Woodland Park Academy
Educational Program
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Academy Mission:  Woodland Park Academy exists to create a culture of academic excellence that produces students capable of successfully competing in a rigorous high school environment.

Academy Vision:  That Woodland Park Academy will have a student population that have been with us for 3 or more years, that will achieve MEAP scores that rank in the 90th percentile in all subjects at all grade levels. Our core curriculum and high standards will prepare our students to compete effectively in the global marketplace.  Each one of our students will participate in all of our Arts and Technology programs in ways that will compliment the practical skills they will take to higher education and future careers. 
This curriculum will include instructions in the core disciplines of Reading, Writing, Words Their Way, Science, and Social Studies, as well as, include a curriculum which includes Health, Physical Education, Technology, Character Education, and Fine Arts (strings, band, choir, drama, general music, and dancing). 
WPA hires only highly qualified teachers to be responsible for the education of our students. In addition to highly qualified classroom teachers, the Academy staffs qualified teachers for elective classes including technology, physical education, art, and music.  The Academy’s curriculum is aligned to the State’s Grade Level Content Expectations (GLCEs).

Teaching Strategies: The teaching profession is one that demands professional practice.  The single most influential factor in the classroom is that of the teacher.  We know that a highly effective teacher can have a powerful influence on a student’s academic and personal achievement.  Teacher at WPA are selected based on their commitment to the responsibility of designing and implementing learning opportunities that meet every individual student’s needs in both the academics and character development.
We believe it is the teacher’s responsibility to organize the activities in the classroom to maximize the student’s greatest learning.  The teacher is expected to establish relationships with students that motivate, develop, and enforces clear rules and procedures, use appropriate disciplinary interventions, and employ strategies that assist them in maintaining an emotionally supportive environment.  With this culture established, the teachers will closely monitor student learning and adjust teaching as they and the data see necessary.  They will provide a wide range of learning experiences and employ a great variety of strategies to allow the students to meet their individual needs.
While teachers organize the opportunities for learning, students must be active participants in the learning process.  This teacher directed, student focused approach means that teachers make sure students have the opportunities to learn everything necessary to be well prepared for the following grade and on into high school.  Teachers that are successful at WPA demonstrate effective teaching by having well developed lesson plans keeping in mind the class’s prior knowledge and how it relates to the Michigan GLCE’s, then decide on the various methods they will use to teach the lesson so the students will achieve mastery, have their students fully engaged in their lesson,  monitor their students comprehension, provide on-going feedback and continually redirect students when they see the need in both academic and behavior areas, always provide practice, and finally challenge each student to continually grow.
They will perform these functions by organizing and implementing, one-on-one, small group, centers, or whole group instruction, using hands on activities, technology, constructing experiments or models, leveled reading, spelling and math groups, and plan pertinent field trips to such places as Flint Youth Theater.  We assist the teachers in being successful by provide effective professional development both in house and outside places such as ISD or MDE, giving them instructional tools such as Study Island, Making Meaning, MEAP Toolboxes, organizing assemblies that address school wide programs  such as Anti Bullying or Cyber Safety.
    Woodland Park is devoted to personalizing the process of education, treating each child as an individual with his/her own potential, interests, and needs.  The Academy provides students with tasks and opportunities that excite and challenge without overwhelming them.
With the prospective of making learning a lifetime pursuit, WPA’s program includes teaching to all of the GLCE’s in each subject area and then providing opportunities for students to develop their cultural interests, social behaviors, performance skills, and/or athletic prowess.  These skills allow WPA to implement a social environment that encourages individual freedom while emphasizing the individual’s responsibility to their school and home communities.  Further, the development of these skills will, in accordance with the Academy’s mission, produce students’ capable of successfully competing in a rigorous high school environment.
Woodland Park Academy’s campus contains Kindergarten through Eighth grades.  The instructional program consists of Readers & Writers Workshop, Making Meaning, Words Their Way, Handwriting Without Tears, Social Studies Alive, Science, Saxon Math, Changing Lives Character Education, Technology literacy and Study Island, Physical Education, Health, Art, General Music, Band Strings, Choir, Dance, Drama.  The Academy also has a K-3 Early Intervention Program in both ELA and Math, and an Intervention Program for 4th through 8th grades in both Math and ELA.
The academic programs are presented in accordance to the development of student attention span, the ability to follow directions, staying on task, and working cooperatively in a group as well as having the self-discipline and motivation to work independently.  Self-discipline and responsibility for one’s own action and decisions is continually taught, demonstrated, and upheld throughout the grade levels in the classroom instruction and the positive behavior program called Responsible Thinking Program.  The Academy develops these attributes from kindergarten through eighth grade to establish a program that ensures students will be successful in high school.  
Woodland Park Academy provides a comprehensive program of support designed to assist at-risk learners and students eligible for special education services towards a successful school experience.  Services are provided by the classroom teachers in addition to the Tier II intervention teachers (Title I) and paraprofessionals, and when needed the Tier III special education teacher, paraprofessionals, speech therapist, or social worker.  These programs are pull-outs as determined by need or provided in the classroom in small groups as additional support.

When making educational placement decisions for students with disabilities, the Academy will ensure that parents are contributing members of the IEP team and together the team is making decisions that are subject to requirements regarding provision of the least restrictive environment. When determining how services will be delivered to students with disabilities, the Academy will follow all Special Education Rules as issued by the Michigan Department of Education.  If a child with a current Individualized Educational Program (“IEP”) enrolls in the Academy, the Academy will implement the existing IEP to the extent possible, or will provide an interim IEP agreed to by parents until a new IEP can be developed.  IEPs will be developed, revised and implemented in accordance with the Individuals with Disabilities Educational Improvement Act (“IDEIA”) and state law and regulations.
The Academy will fully comply with federal laws and regulations governing children with disabilities as follows:
1.The Academy is responsible for providing a free appropriate public education to children with disabilities enrolled in the Academy that have been determined through an IEP to require Special Education programs and services.
2.The Academy will ensure that children who are suspected of having disabilities are properly evaluated by a multidisciplinary team, as defined in the Michigan Special Education Rules, and that children who have already been identified are re-evaluated by the multidisciplinary team at least every three years.
3.When a multidisciplinary team determines that a special education student requires Special Education programs and services, the Academy will ensure that the IEP is fully implemented in accordance with IDEIA, and reviewed on an annual basis or more frequently as determined by the IEP team.

ENGLISH LANGUAGE ARTS (ELA):  The ELA curriculum provides students with the skills, strategies, and knowledge necessary for success in reading, writing, speaking, listening, and viewing.  This is a key component for learning in every content area.  By interacting with a variety of texts, students develop their ability to think critically, communicate effectively and make connections to the real world.  Our K-2 ELA program focuses on the building block of reading, phonemic awareness, phonics, vocabulary, comprehension, and fluency.  These building blocks lay the foundations that allows our 3-8th graders to remember, understand, analyze, evaluate, and apply the ideas they encounter while reading.  In all grade levels students read and view a variety of texts and both print and non-print media.  Our students engage in the writing process to demonstrate their thinking and express their individual voice, produce works that include narratives, persuasion, expository, and expressive texts.  Through these writing lessons students learn proper English grammar, spelling, vocabulary, punctuation, and capitalization.

After a committee and school wide research, we adopted programs that demonstrated the best practices that enable our students to reach the mastery level in each grade.  These ELA programs consist of Readers & Writers Workshop, Making Meaning, Handwriting Without Tears, Lucy Calkins Writing, Fountes and Pinnell Phonics, Rigby Reading, Guided Reading, and ELA Toolboxes.  These programs are used to teach all Grade Level Content Expectations as determined by the state of Michigan.  The Academy assess students’ competency using Dynamic Indicators of Basic Early Literacy Skills (DIBIELS), Developmental Reading Assessment (DRA), Scantron’s Performance Series Test, MEAP, Study Island, IOWA Skills, Michigan Literacy Progress Profile (MLPP) and teacher driven tests. Results are recorded to establish when the GLCEs were taught, when the student mastered the skill, and at what percentage.  





MATHEMATICS:  A strong mathematics curriculum has been developed that emphasizes computational and procedural skills, problem solving, communicating, reasoning and proof, making connections, and using representations to prepare students with the mathematical skills they will need in everyday life, as well as the demands of high school.   As the students gain fluency in our K-2 program in computational and procedural skills, they will then begin to develop a deeper understanding of the mathematical concepts and reasoning required for problem solving.  Students learn to represent and communicate ideas through the use of signs, symbols, models, graphs, and terms.  Students investigate and analyze problems and possibilities using logical thinking, reasoning, and proofs.  We believe that the Saxon Math Program as the primary source of instruction allows us the direction we need to achieve our desired outcomes. This program is aligned to Michigan’s GLCE’s and with the MEAP tests.  The Academy groups the students according to ability at each grade level and if necessary will cross grades for the exceptional or needy learners. The Academy assesses students’ competencies by administrating Scantron’s Performance Series Test, MEAP, IOWA, and Study Island, as well as teacher designed tests.

SCIENCE:  The Science program at WPA is based upon the premise and belief that investigation, exploration, and experience are essential in a quality program. The Academy has two fully equipped science labs specified for grades K-5 and 6-8.  Academy teachers intensely cover the areas of physical, life, and earth sciences. Hands-on learning opportunities are developed through teacher creativity as well as supplemental materials such as United Streaming and Carolina or Frye Scientific kits. The lessons include referencing, investigations and laboratory practices which help to prepare students to compete in a high school program of their choice.  The lessons align with the Michigan GLCE’s and are assessed in a variety of ways.  In addition to MEAP testing, teachers design experiments and tests to assess mastery of the objectives.  The lessons incorporate the writing process for research projects and students participate in a local Science Fair where the grade winners move on to the Kettering Institute Science Fair.  Throughout the science program, interesting units act as references and motivational sources for further investigation. 

SOCIAL STUDIES:  Woodland Park Academy has adopted and implemented the Social Studies Alive curriculum.  This program provides real world experiences while teaching about our communities, our country, and our world.  It includes journaling, role playing, literature references, mapping and graphing, oral and written presentations, developing their critical thinking skills, inferring, drawing conclusions, predicting, and incorporating our writing processes. The program uses the multiple intelligences to address varying student learning styles.  This program builds a strong knowledge of economic principals so students understand the impact of economic forces both internationally, as well as, in their own home and community.  We find that this programs provides students the opportunity to examine world cultures and the history and socio-economics of our own country. The curriculum’s instruction is GLCE driven and utilizes a variety of assessments including but not limited to, teacher generated tests, authentic assessments, and the MEAP

FINE ARTS:  Woodland Park Academy’s fine arts program is a very important part of the Academy’s overall curriculum.  The Academy’s fine arts program provides general music education for grades K—8, strings instruction is offered, on a voluntary basis, to students in grades 2-8.  Additionally, the Academy offers band (grades 4-8) and choir (grades 6-8).  The Academy’s art program is available to all students with Advance Art offered to students in grades 6-8.  Drama is available in the Academy’s after-school program.
Through the fine arts program, students develop their intellect, an understanding of the culture and creative nature of musical artistry, and make connections among music, the other arts, technology and other aspects of social life.  Through creative performance students apply the expressive technical skills of music and develop critical thinking skills to evaluate multiple forms of problem solving.
The Academy’s fine arts program reflects the many different musical periods, styles and culture.  Students understand the role of fine arts in history and are able to participate successfully in a diverse society. The evaluation and analysis of music and art assist students in developing higher order thinking skills by making crucial judgments and informed decisions.

TECHNOLOGY LITERACY:  Woodland Park Academy views technology as the systematic application of knowledge, materials, tools and skills to extend human capabilities.  Learning with and about technology prepares students to live responsibly in a democratic, technology driven society.  Students will use technology for knowledge and skill acquisition, communication and information management, problem solving, creative expression, research, design, and product development.  Learners become technologically capable when they apply technology across curricular areas.  It is also beneficial when technology is used throughout the learning and assessment process.

PHYSICAL EDUCATION/HEALTH: Lessons for the K-8 program focus on activities to develop basic fundamental motor skills and good body management.  This is accomplished through calisthenics, dance, drill, and practice. Emphasis is placed on the importance of nutrition and exercise and overall physical and mental health. The Academy starts early in introducing skills needed in sports, creative movement like dance, stunts and games, and move towards highly structured and competitive activities, as well as character traits such as team building. The learned traits will enable students to successfully participate in soccer, basketball, volleyball gymnastics, softball, baseball, archery, and dance. 
At the middle school level, a human sexuality program is implemented that deals with developing positive and appropriate relations.  This program is abstinence based and consists of many activities that deal with making good choices and reacting appropriately in social situations.
The Academy has competitive level sports teams in grades 4-8 in basketball, volleyball, soccer, and cheerleading. Additionally, the Academy sponsors dance and ski clubs which are open to all ages.

CHARACTER EDUCATION: The Changing Lives program is offered to grades K-8 and focuses on a new life skill each week. The whole school focuses on this skill and it is discussed and practiced each day.  Home activities are also sent out from the office so parents can work on these skills at home at the same time. 

RESPONSIBLE THINKING PROGRAM:  The Responsible Thinking Program is a school wide behavior program that focuses on classroom and school behaviors.  The program has a process which involves students being asked a series of questions pertaining to the inappropriate or disruptive behavior.  Students are given the opportunity to adjust or change the behavior.  If the negative behavior persists, the student is referred to the Responsible Thinking Classroom (RTC).
The RTC teacher helps the student develop a plan. The plan addresses the inappropriate behavior(s), determines the necessary corrective actions, and examines students’ progress towards accomplishment of their goals. The plan is reviewed by the classroom teacher, who conferences with the student on the incident and the corrective actions of the plan.  After a specific number of infractions parents are called, and interventions put into effect.  If the behaviors are serious it could lead to suspension.

ASSESSMENT PROCESS:  Woodland Park Academy parents are continuously kept informed about their child’s academic progress through our computer program called FOCUS.  This is a web-based site that parents can log on and check their child’s attendance, homework grades, discipline reports, and overall grades. The Academy’s 2nd-8th grade students’ work on a computer program called Study Island.  This program addresses the Michigan benchmarks in both reading and math. Students can continue working on this program at home by logging on and continuing where they left off on their previous session.  Parents and teachers can check for mastery of each skill taught. The Academy sends home quarterly progress reports; GLCE based report cards, and has two parent-teacher conferences a year.  To enhance parent communications, teachers send home and place their newsletters on the website.  Parents and teachers also can communicate through email or telephone with questions on a child’s progress.  In order to assess student’s gains and mastery of GLCEs, the Academy utilizes multiple assessments such as Dynamic Indicators of Basic Early Literacy Skills (DIBIELS), Developmental Reading Assessment (DRA), Scantron’s Performance Series Test, MEAP, Study Island, IOWA Skills, Michigan Literacy Progress Profile (MLPP) and teacher driven tests.  Reports from these assessments are always sent home to the parents.

Home-School Partnership:  We believe that a strong partnership between school and home is critical the each child’s success.  We provide many avenues to assist our parents to be involved and informed.  We begin each year with a parent orientation that covers our school’s mission, procedures, and policies, and introduces them to their child’s teacher and what their procedures, policies and methods of communication will be.  This also allows time for the parents to inform the administration and/or teachers of personal or individual needs or concerns.  We send home a Weekly Report, Monthly Activity Calendar, which gives them the latest school news, informs them of special activities, offers them a way to volunteer or participate in various programs, and methods that they can use to help their child have a productive school year.  We have a user friendly website and it is kept current.  We provide parents access to their child’s homework and grades, discipline reports, attendance, and a school calendar all online through a program called FOCUS.  Our parents know that our classrooms are open for their visits, and teachers and administration are always willing to meet when questions or concerns arise.  We publish our approved budget and annual reports online and are available to our parents in the office.  We have many small and large activities that we encourage our parents to get involved with. And each year we provide a survey to address their concerns, make suggestions, and give their praise.  And one of the greatest things they say is that they feel like this is a family environment where everyone is given the opportunity to speak and participate.