Welcome to Woodland Elementary School
Home of the Owls
Woodland Elementary opened in August 2008 with an enrollment of 515 students and is located southeast of Lafayette. Currently Woodland Elementary is home to more than 600 students and has undergone a 12 classroom renovation to meet the needs of the current enrollment. Woodland houses preschool programs that promote school readiness in children under 5 years of age utilizing services from Headstart and Greater Lafayette Area Special Services in addition to a classroom for K-5 students with severe learning disabilities.
Woodland Elementary is committed to cultivating a positive learning environment which:
Nurtures respect, openness, and enthusiasm;
Stimulates academic growth;
Fosters an appreciation for the fine arts;
Encourages a healthy lifestyle;
Promotes individual talents;
Develops responsible citizens.
- Additional Educational Programming
- Technology as a learning tool
- English Language Learners (ELL)
- Professional Development
- Business, Community, and High Education Collaborative and Articulations
Each child is unique and can learn in the proper environment with sufficient supports. Today's students are tomorrow's teachers and world leaders. It is the responsibility of the Woodland Elementary School staff to facilitate all students' growth and education in order to maximize their potential.
A child's school family can not take the place of the immediate family but a strong home/school connection is essential for a successful student learning experience. Opportunities for family members to participate in their child's education are provided frequently.
Using MAP, or Measures of Academic Progress, NWEA creates a personalized assessment by adapting to each student’s learning level. This gives the teacher assessment data and essential information about what each student knows and is ready to learn.
The IREADY Diagnostic assessment includes in-depth Diagnostic assessments and growth monitoring assessments. It will assist instruction in identifying students’ mathematical needs.
- Fountas and Pinnell and TRC
These Benchmark Assessment System is a tool to identify the instructional and independent reading levels of students and document student progress through one-on-one formative and summative assessments.
The staff and administration at Woodland Elementary believe that in order to meet all students’ needs, a variety of teaching styles and strategies need to be incorporated into the classroom. We believe that collaboration is an important component of a successful school and work as grade-level teams when possible. Faculty and staff use the Indiana Academic Standards to plan instruction. It is an expectation that staff engage in best practices and utilization of differentiated strategies to meet the diverse academic needs of students.
Across the Tippecanoe School Corporation, the Journeys series is being utilized for language arts instruction. This series incorporates use of a basal reader, word study and writing 8 conventions. Intervention kits and supplemental materials targeting below, at and above grade level students’ skills are also available to each classroom teacher. In addition, classrooms incorporate Mountain Language or a different form of Daily Oral Language into the classroom. With the help of the Media Specialist, the Accelerated Reader program is also implemented in each classroom to help boost reading comprehension. This program enables students to work within their individual independent reading level.
Throughout the Tippecanoe School Corporation, the Ready Math/IReady math text is being utilized. This series emphasizes development of students’ higher level thinking in the area of mathematics. In addition, classrooms incorporate Mountain Math or a different form of Daily Oral Math into the classroom. In an effort to improve math computation, many classrooms also incorporate focused instruction on math facts.
Students in kindergarten and first grade that are performing at a high level have the opportunity to take part in the IDEA program. This enrichment program pulls students from their regular classroom weekly and enables them to work on content or projects at higher or different levels than many of their peers are ready for.
At Woodland Elementary we believe that it is vital that we not only attend to our students’ academic needs, but the development of their work habits and social skills as well. Banners, following the C.L.A.S.S. model, hang in the hallways that reinforce the different life skills to students. There is a quote and a reminder about applying life skills each day on the morning announcements as well. Additionally, each teacher incorporates lessons about work habits and life skills into his/her classroom based on the needs of the class.
Students in fourth and fifth grade are encouraged to take part in Student Council. Each fourth and fifth grade class elects two representatives to serve as Student Council representatives. This council works to provide students with empowering experiences. Students are able to take part in service projects that serve both Woodland Elementary and the larger community.
The resource room teacher at Woodland Elementary writes short-term goals for students using the Indiana Academic Standards and the needs of the student as a guide. The standards used are based on the students' achievement levels rather than grade level placement. Objectives are assessed and reported on a regular basis. Communication between the resource teacher and classroom teacher and any aides is vital.
Effectively integrating technology into the instructional process has the potential to positively impact the educational experiences for students at the Tippecanoe School Corporation. The availability of technology and quality digital resources allows for students to demonstrate creativity and innovation, to communicate and collaborate, to research and evaluate information, and to think critically. Digital tools, resources, and practices are embedded into the curriculum to support the corporation’s instructional goals and enhance student achievement.
The TSC is continually enhancing its network to support school-based technology initiatives. This year, wireless switches and access points were replaced at each of the middle schools. Next year, as part of an E-Rate Category 2 project, wireless switches and access points will be replaced at each of the eleven elementary schools and at both high schools. Additionally, new uninterrupted power supply units will be installed in each of the networking closets corporation-wide.
Professional Development Focus
Providing relevant professional development that is both timely and of high quality is an ongoing goal for the TSC Technology Department. We are in the process of implementing Canvas as the LMS at our secondary schools and have been delivering a variety of professional development experiences on this topic. Other areas of focus include Google Apps for Education (K-12), integrating iPads into the classroom (K-2), and leveraging the power of Chromebooks (3-12).
Budgeting & Sustainability
When implementing technology initiatives, plans for sustainability must always be taken into consideration. Historically, the TSC has been dependent upon Common School Loans and STAA Loans to sustain its 1:1 initiative. Because we view the device as an integral part of curriculum delivery, we have transitioned to a model that will ultimately enable the initiative to be self-sustaining as a result of a technology rental fee paid by students.
The TSC will be expanding its 1:1 initiative for the 16-17 school year to include each of its six middle schools. Plans are currently underway to identify the most suitable technology option for intermediate students at the elementary level. Once this determination has been made, the goal is to deploy classroom sets of devices at these grade levels.
A great deal of collaboration takes place between curriculum leaders, technology staff, principals, and teachers at each stage of technology deployment. Both instructional and tangible goals (e.g. what do we want the students to do with the technology?) are taken into consideration, as well as a host of other factors. Before a large-scale implementation, we typically utilize a pilot group to gather input, identify professional development needs, and assess the overall scalability of the project.
The ELL population has been steadily growing in the last seven years at the Tippecanoe School Corporation. Having 23 diverse school buildings, diligence is necessary to identify students with a native language other than English, and to provide appropriate classroom accommodations.
TSC currently employs a full time ELL Coordinator position with the responsibility of overseeing the entire program in addition to supervision of the already existing part-time positions previously established. An instructional coaching position with the sole focus of providing support and professional development for classroom teachers and ELL classified staff was added in 2014.
At the elementary schools, ELL students receive additional instruction from bilingual tutors at least three times weekly for not less than 20 minutes per session. Proficiency levels as determined by the WIDA assessment are recorded in the Individual Learning Plan (ILP) customized for each English Language Learner with a copy maintained in the SMART database.
ELL tutors work as instructional assistants in the classroom. In addition, and depending on the level of English, a student may be pulled out to work on vocabulary and homework. In an effort to keep pace with the instructional model, Sheltered English, teachers use physical activities, 13 visual aids, and the environment to teach important new words for concept development in mathematics, science and social studies.
Woodland Elementary plans to develop a strong Professional Development component. Staff members participate in professional development activities within the building and through attendance at various conferences.
Professional development funds were also made a part of the Title I budget for Woodland Elementary School. Staff members who attend professional development activities outside the school are encouraged to share new information and materials gained from these experiences with their colleagues at Woodland Elementary School staff meetings.
During the past year, current Woodland staff members attended the following conferences:
- Art Education Association of Indiana Conference
- Conference for Indiana First Grade Teachers on Literacy and Differentiated Instruction
- Differentiated Instruction workshop with Michelle Leuck
- Indiana Music Educators Association Convention
- Junior Great Books Program Training
- National K-6 Classroom Literacy Conference
- Reading Recovery Conference
- Renaissance Learning Symposium
- Smart Board Training
- Successful Strategies for Literacy Learning Conference
- Summer Institute Purdue Literacy Network Project: Making Connections: Building Better Writers
The staff and administration at Woodland Elementary have the goal of continuous and increased improvement in our student academic outcomes as measured by accountability testing.
Woodland Elementary School is in the process of building and establishing partnerships within the Greater Lafayette community. Purdue University will be placing Block IV students with our grade level staff during the second semester of the current school year. One Purdue student teacher will complete an assignment at Woodland this year and that number is expected to increase in the future.
The Woodland Elementary School Student Activities Committee (SAC) is expected to cultivate opportunities for service project within our community and possibly with Riley Children's Hospital in Indianapolis. Possible projects might consist of an aluminum can drive, food drive for the local food pantry, a service learning project for a local not-for-profit organization in lieu of a holiday gift exchange, and a fund raiser to support Riley Kids Caring and Sharing.