No excuses.

Woodland Elementary Woodland Elementary SchoolSchool

2001-2002 2001-2002 End of Year ReportEnd of Year Report

June 12, 2002June 12, 2002

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Plainfield Board of Plainfield Board of Education Education

Mrs. Beulah Womack, PresidentMrs. Beulah Womack, President Mr. Rick A. Smiley, Vice PresidentMr. Rick A. Smiley, Vice President Mr. Steven A. CabbellMr. Steven A. Cabbell Mr. Martin P. CoxMr. Martin P. Cox Mr. Robert DardenMr. Robert Darden Dr. Inez P. DurhamDr. Inez P. Durham Mrs. Lynne RichardMrs. Lynne Richard Mrs. Terri Slaughter-CabbellMrs. Terri Slaughter-Cabbell Mrs. Veronica Taylor HillMrs. Veronica Taylor Hill Dr. Larry Leverett, SuperintendentDr. Larry Leverett, Superintendent

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Welcome to…Welcome to…

The learning zone ofThe learning zone of


Mrs. Shirley Johnson-Mrs. Shirley Johnson-Tucker, PrincipalTucker, Principal

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End of Year Report End of Year Report Table of ContentsTable of Contents

IntroductionIntroduction DataData

PerformancePerformance AttendanceAttendance Summer SchoolSummer School

Reform EffortsReform Efforts Expected OutcomesExpected Outcomes

Unique Aspects of Woodland Unique Aspects of Woodland SchoolSchool

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IntroductionIntroduction Woodland School is one of ten Woodland School is one of ten

elementary schools in a district of elementary schools in a district of 7,200 students. Woodland School is 7,200 students. Woodland School is located at 730 Central St., Plainfield, located at 730 Central St., Plainfield, NJ, an urban community located on the NJ, an urban community located on the east side of the town. Its campus is east side of the town. Its campus is located directly adjacent to Maxson located directly adjacent to Maxson Middle School. This is a predominantly Middle School. This is a predominantly residential area of single family residential area of single family dwellings.dwellings.

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IntroductionIntroduction Current enrollment is 311 students from Current enrollment is 311 students from

grades PSH (Pre-School Handicap) to grades PSH (Pre-School Handicap) to Grade 5. In the special education program Grade 5. In the special education program we have a total of 35 students (one we have a total of 35 students (one Language Learning Disabled [LLD] class of Language Learning Disabled [LLD] class of 11 and two all day Pre-School Handicap 11 and two all day Pre-School Handicap [PSH] classes with a combined total of 24 [PSH] classes with a combined total of 24 students). 218 students receive free and students). 218 students receive free and reduced lunch(174 free lunches, 44 reduced lunch(174 free lunches, 44 reduced lunch). The population includes reduced lunch). The population includes 85% African-Americans, 16% Hispanics, 85% African-Americans, 16% Hispanics, 1% Asian, and 1% Caucasian.1% Asian, and 1% Caucasian.

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IntroductionIntroduction The faculty and staff includes one The faculty and staff includes one

principal, 16 classroom teachers, two principal, 16 classroom teachers, two Instructional Support Teachers, one Instructional Support Teachers, one each of the following titled personnel: each of the following titled personnel: Design Coach, Literacy Coordinator, Design Coach, Literacy Coordinator, Mathematics Coordinator, Technology Mathematics Coordinator, Technology Coordinator, Media Instructional Coordinator, Media Instructional Specialist, Let’s Read Teacher, Specialist, Let’s Read Teacher, Counselor, Social Worker, Family Counselor, Social Worker, Family Liaison, World Language Teacher, Liaison, World Language Teacher, Special Education LLD Teacher and Special Education LLD Teacher and Assistant; four related arts teachers Assistant; four related arts teachers and four PSH teacher assistants. and four PSH teacher assistants.

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IntroductionIntroduction The following list of personnel positions The following list of personnel positions

are shared with schools within the District: are shared with schools within the District: English as a Second Language Teacher, English as a Second Language Teacher, Speech Therapist K-5 , and PSH Special Speech Therapist K-5 , and PSH Special Education Speech Therapist. There is one Education Speech Therapist. There is one teacher assistant in each of the two all day teacher assistant in each of the two all day kindergarten classes. In the first grade, kindergarten classes. In the first grade, there are two special assigned assistants there are two special assigned assistants for two wheel chair bound students. The for two wheel chair bound students. The District ‘s Head Nurse is housed in District ‘s Head Nurse is housed in Woodland School and provides services to Woodland School and provides services to our students. A total of 2.5 custodians are our students. A total of 2.5 custodians are assigned to the building. assigned to the building.

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IntroductionIntroduction The counselor services the entire student population. The counselor services the entire student population.

The media specialist provides information literacy The media specialist provides information literacy instruction in grades K-5. The Design Coach and the instruction in grades K-5. The Design Coach and the Literacy Coordinator provide demonstration lessons, Literacy Coordinator provide demonstration lessons, conduct weekly articulation meetings and assist conduct weekly articulation meetings and assist teachers with the implementation the Whole School teachers with the implementation the Whole School Reform Model, America’s Choice. Instructional Support Reform Model, America’s Choice. Instructional Support Teachers, in a team-teaching setting, provide in-class Teachers, in a team-teaching setting, provide in-class academic services in the areas of literacy and academic services in the areas of literacy and mathematics. mathematics.

The Mathematics Coordinator is responsible for the The Mathematics Coordinator is responsible for the implementation of the newly selected Turk Mathematic implementation of the newly selected Turk Mathematic Investigation Program. In September 2001 the After Investigation Program. In September 2001 the After School Intramural Program was implemented, to School Intramural Program was implemented, to further engage the students in academic literacy further engage the students in academic literacy experiences. With teachers’ input and appropriate test experiences. With teachers’ input and appropriate test documentation designated students were listed to documentation designated students were listed to attend the school extended day and Saturday Academy attend the school extended day and Saturday Academy Programs of literacy and mathematics.Programs of literacy and mathematics.

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Introduction & WelcomeIntroduction & WelcomeIn unity the Woodland Elementary School works in In unity the Woodland Elementary School works in partnership. Our partnership consists of the students, partnership. Our partnership consists of the students, faculty, staff, administration, parents, guardians, faculty, staff, administration, parents, guardians, community and other stakeholders who commit community and other stakeholders who commit themselves to developing the academic, physical well themselves to developing the academic, physical well being, social and emotional characters of all the pupils. being, social and emotional characters of all the pupils. As a school, we are challenged each day with being As a school, we are challenged each day with being responsive to changes in the family community and responsive to changes in the family community and world. We met these self-imposed goals by developing world. We met these self-imposed goals by developing critical thinking skills communicated through literacy, critical thinking skills communicated through literacy, mathematics, technology, related arts, science and social mathematics, technology, related arts, science and social studies.studies.As the principal, it is one of my duties to facilitate As the principal, it is one of my duties to facilitate change and empower my faculty to committing to change and empower my faculty to committing to facilitate change by moving from the denial and facilitate change by moving from the denial and frustration stages to proactively embracing change and frustration stages to proactively embracing change and looking for the positions and to create shared decision looking for the positions and to create shared decision making where on going join inquiry, collaboration and making where on going join inquiry, collaboration and consensus prevails.consensus prevails.

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Introduction & WelcomeIntroduction & WelcomeTeacher articulation and collaboration is encouraged Teacher articulation and collaboration is encouraged at Woodland School. Through block scheduling at Woodland School. Through block scheduling weekly, cross grade articulation meetings are weekly, cross grade articulation meetings are conducted with the Design Coach, Literacy and/or conducted with the Design Coach, Literacy and/or Math Coordinators and Principal. Other methods used Math Coordinators and Principal. Other methods used to facilitate teacher interaction and intellectual to facilitate teacher interaction and intellectual stimulation is through grade level common planning stimulation is through grade level common planning periods, faculty meetings, and in-service days. periods, faculty meetings, and in-service days. Teachers and other faculty members are encouraged Teachers and other faculty members are encouraged to work and plan together collaboratively. In two to work and plan together collaboratively. In two grades, team teaching occurs daily. All teachers are grades, team teaching occurs daily. All teachers are encouraged to take leadership roles. The Design Team encouraged to take leadership roles. The Design Team and Leadership Team are empowered through weekly and Leadership Team are empowered through weekly and bi-weekly meetings.and bi-weekly meetings.School walkthroughs are conducted to inspire School walkthroughs are conducted to inspire colleagues to share and discuss one another’s growth colleagues to share and discuss one another’s growth in a constructive manner. In-house release time is in a constructive manner. In-house release time is provided for colleagues to observe one another teach.provided for colleagues to observe one another teach.

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Introduction & WelcomeIntroduction & WelcomeParent support is essential. When the school and home Parent support is essential. When the school and home establish high expectations and shared beliefs between establish high expectations and shared beliefs between the two, the two become one. Hence, our students the two, the two become one. Hence, our students observe a strong bond of cooperation between school observe a strong bond of cooperation between school and home. Higher goals are developed for the and home. Higher goals are developed for the children. Parent support increased this year. The children. Parent support increased this year. The PTWS in collaboration with the staff planned and PTWS in collaboration with the staff planned and implemented the school science fair, poetry contest, implemented the school science fair, poetry contest, seasonal units of study and reward programs. seasonal units of study and reward programs. In conclusion, with the literacy block the PTWS In conclusion, with the literacy block the PTWS implemented the Dr. Martin Luther King, Jr. essay implemented the Dr. Martin Luther King, Jr. essay contest.contest.Veteran teachers are utilized as mentors to new Veteran teachers are utilized as mentors to new teachers. The District mentoring team and our in-teachers. The District mentoring team and our in-house “Buddy System” have developed into a warm, house “Buddy System” have developed into a warm, caring and trusting relationship. The bond between caring and trusting relationship. The bond between them has enabled new teachers to adapt to America’s them has enabled new teachers to adapt to America’s Choice.Choice.

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DATADATANew Jersey Statewide Testing System

Elementary School Proficiency Assessment (ESPA)School Summary Statistics

February 2002

No. PartiallyProficient

Proficient Advanced Proficient

Social Studies

General EducationStudents

39 41% 59% 0.0%

Special Education Students 4 50% 50% 0.0%

The Elementary School Proficiency Assessment (ESPA) test specifications are aligned with the NJ Core Curriculum Content Standards. On October 26, 1999, a field test of the ESPA Social Studies was administered. This year’s Fall 2001 ESPA Social Studies was administered on October 19 and 17, 2001, as a operational test for the first time.ESPA results reveal that the percentage of 5 th graders at Woodland School scoring in the Proficient category is 59% and 41% Partially Proficient. There is a significant increase of 8% Proficient. As we move forward with the implementation of America’s Choice concentration will be focused on implementing some of the model’s reading strategies in the content area.

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DATAELEMENTARY SCHOOL PROFICIENCY ASSESSMENT

(District Proficiency Rate for General Education Students)

Advanced Proficient Proficient Partially Proficient Total Percent Proficient

1999 2000 2001 1999 2000 2001 1999 2000 2001199

9 2000 2001

DISTRICT

Language Arts/Literacy 0.2% 0.4% 2.9%

31.0%

43.3%

60.9%

68.8%

56.3%

36.2%

31.2% 43.7% 63.8%

Mathematics 4.1% 4.6% 5.2%35.5

%37.3%

33.5%

60.4%

58.1%

61.3%

39.6% 41.9% 38.7%

Science 9.9% 7.9% 7.1%62.6

%66.9%

61.8%

27.5%

25.2%

31.1%

72.5% 74.8% 68.9%

WOODLAND

Language Arts/Literacy 0.0% 0.0% 2.4%

38.9%

37.2%

59.5%

61.1%

62.8%

38.1%

38.9% 37.2% 61.9%

Mathematics 5.6% 2.3% 0.0%50.0

%32.6%

23.8%

44.4%

65.1%

76.2%

55.6% 34.9% 23.8%

Science34.3

% 2.3% 9.5%51.4

%67.4%

57.1%

14.3%

30.3%

33.4%

85.7% 69.7% 66.6%

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DATA (cont’d)DATA (cont’d) ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT

(District Proficiency Rate for General Education Students)

In comparison to the districts total proficiency assessment, the In comparison to the districts total proficiency assessment, the following data can be interpreted:following data can be interpreted:

From 1999 to 2000, in language arts/literacy, there was a From 1999 to 2000, in language arts/literacy, there was a decline of 35.7 percent for the district, where in Woodland decline of 35.7 percent for the district, where in Woodland School, there was a decline of 4.37 percent. For the 2000 to School, there was a decline of 4.37 percent. For the 2000 to 2001, there was an increase of 46 percent for the district and a 2001, there was an increase of 46 percent for the district and a 66. 4 percent increase for Woodland school in Language 66. 4 percent increase for Woodland school in Language Arts/Literacy.Arts/Literacy.

In the subject area of Mathematics, the district had an increase In the subject area of Mathematics, the district had an increase of 5.51 percent from 1999 to 2000 where there was a decrease of 5.51 percent from 1999 to 2000 where there was a decrease of 37.23 percent for Woodland School. From 2000 to 2001, the of 37.23 percent for Woodland School. From 2000 to 2001, the district had a decrease in Math of 7.64 percent where district had a decrease in Math of 7.64 percent where Woodland School had a decrease of 31.81 percent. Woodland School had a decrease of 31.81 percent.

In the subject area of Science, the district had a increase of In the subject area of Science, the district had a increase of 23.42 percent from 1999 to 2000 and Woodland had a decrease 23.42 percent from 1999 to 2000 and Woodland had a decrease of 18.67 percent. From 2000 to 2001, the district had a of 18.67 percent. From 2000 to 2001, the district had a decrease of 7.89 percent and Woodland had a decrease of 4.45 decrease of 7.89 percent and Woodland had a decrease of 4.45 percent.percent.

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DATA – NJ PASSDATA – NJ PASS2000-2001 NJ PASS

Language

Arts

Mathematics

Woodland

At or Above

Proficiency District At or Above Proficiency District

Grade 1 52.0% 61.6% 54.0% 50.4% Grade 2 32.6% 41.6% 16.3% 38.2% Grade 3 21.1% 31.8% 10.5% 27.0% Grade 5 22.0% 28.0% 34.1% 51.6% The New Jersey Pass Test was first administered in spring 2001 and was recently administered in May 2002. The data indicates a need for greater concentration in the following grades 3 and 5 literacy. We started Math Investigations this year toward our goal of improving student achievement in Mathematics.

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DATA DATA New Standards New Standards

Performance LevelsPerformance LevelsNew Standards Performance Levels:

Basic Understanding in Reading Percent of students achieving standards

Grade 3 Grade 4 Grade 5 2001 1999 2000 2001 2000

Woodland 33% 37% 56% 60% 53% District 46% 53% 43% 54% 50%

New Standards Performance Levels: Analysis and Interpretation of Reading

Percent of students achieving standards Grade 3 Grade 4 Grade 5 2001 1999 2000 2001 2000


Basic Understanding in Reading Woodland Elementary schools’ fourth grade students demonstrated a constant growth from 1999 to 2001 in Basic Understanding in Reading. From 1999 to 2000 there was an increase of 19% of students achieving standards. From 2000 to 2001 there was another increase of 4%. The average increase from 1999 to 2001 was 11.5% in comparison to the district, which had an average increase of .5%. Analysis and Interpretation of Reading From 1999 to 2000 there was an increase of 9% for the fourth grade students. From 2000 to 2001 there was a decrease of 4%. The average increase was 2.5% in comparison to the district, which had an average increase of 4.5%.

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Performance LevelsPerformance Levels

New Standards Performance Levels: Effectiveness in Writing



New Standards Performance Levels: Conventions of Writing



Effectiveness in Writing From 1999 to 2000 there was a decrease of 1%. From 2000 to 2001 there was an increase of 4%. The average increase was 1.5%, in comparison to the district, which had an average increase of 2.5%. Conventions of Writing From 1999 to 2000 there was a decrease of 14%. From 2000 to 20001 there was an increase of 14%. The average change was zero in comparison to the district, which had an average increase of 2%.

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Performance LevelsPerformance Levels

New Standards Performance Levels: Mathematics Skills

Percent of students achieving standards

Grade

3 Grade 4 Grade

5 2001 1999 2000 2001 2000


New Standards Performance Levels: Mathematics Concepts

Percent of students achieving standards

Grade

3 Grade 4 Grade

5 2001 1999 2000 2001 2000


Mathematics Skills From 1999 to 2000 there was a decrease of 5%. From 2000 to 2001 there was an increase of 23%. The average increase was 9% in comparison to the district, which had an average increase of14%. Mathematics Concepts From 1999 to 2000 there was a increase of 3%. From 2000 to 2001 there was decrease of 1%. The average increase was 1% in comparison to the district, which had an average increase of 3%.

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Student DisciplineStudent Discipline

We have noted a significant decrease in We have noted a significant decrease in student discipline due to the student discipline due to the

implementation of our character education implementation of our character education program; SEL (Social and Emotional program; SEL (Social and Emotional

Learning), support from SFSS (Student Learning), support from SFSS (Student and Family Support Services), and and Family Support Services), and

rigorous instruction to engage students rigorous instruction to engage students based on the design of our Whole School based on the design of our Whole School

Reform. Reform.

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Student Discipline Student Discipline

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7

3

0

12

32

00

5

10

15

20

25

2000-2001 2001-2002

SuspensionsFightsVandalismExpulsions

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ATTENDANCE ATTENDANCE DATADATA

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A Comparison of Student/Staff AttendanceA Comparison of Student/Staff AttendanceWoodland Elementary School Woodland Elementary School

Percent of Attendance Percent of Attendance 2000-2001 and 2001-20022000-2001 and 2001-2002

SStudents and staff at Woodland Elementary School maintained tudents and staff at Woodland Elementary School maintained an attendance rate of 90% or better for the 2000-2001 and an attendance rate of 90% or better for the 2000-2001 and

2001- 2002 school years.2001- 2002 school years.End of Year 2000- 2001

Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June

Students 95% 94% 92% 92% 93% 91% 90% 94% 93% 92%

Teachers 99% 94% 95% 90% 94% 92% 96% 95% 94% 90%

End of Year 2001- 2002

Sept.Oct. Nov. Dec. Jan. Feb. Mar. Apr. May June

Students 90% 96% 96% 93% 96% 94% 94% 96%96% 94%94%

Teachers 98% 94% 94% 93% 94% 90% 91% 96%96% 94%94%

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Safety Net ProgramsSafety Net Programs This year, we began an Extended Day and This year, we began an Extended Day and

Saturday Academy for all students who were Saturday Academy for all students who were not achieving standards. Using data from the not achieving standards. Using data from the 2000-2001 NJPASS and ESPA, students who 2000-2001 NJPASS and ESPA, students who were in need of support were selected for each were in need of support were selected for each program.program.

Our Extended Day Students received one hour Our Extended Day Students received one hour of Literacy instruction and one hour of Math of Literacy instruction and one hour of Math instruction each Tuesday, Wednesday, and instruction each Tuesday, Wednesday, and Thursday. Thursday.

Our Saturday Academy operated each Our Saturday Academy operated each Saturday from 9:00-11:00 a.m. Students Saturday from 9:00-11:00 a.m. Students received one hour of Literacy and one hour of received one hour of Literacy and one hour of Mathematics.Mathematics.

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Reform EffortsReform EffortsIn the two years Woodland Elementary School has In the two years Woodland Elementary School has implemented the America’s Choice Model we realized implemented the America’s Choice Model we realized a need to concentrate on basic literacy and math a need to concentrate on basic literacy and math skills. The District’s focus area was on literacy the skills. The District’s focus area was on literacy the first two years. Last year a new math program was first two years. Last year a new math program was piloted in selected schools. Based on the District’s piloted in selected schools. Based on the District’s math commitment, the Turk Math Instruction Program math commitment, the Turk Math Instruction Program was adopted. Woodland School implemented the was adopted. Woodland School implemented the program in September 2001. Approximately four program in September 2001. Approximately four teachers attended the summer training sessions. teachers attended the summer training sessions. Training sessions have been on going throughout the Training sessions have been on going throughout the District for the Math Coordinator and teachers. District for the Math Coordinator and teachers. However, we see a strong need for more teacher However, we see a strong need for more teacher training and buy into the program. Our next step is to training and buy into the program. Our next step is to train parents as to how they can help their children at train parents as to how they can help their children at home. The Math Coordinator has conducted one home. The Math Coordinator has conducted one parent workshop. We are planning more workshops parent workshop. We are planning more workshops for parents. We expect student levels to rise with the for parents. We expect student levels to rise with the added training teachers will be able to obtain and added training teachers will be able to obtain and utilize in the classes.utilize in the classes.

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Reform EffortsReform Efforts

There is a need to continue to train the There is a need to continue to train the newly hired teachers to implement the newly hired teachers to implement the America’s Choice Literacy block. Our America’s Choice Literacy block. Our students displayed a need for continuous students displayed a need for continuous training in phonics. The Design Coach training in phonics. The Design Coach and Literacy Coordinator are and Literacy Coordinator are continuously providing on going continuously providing on going workshops during weekly articulations, workshops during weekly articulations, monthly in-service for selected grades, monthly in-service for selected grades, faculty meeting hands on sessions.faculty meeting hands on sessions.

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Reform EffortsReform EffortsWoodland Elementary School’s Reading and Math NJPASS Woodland Elementary School’s Reading and Math NJPASS test scores and writing rubric scores are too low. To test scores and writing rubric scores are too low. To bridge the gap between these scores and our expectation, bridge the gap between these scores and our expectation, we recognize the need for an interdisciplinary approach to we recognize the need for an interdisciplinary approach to learning. Next year grades four and five will learning. Next year grades four and five will departmentalize. Each designated classroom will become a departmentalize. Each designated classroom will become a lab for the selected content. We expect to make these lab for the selected content. We expect to make these rooms literacy rich in their content areas. The team rooms literacy rich in their content areas. The team teaching of the two grades will develop more collaborative teaching of the two grades will develop more collaborative planning and team work. By providing teachers with the planning and team work. By providing teachers with the opportunity to concentrate on one content they are opportunity to concentrate on one content they are expected to become experts in the areas and better expected to become experts in the areas and better knowledgeable of the NJCCCS. Students’ knowledge levels knowledgeable of the NJCCCS. Students’ knowledge levels are expected to increase tremendously. Students will be are expected to increase tremendously. Students will be taught more in depth how literacy and math skills are taught more in depth how literacy and math skills are incorporated in each discipline. A variety of strategies will incorporated in each discipline. A variety of strategies will be used to improve student performance on assessment. be used to improve student performance on assessment. Assessment of student achievement will be on going Assessment of student achievement will be on going through teacher made tests, portfolios, project-based through teacher made tests, portfolios, project-based activities, performance and district-wide assessment, activities, performance and district-wide assessment, NJPASS and ESPA, TAPS and New Standard Reference NJPASS and ESPA, TAPS and New Standard Reference Exam.Exam.

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Reform EffortsReform EffortsIt is anticipated teachers will take advantage of It is anticipated teachers will take advantage of some summer training workshops in Mathematics, some summer training workshops in Mathematics, High Scope, Writing and Reading Workshop.High Scope, Writing and Reading Workshop.

In an effort to provide students with opportunities In an effort to provide students with opportunities to improve their skills we started planning for the to improve their skills we started planning for the extended year programs in May of 2002. extended year programs in May of 2002. Currently we are developing plans for the Summer Currently we are developing plans for the Summer School 2002 program. By June, the results from School 2002 program. By June, the results from our assessment will indicate how many students our assessment will indicate how many students will need to attend the after school program and will need to attend the after school program and Saturday Academy in FY 2002-2003. We see a Saturday Academy in FY 2002-2003. We see a need to implement the programs in September need to implement the programs in September 2002.2002.

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Reform EffortsReform Efforts

Teacher training sessions will be planned based Teacher training sessions will be planned based on student test data. More in-depth on student test data. More in-depth concentration will be developed between the concentration will be developed between the Principal and individual teachers. All staff Principal and individual teachers. All staff members are required to acquire more members are required to acquire more technology skills. An assessment of technology technology skills. An assessment of technology ability will be done by the Technology ability will be done by the Technology Coordinator, in an effort to plan for training Coordinator, in an effort to plan for training sessions. In addition, sessions are being planned sessions. In addition, sessions are being planned for more collaboration and team teaching of the for more collaboration and team teaching of the Media Specialist, Technology Coordinator and Media Specialist, Technology Coordinator and classroom teachers. Such an effort will provide classroom teachers. Such an effort will provide students with more opportunities to advance students with more opportunities to advance their experiences in the media center, their experiences in the media center, constructive time on the computers, enhance constructive time on the computers, enhance research skills and help them obtain higher test research skills and help them obtain higher test scores.scores.

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25 Book Campaign25 Book Campaign

Books Alive! Read 25!Books Alive! Read 25!

How many books did How many books did your child read?your child read?

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As of May 2002, our students read a As of May 2002, our students read a total of 8,685 books!!! WOW!!!total of 8,685 books!!! WOW!!!

Students in grades K, 1, 3, and 4 Students in grades K, 1, 3, and 4 have already surpassed the goals we have already surpassed the goals we established at the beginning of the established at the beginning of the year!year!

Students in grades 2 and 5 are very Students in grades 2 and 5 are very close to obtaining their goals – so, close to obtaining their goals – so, keep reading, reading, reading!keep reading, reading, reading!

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0

500

1000

1500

2000

2500

3000

K 1 2 3 4 5

Goal by June 2002

Books read as of May2002

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EXPECTEDEXPECTEDOUTCOMESOUTCOMES

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SECTION 4 - EXPECTED OUTCOMES

DATES TANGIBLE EVIDENCE STUDENT PROGRESS22-Apr-02 PTWS - Literacy/Poetry Implementation Increase growth in ability to write poems and learn

about poets.

17-May-02 Planned Parent Math workshops.

May-02 Planned Parent Literacy workshops.

25-Jun-02 Implement Summer School Increase growth in literacy and math skills.

Jun-02 Planning sessions for Extended Year: After School After school literacy and math based enrichment and Saturday Academy programs activities.

May-02 Purchase trade books for summer program. To increase students levels of reading in all grades.

Sep-02 Implement extended year program After school literacy and math based enrichmentactivities.

Oct-02 In-house first walk through. To provide on going shared collaboration betweenteacehrs and to encourgage more buy in.

Sep-02 Access class room libraries. Provide more trade books for student reading.

Sep-02 25 Book Campaign Kick-Off To promote reading across the grades both in schooland at home.

Sep-02 Intramural Activities To increase level of homework understanding andcompletion.

Sep. 2002-June 2003 Weekly block articulation workshops. On going review of student progress, work and development oftechers; skills and strategies.

Sep-02 OEE/MFR Student benchmarks established between Principal and teachers

Nov 2002-June 2003 In-house Walk Through To continously provide staff with opportunities to show off theirgrowth, literacy rich rooms, utilization of math, students' growth,and knowledge.

Oct-02 Graph displays of 25 Book Campaign achievement. Technology Coordinator and classroom teachers' team effortstodisplay students gains.

Sep-02 Media/Technology/Classroom Teacher collaborate Enhance students' knowledge and skill abilities.teaching in media center.

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Unique AspectsUnique Aspectsofof


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BJ’s Wholesale Club Adoption of Woodland School This year the school was adopted by BJ’s Wholesale Cub. The partnership has been a wonderful and successful experience to work with a local business who really got involved with life at Woodland School. They showed genuine interest and commitment with their participation in teacher recognition, generosity in providing needed school supplies for the students and teachers throughout the year. Twice monthly BJ’s has been engaged in projects both at the school and their store in Watchung celebrating holidays, student achievements, literacy and special drives at their store with their customers to support the academic activities at Woodland. The store has been one of the major contributors to the 25 Book Campaign Kick-Off and throughout its implementation. BJ’S has invited Woodland School to be a participant in the Procter & Gamble community S.MA.R.T.S ( Students Making A Road to Service).The entire fourth and fifth grade classes (85 students) will be involved in this on-going community service, starting with a project at Muhlenburg Hospital called ‘Caring and Sharing’.

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Laws of Life Essay Contest The second year of this District wide fifth grade activity afforded the counselor the opportunity to support classroom teachers and students to submit their competitive essays. We hope the standards students learn will be strong morals for them to live by, help to enhance their levels of self respect for self and others and a means of making wise decisions. Starting with an orientation to the classroom teachers and mini-lessons with the students, Rutgers interns were also engaged in working closely with students in helping them to communicate their thoughts and feelings. This year one hundred guest attended our celebratory breakfast. We are very proud of the selection of several of our students essays to compete at the District level.

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You are encouraged to You are encouraged to take time from your day to take time from your day to visit the Learning Zone of visit the Learning Zone of

Woodland School!Woodland School!

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