Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Curriculum And Instruction topic
No spam. Unsubscribe anytime.
Woodland District 50 presents year‑three student learning goals; district expands culturally responsive materials and staff training
Summary
Assistant Superintendent Dr. Schroed updated the board on academic goals for year three of the district strategic plan including student identity and belonging surveys, culturally responsive curricular work, new monitoring tools for multilingual learners, and a learning‑visit observation model for administrators.
Assistant Superintendent Dr. Schroed presented the board with an update on the academic portion of Woodland Community Consolidated School District 50's strategic plan, with emphasis on student identity and belonging, culturally responsive curriculum development, and administrator learning visits.
Dr. Schroed said the district piloted a family cultural and heritage identity survey with parent advisory groups and is rolling it out this year to gather family background information. She reported professional learning progress: 259 staff have completed a "Beyond Diversity" training since the initiative began, with a net of roughly 191 remaining active participants after retirements and departures, representing about 25% of staff.
The district has purchased a new progress‑monitoring tool aimed at multilingual learners and committed funds for Spanish resources and curricular materials that better reflect the student population. "We're using resources like the culturally responsive scorecard as we're looking at resources so that we have the most culturally relevant resources for our students and teachers," Schroed said.
As part of updated evaluation work, the district and union jointly developed a "learning visit" tool that calls for administrators to conduct at least two learning visits per trimester (six per year) to build rapport and collect walk‑through data. Dr. Schroed said the learning visit instrument includes an evidence column so administrators can attach agendas or notes documenting activities that support collective efficacy.
The presentation also outlined work on elementary K–5 literacy committee curriculum writing, progress monitoring aligned to multilingual learners, and plans to implement professional learning communities and ongoing feedback loops tied to institute and early‑release days. Dr. Schroed said student voice and choice surveys will pilot third through eighth grades and elementary leaders extended that pilot to include younger students with age‑appropriate instruments; results are expected in the spring.
Board members asked for the presentation materials; Dr. Schroed and administration said slides and supporting documentation would be distributed to the board.
