WLC QAR Report—Highly Functional

QAR Report—WLC Highly Functional
Thank you to all WLC parents who participated in the Quality Assurance Review visit that was part of the district accreditation process. Woods received a “Highly Functional” rating in all areas assessed. The following is the part of the QAR report specific to WLC:

Standard I: Vision & Purpose – Standard: The system establishes and communicates a shared purpose and direction for improving the perform-ance of students and the effectiveness of the system.

The vision and purpose for Woods Learning Center was created with stakeholder input at its creation 20 years ago. It has been reviewed and affirmed periodically by staff and stakeholders who maintain their commitment to its essence. The most recent review added the phrase “dem-ocratic participation” affirming their commitment to the principles of the National League of Dem-ocratic Schools. Inquiry learning as the instruc-tional core of Woods Learning Center is inter-twined with its vision and philosophical purpose. The profile of the school, its students and com-munity is reviewed and revised annually. Fur-thermore, eighth grade students demonstrated their interpretation of the vision using technology to create videos, clearly demonstrating their internalization of the vision.

Finding Based on the evidence reviewed, the team members assign the following overall assessment level for this standard: Highly Functional

Standard 3: Teaching & Learning – Standard: The system provides research-based curriculum and instructional methods that facilitate achieve-ment for all students.

Since its inception, Woods Learning Center has implemented a curriculum that is founded on project-based and inquiry learning. The nature of this curriculum demands active student involvement in their own learning process. This instruction incorporates higher order skills and application of learning. Several of the instructional prac-tices implemented with the project-base include working collaboratively with others during a planning/organizational phase, meeting timelines and check points, producing a product and form-ally presenting that product. This curriculum demands that students be actively engaged and assume ownership of their learning. These traits are instructed to, facilitated and expected from kindergarten through 8th grade. Traditional grades are not reported at Woods; students are assessed based on standards based proficiencies. Staff members review PAWS, NWEA Growth Assessments, DIBELS, Add+Vantage math, Rigby reading assessments for kinder-garten and first grade and district writing rubrics based on the Six Trait Model, as well as form-ative assessment data at least twice annually to monitor student/group progress. Woods Learn-ing Center believes in full inclusion for students who qualify for interventions. Interventions are available in the classroom as support from one of the teachers. Services from tutor or instruc-tional facilitator are also available. Frequent feedback, individual and group, is provided verb-ally and in writing. Students also receive peer feedback. Advanced ability students are chal-lenged by open-ended assignments. The curric-ulum, while untraditional, has been aligned with the district’s “Essential Curriculum” as well as the Common Core State Standards.

Finding Based on the evidence reviewed, the team members assign the following overall assessment level for this standard: Highly Functional

Standard 4: Documenting & Using Results – Standard: The system enacts a comprehensive assessment system that monitors and docu-ments performance and uses these results to improve student performance and system effectiveness.

Woods Learning Center employs multiple layers of assessment data to determine learning pro-gress. Profile data includes PAWS, NWEA Growth Assessments, DIBELS, Add+Vantage math, Rigby reading assessments for kinder-garten and first grade and district writing rubrics based on the Six Trait Model. The analysis of this data results in instructional decisions im-pacting student growth. Woods implements the Response to Intervention model in kindergarten through fifth grade. Data resulting from the specifics interventions is monitored, analyzed and responded to accordingly. All students at Woods Learning Center maintain a learning log. This is a three ring binder in which students have copies of their personal assessment re-sults; based on their date they write personal goal statements. As assessments occur they review their goal and determine if the learning strategies they employed succeeded in meeting their goal. They also graph their personal data. Graph complexity reflects the instructional ability of the student (bar graphs to comparative line graphs). Student performance results are shared individually with parents three times annually (class data are posted in the classroom). Due to its unique structure Woods Learning Center is in the process of setting up the opportunity of shar-ing data with the Laramie Lab School in order to compare student learning with a school of simi-lar philosophy and structure. The district student record system (Infinite Campus) contains se-cure, complete student records.

Finding Based on the evidence reviewed, the team members assign the following overall assessment level for this standard: Highly Functional

Standard 7: Commitment to Continuous Improvement – Standard: The system establish-es, implements, and monitors a continuous pro-cess of improvement that focuses on student performance.

The cycle of continuous improvement is embed-ded in the instructional process in the class-rooms and building at Woods Learning Center. It begins with students setting and reviewing the goals they set for their learning with teachers as their elbow partners, through teacher reflection of their craft, to the staff’s commitment to con-tinue personal professional development. The vision and purpose reflected in the philosophy is the foundation for student learning and progress expectations. Professional development has been offered at the district level to support the standard assessments and curriculum available within the building.

Finding Based on the evidence reviewed, the team members assign the following overall assessment level for this standard: Highly Functional