Learning & Teaching

Elementary K-4

Curriculum

WAPS Curriculum Mission Statement
To empower students of all ages to be life-long learners who demonstrate creative thinking, critical analysis and problem solving skills in an ever changing and challenging world.

In striving to fulfill our mission, we believe every student has the ability to learn given the right opportunity. The Department of Curriculum, Instruction, and Assessment will provide a rigorous and relevant curriculum, professional development for instruction, assessments that provide performance feedback and targeted services for those needing intervention or acceleration.

903 Gilmore Avenue, Winona, MN 55987
Phone: 507-494-0865
Fax: 507-494-0863

Curriculum Advisory Committee Meetings are held on the 3rd Monday of each month at 4:00 p.m. at the WAPS District Office, Conference Room 2.

Staff Development Advisory Committee Meetings are held on the 2nd Monday of each month at 4:00 p.m. in the WAPS District Office, Conference Room 2.

Personalized Learning with Technology

What is successful technology integration?
Technology integration is the use of technology resources -- computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:

  • Routine and transparent
  • Accessible and readily available for the task at hand
  • Supporting the curricular goals, and helping the students to effectively reach their goals
When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Why is technology integration important?

Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning. Many are just beginning to explore the true potential tech offers for teaching and learning. Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy.

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

Many people believe that technology-enabled project learning is the ne plus ultra of classroom instruction. Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like. Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they've found online.

The myriad resources of the online world also provide each classroom with more interesting, diverse, and current learning materials. The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.

"Edutopia Staff (2008). Why integrate technology into the curriculum?: The reasons are many. Retrieved 9/12/2014, from http://www.edutopia.org/technology-integration-introduction.

Choice Programs - STEM & SLIP

Science, Technology, Engineering & Mathematics

Jefferson Elementary

Winona Area Public Schools offers a variety of excellent educational experiences at each elementary school and Jefferson Elementary STEM is no exception. At Jefferson Elementary STEM, students study the same core curriculum and Minnesota academic standards which connects subject areas within the STEM curriculum. STEM students also participate in art, music, and physical education classes. Each subject area will support learning through the application of theory and fundamental skills. At Jefferson Elementary STEM there is an intentional infusion of Science, Technology, Engineering, and Mathematics into the standardsbased curriculum. We believe true STEM education reflects a greater shift in our approach to the teaching and learning process in our effort to promote critical thinking, construct meaningful knowledge, and develop of 21st century skills.

Jefferson Elementary STEM students have access to the following educational programs/ resources in addition to the STEM curriculum:

  • English Learner
  • Special Education
  • Title I
  • Reading Corp
  • Gifted and Talented

STEM School Resources

  • Individualized, Balanced Reading Program (Daily 5 structure)
  • Data-driven (standards based) math curriculum with common benchmark assessments
  • Science (STEM) labs
  • FOSS Kits and Engineering is Elementary
  • Units utilized in Science Reading and Math Specialists
  • SMART Boards in every classroom
  • Mobile laptop computer labs (wireless)
  • I-pads

Spanish Language Immersion Program

Madison Elementary

The goal of immersion is to provide educational experiences, beginning in kindergarten and sustained through Grade 12, that support academic and linguistic development in two languages and that develop students’ appreciation of their own and other cultures.

Features of the Program

• 90-100% of the K-2 student’s academic time will include learning subject matter in Spanish

• Students will become proficient Spanish listeners, speakers, writers, and readers

• Students will master content in the same subject areas as their counterparts who do not attend the program • Students will participate in art, music, and physical education taught in English

• When students enter 3rd grade, Language Arts is taught in English

School Model

Madison Elementary houses the program for Winona Area Public Schools. A minimum of 20 students will participate at each grade level. The program will accept a maximum of 24 students in kindergarten. Each school year Madison will add an additional grade level of immersion. In 2015- 2016, 2nd grade will be included in the program.

Interested parties must apply for entrance into the program. If the number of applications exceeds maximum enrollment, the district will hold a lottery to determine which students are accepted.

All WAPS elementary schools offer the same rigorous core curriculum in reading, writing, math, science, and social studies. Immersion students will study the same core curriculum and Minnesota academic standards which connects subject areas.

Literacy Plans

According to a statement released by the Minnesota Department of Education and embraced by Winona Area Public Schools, “Literacy is the cornerstone of all learning. In each subject area, the ability to read and produce written material is the highest importance. Supporting the development of capable readers at every level is our goal as educators, parents and as a community.”

With this philosophy, the state of Minnesota passed legislation that seeks to have all of Minnesota’s children reading well by third grade. The bill requires local school districts to adhere to certain expectations, including:

  • All students are provided reading instruction that is scientifically based.
  • Parents are notified of student progress at least annually for all students and must give parents of students not reading at or above grade level (in K-3) timely information. This timely information includes reading assessments administered, services available and strategies parents can use at home to support their child(ren).
  • Students not reading at or above grade level are given intervention evidence based practices to accelerate their growth toward grade level expectations.
  • Assessment methods and data points used to determine grade level proficiency are reported to the Minnesota Department of Education annually.
  • Sufficient training is provided for all licensed staff to improve reading instruction
  • A Local Literacy Plan is developed and posted to the official district web site.


Full Literacy Plan

Title I Programs

Title I is the United States Federal Government’s largest education assistance program for schools.

The purpose of Title I is to:
  • help every child receive a high quality education.
  • achieve the high standards set by the State of Minnesota.

Learn More

Title III ELL Programs

The focus of Title III, a component of the Elementary and Secondary Education Act (ESEA), is to help school district's ensure that English learners (ELs) and immigrant students attain English proficiency and meet the same challenging state standards required of all other students.

Winona Area Public Schools licensed EL teachers provide direct English language instruction to students in four domains of instruction: Speaking, Listening, Reading and Writing.
In addition, EL licensed teachers provide consultation support to classroom teachers and student support staff, based on each student’s English language learning needs.
The WAPS EL curriculum and program are aligned with the district's curricula in English literacy, WIDA national standards, and Minnesota state content standards.

Winona Area Public Schools offers the following EL program models:

  • Intensive Newcomer Instruction
  • Pullout English Instruction
  • Collaborative Teaching Model
  • Sheltered Content Classes
  • Dual Language Immersion


Learn More:

Gifted & Talented

  • Second Grade Enrichment Programs

Reading-In Read Around the World, students will learn about several different countries and their geographical locations, cultures, and customs.
Math- Students will create a project called Shapey, that combines work with geometry, measurement, and problem solving. Students will also use tangrams and solve multi-step problems.

  • Third Grade Enrichment Programs

Reading- In the fall, students will participate in a Fractured Fairy Tales Unit. Students will write their own fairy tale, read multiple plays, and compare and contrast different versions of well-known fairy tales.

In the winter, students will work in Literature Circle groups. Each group will read a different biography. Students will have weekly group discussions about the book and complete individual jobs. There will be project choices as a culminating activity.

In the spring, we will focus on figurative language, as well as analogies and word puzzles. Students will also make a video intended for a kindergarten audience.

Math-In math, we will play games, complete projects, and solve problems that follow the MN math standards. Students are introduced to Hands on Equations in order to solve algebraic equations.

  • Fourth Grade Enrichment Programs

Reading-In the fall, students will read Three Cups of Tea, Young Reader’s Edition. Students will participate in discussions and keep a reading response journal to log summaries, questions, predictions, and ideas.

In the winter, students will work in Literature Circle groups. Each group will read a different biography. Students will have weekly group discussions about the book and complete individual jobs. There will be project choices as a culminating activity.

In the spring, students will read and write several different types of poems. Students will also participate in a Detective Club that works on solving logic puzzles. Students will read stories and work together to solve the mysteries.

Math- In math, we will play games, complete projects, and solve problems that follow the MN math standards. Students will use challenging curriculum by mathematician Ed Zaccaro.

  • Other Programs

These programs will be offered as needed. They may or may not be in each building or at each grade level.

  • Junior Great Books
  • Bill Martin (1st Grade Language Arts)
  • Project Fair
  • Destination Imagination

Middle School

AVID

Advancement Via Individual Determination

AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

AVID is not just another program… at its heart, AVID is a philosophy...
Hold students accountable to the highest standards, provide academic and social support, and they will rise to the challenge.

Introduction to AVID

AVID, Advancement Via Individual Determination, is a global nonprofit organization dedicated to closing the achievement gap by preparing all students for college and other post secondary opportunities. Established more than 35 years ago with one teacher in one classroom, AVID today impacts nearly 1.5 million students in 46 states and 16 other countries/territories.

AVID:
Teaches skills and behaviors for academic success
Provides intensive support with tutorials and strong student/teacher relationships
Creates a positive peer group for students
Develops a sense of hope for personal achievement gained through hard work and determination

How AVID Works
AVID provide professional development for educators in research-based, proven practices and curriculum in order to prepare students for success in high school, college, and a career, especially students traditionally underrepresented in higher education. The AVID System annually provides 60,000+ educators with training and methodologies that develop students’ critical thinking, literacy, and math skills across all content areas throughout the entire campus, in what we call Schoolwide AVID.

Information Source: avid.org

Curriculum

WAPS Curriculum Mission Statement
To empower students of all ages to be life-long learners who demonstrate creative thinking, critical analysis and problem solving skills in an ever changing and challenging world.

In striving to fulfill our mission, we believe every student has the ability to learn given the right opportunity. The Department of Curriculum, Instruction, and Assessment will provide a rigorous and relevant curriculum, professional development for instruction, assessments that provide performance feedback and targeted services for those needing intervention or acceleration.

903 Gilmore Avenue, Winona, MN 55987
Phone: 507-494-0865
Fax: 507-494-0863

Curriculum Advisory Committee Meetings are held on the 3rd Monday of each month at 4:00 p.m. at the WAPS District Office, Conference Room 2.

Staff Development Advisory Committee Meetings are held on the 2nd Monday of each month at 4:00 p.m. in the WAPS District Office, Conference Room 2.

Honors & Accelerated Learning

Coming Soon!

Personalized Learning with Technology

What is successful technology integration?
Technology integration is the use of technology resources -- computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:

  • Routine and transparent
  • Accessible and readily available for the task at hand
  • Supporting the curricular goals, and helping the students to effectively reach their goals
When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Why is technology integration important?

Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning. Many are just beginning to explore the true potential tech offers for teaching and learning. Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy.

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

Many people believe that technology-enabled project learning is the ne plus ultra of classroom instruction. Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like. Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they've found online.

The myriad resources of the online world also provide each classroom with more interesting, diverse, and current learning materials. The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.

"Edutopia Staff (2008). Why integrate technology into the curriculum?: The reasons are many. Retrieved 9/12/2014, from http://www.edutopia.org/technology-integration-introduction.

Title III ELL

The focus of Title III, a component of the Elementary and Secondary Education Act (ESEA), is to help school district's ensure that English learners (ELs) and immigrant students attain English proficiency and meet the same challenging state standards required of all other students.

Winona Area Public Schools licensed EL teachers provide direct English language instruction to students in four domains of instruction: Speaking, Listening, Reading and Writing.
In addition, EL licensed teachers provide consultation support to classroom teachers and student support staff, based on each student’s English language learning needs.
The WAPS EL curriculum and program are aligned with the district's curricula in English literacy, WIDA national standards, and Minnesota state content standards.

Winona Area Public Schools offers the following EL program models:

  • Intensive Newcomer Instruction
  • Pullout English Instruction
  • Collaborative Teaching Model
  • Sheltered Content Classes
  • Dual Language Immersion


Learn More:

High School

AP

The College Board’s Advanced Placement Program® enables students to pursue
college-level studies while still in high school. Based on their performance on
rigorous, national AP Examinations, students can earn credit, advanced placement, or
both, for college. The Advanced Placement Program is best known for giving high
school students the opportunity to earn college credit, to save on college tuition, and
even to graduate early from college.

Winona Senior High offers the following AP courses:

  • AP American Government
  • AP Biology
  • AP Calculus
  • AP Chemistry
  • AP Environmental Science
  • AP German
  • AP Lang. & Composition
  • AP Lit. & Composition
  • AP Physics
  • AP Sr. Studio & Portfolio
  • AP Spanish
  • AP U.S. History
  • AP World History


AVID

Advancement Via Individual Determination

AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

AVID is not just another program… at its heart, AVID is a philosophy...
Hold students accountable to the highest standards, provide academic and social support, and they will rise to the challenge.

Introduction to AVID

AVID, Advancement Via Individual Determination, is a global nonprofit organization dedicated to closing the achievement gap by preparing all students for college and other post secondary opportunities. Established more than 35 years ago with one teacher in one classroom, AVID today impacts nearly 1.5 million students in 46 states and 16 other countries/territories.

AVID:
Teaches skills and behaviors for academic success
Provides intensive support with tutorials and strong student/teacher relationships
Creates a positive peer group for students
Develops a sense of hope for personal achievement gained through hard work and determination

How AVID Works
AVID provide professional development for educators in research-based, proven practices and curriculum in order to prepare students for success in high school, college, and a career, especially students traditionally underrepresented in higher education. The AVID System annually provides 60,000+ educators with training and methodologies that develop students’ critical thinking, literacy, and math skills across all content areas throughout the entire campus, in what we call Schoolwide AVID.

Information Source: avid.org

Career Pathways

Our goal at Winona Senior High School is to ensure all students develop the 21st Century Skills that are needed to become career and college ready after high school. As student enter WSHS as 9th graders, they have already begun to develop a pathway of sequencing courses that will prepare them for a specific career area that meet the mandatory requirements for graduation. While students develop and grow in their pathways, we encourage the development and implementation of their individual student plans that focus on rigorous coursework that will ensure all students career and college readiness as global citizens.

Career Pathway

Concurrent Enrollment

Concurrent Enrollment offers students the option of staying on the WSHS campus to
receive college credit. Students who enroll in concurrent enrollment must complete
college enrollment requirements and perform at a designated level in the class. Upon
completion, the student is awarded high school AND college credit. The U of M’s
nationally accredited College in the Schools™ (CIS) program brings U of M faculty
together with WSHS teachers to offer U courses.

WSHS Offers the following CIS and Concurrent Enrollment classes:

  • College in the Schools™ German
  • General Organic & Biochemistry
  • Nutrition
  • Healthcare Systems
  • Medical Terminology

Graduation Requirements

In Minnesota, students are required to complete two kinds of requirements by the time they graduate. Students must:

  • Satisfactorily complete all state academic standards or local academic standards where state standards do not apply.
  • Satisfactorily complete the state course credit requirements under Minnesota Statutes, section 120B.024.

Course Credits

Students complete the academic standards by taking a core course of study that equips them with the knowledge and skills they need for success in post secondary education, highly skilled work, and civic life. In order to graduate, your child’s high school coursework must include at least the minimum state course credit requirements. A course credit is equivalent to a student successfully completing an academic year of study or mastering the subject matter, as determined by the local school district. Students must complete a minimum of 21.5 course credits as follows:

  • 4 credits of language arts
  • 3 credits of mathematics, including algebra, geometry, statistics and probability sufficient to satisfy the standards. Students in the graduating class of 2015 and beyond must complete an algebra II credit or its equivalent as part of the 3-credit requirement. In addition to the high school credits, students in the graduating class of 2015 and beyond must also complete an algebra credit by the end of eighth grade.
  • 3 credits of science, including a biology credit. In addition, students in the graduating class of 2015 and beyond must complete a chemistry, physics, or Career and Technical Education
  • (CTE) credit as part of the 3-credit requirement. (The CTE credit must meet the standards underlying the chemistry or physics credit.)
  • 3½ credits of social studies, including U.S. history, geography, government and citizenship, world history and economics.
  • 1 credit in the arts
  • 7 elective credits

An agriculture course may fulfill a general science credit requirement. A CTE course may fulfill a general science, mathematics, or arts credit requirement. School districts may require additional course credits or other requirements for graduation beyond the minimum required by the state.

Honors

Honors courses alter the curriculum in terms of depth, quality of product and pace of content. They promote higher level thinking skills and provide opportunities for a variety of extended projects. Solid background in the content area and a mature work ethic are highly recommended. Successful completion of the honors course is clearly defined on the student’s transcript.

  • Honors Geometry
  • Honors English 9
  • Honors Advanced Algebra
  • Honors Chemistry
  • Honors English 10
  • Honors Physics
  • Honors American Greats
  • Honors Economics & Statistics
  • Honors Pre-Calculus

Personalized Learning with Technology

What is successful technology integration?
Technology integration is the use of technology resources -- computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is:

  • Routine and transparent
  • Accessible and readily available for the task at hand
  • Supporting the curricular goals, and helping the students to effectively reach their goals
When technology integration is at its best, a child or a teacher doesn't stop to think that he or she is using a technology tool -- it is second nature. And students are often more actively engaged in projects when technology tools are a seamless part of the learning process.

Why is technology integration important?

Technology is ubiquitous, touching almost every part of our lives, our communities, our homes. Yet most schools lag far behind when it comes to integrating technology into classroom learning. Many are just beginning to explore the true potential tech offers for teaching and learning. Properly used, technology will help students acquire the skills they need to survive in a complex, highly technological knowledge-based economy.

Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.

Many people believe that technology-enabled project learning is the ne plus ultra of classroom instruction. Learning through projects while equipped with technology tools allows students to be intellectually challenged while providing them with a realistic snapshot of what the modern office looks like. Through projects, students acquire and refine their analysis and problem-solving skills as they work individually and in teams to find, process, and synthesize information they've found online.

The myriad resources of the online world also provide each classroom with more interesting, diverse, and current learning materials. The Web connects students to experts in the real world and provides numerous opportunities for expressing understanding through images, sound, and text.Technology also changes the way teachers teach, offering educators effective ways to reach different types of learners and assess student understanding through multiple means. It also enhances the relationship between teacher and student. When technology is effectively integrated into subject areas, teachers grow into roles of adviser, content expert, and coach. Technology helps make teaching and learning more meaningful and fun.

"Edutopia Staff (2008). Why integrate technology into the curriculum?: The reasons are many. Retrieved 9/12/2014, from http://www.edutopia.org/technology-integration-introduction.

Project Lead the Way

WSHS is proud to offer courses in the Project Lead the Way to give students hands-on engineering experiences. Each PLTW Engineering course engages students in interdisciplinary activities like working with a client to design a home, programming electronic devices or robotic arms, or exploring algae as a biofuel source. These activities not only build knowledge and skills in engineering, but also empower students to develop essential skills such as problem solving, critical and creative thinking, communication, collaboration, and perseverance. WSHS has two courses in PLTW:

Introduction to Engineering Design
Students dig deep into the engineering design process, applying math, science, and engineering standards to hands-on projects like designing a new toy or improving an existing product.

Principles of Engineering
Students explore a broad range of engineering topics including mechanisms, strength of structure and materials, and automation, and then they apply what they know to take on challenges like designing a self-powered car.

REACH

Purpose of REACH
With WSHS as partner in this new initiative, your student may apply to be part of the REACH program. REACH, with its elective classes and exposure to area businesses, is designed to prepare students for career and college readiness after graduation from high school. Students must apply to be part of REACH, and we are encouraging your child to consider being part of the this program.

Winona Senior High School - in collaboration with the Winona Area Chamber of Commerce, Minnesota Chamber of Commerce, Winona State University College of Business, Winona Area Chamber of Commerce Business Education Networks, and Minnesota State College Southeast - will focus on our 11th -grade students who are short credits, and may require additional motivation and individualized attention in order to graduate on time.

Through the REACH program, the high school will implement course work that will both meet the career goals and needs of our students and help develop a strong workforce for our local businesses. In addition to course work that will allow for college credits, students will gain valuable opportunities to visit local businesses, along with having face to face meetings with a wide variety of employees in our local workforce, helping the students develop a strong understanding of what careers are available.

Learn More:

Title III ELL

The focus of Title III, a component of the Elementary and Secondary Education Act (ESEA), is to help school district's ensure that English learners (ELs) and immigrant students attain English proficiency and meet the same challenging state standards required of all other students.

Winona Area Public Schools licensed EL teachers provide direct English language instruction to students in four domains of instruction: Speaking, Listening, Reading and Writing.
In addition, EL licensed teachers provide consultation support to classroom teachers and student support staff, based on each student’s English language learning needs.
The WAPS EL curriculum and program are aligned with the district's curricula in English literacy, WIDA national standards, and Minnesota state content standards.

Winona Area Public Schools offers the following EL program models:

  • Intensive Newcomer Instruction
  • Pullout English Instruction
  • Collaborative Teaching Model
  • Sheltered Content Classes
  • Dual Language Immersion


Learn More:

Early Childhood

Click to review Early Childhood Education Academics:

Early Childhood Education

World's Best Workforce

The mission of Winona Area Public Schools is to empower students of all ages to be life-long learners who demonstrate creative thinking, critical thinking, critical analysis and problem solving skills in an ever changing and challenging world.

In accordance with Minnesota Statutes 2013, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the World’s Best Workforce Plan (WBWF). It is intended to serve as a foundational document that aligns educational initiatives that serve students pre-k through high school. It is based on five beliefs:
  • All students are ready for kindergarten
  • Close the achievement gap
  • All students in third grade achieve grade level literacy
  • All students attain career and college readiness before graduating from high school
  • All students graduate from high school
WAPS’s World’s Best Workforce Plan serves as a blueprint that demonstrates how current district initiatives and plans work together in a concerted effort to create a quality workforce equipped with the necessary skills for the current century.

World’s Best Workforce means striving to do the following:
  • Have all students meet school readiness goals
  • Have all third grade students achieve grade-level literacy
  • Close the academic achievement gap among all racial and ethnic groups of students and between students living in poverty and their more privileged peers
  • Have all students graduate from high school
  • Have all students attain college and career preparedness

Kelly Halvorsen

Director of Learning and Teaching
District Office

Ying Hou

Testing Coordinator
District Office
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