Winona Area Public SchoolsLearning & Teaching
- Elementary K-4
- Middle School
- High School
- Early Childhood
- World's Best Workforce (WBWF)
- Homeschool
- Assessment
Elementary K-4
- Curriculum
- Personalized Learning with Technology
- Choice Program - Ríos Spanish Immersion
- Literacy Plans
- STEM Elementary Curriculum
- Title I Programs
- Title III ELL Programs
- Gifted & Talented
- American Indian Parent Advisory Committee (AIPAC)
- Black History Month resources
Curriculum
The mission of Winona Area Public Schools is to expect excellence, grounded in compassion, to meet the needs of all learners.
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.
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
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/t
Choice Program - Ríos Spanish Immersion
The goal of Ríos Spanish Immersion program 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% 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
Jefferson School Model
Jefferson Elementary houses the Ríos Spanish Immersion 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 WAPS will add an additional grade level of immersion. In 2018- 2019, program has expanded to include 5th grade.
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.
STEM Elementary Curriculum
Winona Area Public Schools incorporate STEM styled learning. 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. In WAPS STEM curriculum there is an intentional infusion of Science, Technology, Engineering, and Mathematics into the standards based 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.
WAPS STEM curriculum gives students 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 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
Title I Programs
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
Newsletters
Parents Right to Know
School districts must notify parent of children attending Title I schools that they can request information regarding their children’s teachers, including at minimum, information on (1) completion of state requirements for licensure and certification; (2) emergency or other provisional status; (3) educational background and (4) whether paraprofessionals are serving the child and, if so, the paraprofessionals’ qualifications. Washington-Kosciusko, Jefferson, Goodview and Madison Elementary Schools are Title I schools.
Parents can request information about teachers
Under the Every Student Success Act (ESSA), parents have the right to request information regarding the professional qualifications of their student’s classroom teachers. Parents who would like to receive this information should write to the Human Resource Department, Attn: ESEA Teacher Qualifications, Winona Area Public Schools, 903 Gilmore Ave, Winona, MN 55987.
Parents can designate which of the following information they want:
- Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction;
- Whether the teacher is teaching under an emergency or other provisional status through which state qualification or licensing criteria have been waived;
- The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree; and
- Whether the child is provided services by paraprofessionals and, if so, their qualifications.
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
Gifted & Talented
Kindergarten and First Grade Enrichment Program:
Kindergarten and first grade students will be introduced to Literature Circles, Reader’s Theatre, and will participate in many hands on activities to reinforce and enrich their reading skills.
Second Grade Reading/Math Enrichment Program:
We will read about several different countries around the world. They will learn the geographical locations, cultures, and customs. There is fictional literature to support the learning of each country as well.
Students will complete a project called Mr. Shapey that combines work with geometry, measurement, and problem solving. Students will also use tangrams and solve multi-step problems.
Third Grade Reading/Math Enrichment Program:
We will start the year with a Fractured Fairy Tales Unit. We will read the real fairytale and compare and contrast it with the “fractured” fairy tale. Literature circle groups, figurative language, word puzzles, and numerous research opportunities using the chromebooks, will be some of the ways we will enrich our third grade curriculum.
The third graders will take part in STEM engineering and math challenges. They will also play math games, complete projects, and solve problems.
Fourth Grade Reading/Math Enrichment Program:
Literature will be used to journal, summarize, question, and predict. “The One and Only Ivan” will be read together and numerous engineering challenges will come about from the novel. Teamwork and partnership comes into play! Poetry, solving logic puzzles, and mysteries will also be part of the learning.
The fourth graders will take part in STEM engineering and math challenges. They will also play math games, complete projects, and solve problems.
Project Fair: (Grades 2-4)
In April we will be having a district Project Fair for all students in grades 2-4. You are able to research a topic of interest, create a report, and a visual display board. Finished products will be displayed at the WMS for the families and community to enjoy. All are encouraged to participate.
American Indian Parent Advisory Committee (AIPAC)
- American Indian Education Plan
- American Indian Language Academic Standards Book List
- Native American Education Resources for the Classroom
- Minneapolis Institute of Art: Native Art, Native Voices A Resource for K–12 Learners
Opportunities
- Native American College Fair (Oct. 9, 2020)
- Upstander Project Indigenous Peoples' Day Celebration (Oct. 12, 2020)
- Sunka Wakan Winter Camp For Native Youth
- American Indian Summer Camp at Minnesota State University, Mankato
Indigenous Peoples' Day
- Columbus Day or Indigenous Peoples' Day? (NPR Radio)
- DC Council votes to replace Columbus Day with Indigenous Peoples' Day (Washington D.C. recognizes Indigenous Day, and not Columbus Day, for the first time ever.)
- Indigenous Peoples’ Day Resources (Lessons, books, and films for teaching the truth about Columbus and Indigenous Peoples history.)
- Indigenous Peoples' Day 2019 (Lessons, activities, and articles.)
- Smithsonian National Museum of the American Indian (Article, historical context.)
Black History Month resources
How Will You Celebrate Black History Month?
This month, teachers across Minnesota are finding their own ways to celebrate Black History Month. How will you teach this important topic? The history of African Americans in Minnesota can be approached from numerous perspectives. You and your students can tap into these resources!
Changemakers: Black Minnesotans Making History
In 2019, MPR News featured black Minnesotans who are making history across the state. Each profile will discuss what being black in Minnesota means to them, a bit about their background and their hopes for the future.
Some of the Changemakers included:
- Alan Page, retired Minnesota Supreme Court justice (and former Minnesota Viking)
- Michelle Walker, Executive Director of Generation Next
- Walter "Q Bear" Banks, Jr., DJ and Operations Manager at KMOJ community radio station (in Minneapolis)
- Melvin Carter, first black Mayor of St. Paul
- Blackout Improv, comedy group
- Lou & Sarah Bellamy, Founder and Artistic Director, respectively of the Penumbra Theatre (St. Paul)
- Angela Conley, first African-American to serve as a Hennepin County Commissioner
- Dr. LaPrincess Brewer, Preventative Cardiologist at Mayo Clinic and Assistant Professor at Mayo Clinic College of Medicine's Department of Cardiovascular Medicine.
How Are You Teaching Black History? (Teaching Tolerance)
Go beyond trauma and struggle to examine the liberation, civic engagement, creativity and intersecting identities of Black people during Black History Month.
Other websites and resources related to Black History Month
- African American Civil Rights Movement by The Minnesota History Center
- Black History from National Archives
- African American Odyssey by The Library of Congress
- National Museum of African American History and Culture
- Black History Teaching Resources by the Smithsonian Institute
- Minneapolis Department of Civil Rights Black History Month information
African American History Month for Teachers
Put the power of primary sources to work in the classroom. Browse ready-to-use lesson plans, student activities, collection guides and research aids.
African American Stories in Minnesota
From the Minnesota Historical Society. It is geared toward elementary and middle school students, but the stories and content will likely be new for many high school students and staff.
How African Americans Have Shaped the State: African Americans in Minnesota
Includes a bibliography and related resources. Historical and current focus. Many stories and articles about events, experiences, and African Americans in Minnesota.
Black National Anthem-Lyrics and ‘Lift Every Voice and Sing’: The story behind the ‘black national anthem’ that Beyoncé sang
Poets.org: Black History Month
It features poems, essays, videos, books, and archival letters.
African American History Month
The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of African Americans who struggled with adversity to achieve full citizenship in American society.
African American History Month: Audio & Video
Features material on:
- American Archives on Public Broadcasting
- Civil Rights
- Folk Life
- History
- Music & Performing Arts
- Poetry & Literature
- Slavery & Emancipation
Black History Month: Science NetLinks
Science NetLinks and AAAS have developed a number of resources that will help you honor the achievements and scientific work of African Americans. Consider using the following resources in your classroom.
NEA tools and lessons for Black History Month
National Education Association: To help you integrate Black History Month into your classroom, we offer a selection of lesson plans that cover a variety subjects and that can be adapted to fit multiple grade levels.
Included in Black history are stories of activism against slavery and continuing racism, as well as a long record of Black life in America that spans over 400 years. Read on to learn 10 Black History Month facts you may not know.
Middle School
- AVID
- Curriculum
- Honors & Accelerated Learning
- Personalized Learning with Technology
- Title III ELL
- Choice Program: Rios Spanish Immersion
- American Indian Parent Advisory Committee (AIPAC)
- Black History Month resources
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.
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.
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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.
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
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
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/t
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:
Choice Program: Rios Spanish Immersion
The goal of Rios Spanish Immersion program 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
• 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
Interested parties must apply for entrance into the program.
All Winona Area Public 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.
American Indian Parent Advisory Committee (AIPAC)
- American Indian Education Plan
- American Indian Language Academic Standards Book List
- Native American Education Resources for the Classroom
- Minneapolis Institute of Art: Native Art, Native Voices A Resource for K–12 Learners
Opportunities
- Native American College Fair (Oct. 9, 2020)
- Upstander Project Indigenous Peoples' Day Celebration (Oct. 12, 2020)
- Sunka Wakan Winter Camp For Native Youth
- American Indian Summer Camp at Minnesota State University, Mankato
Indigenous Peoples' Day
- Columbus Day or Indigenous Peoples' Day? (NPR Radio)
- DC Council votes to replace Columbus Day with Indigenous Peoples' Day (Washington D.C. recognizes Indigenous Day, and not Columbus Day, for the first time ever.)
- Indigenous Peoples’ Day Resources (Lessons, books, and films for teaching the truth about Columbus and Indigenous Peoples history.)
- Indigenous Peoples' Day 2019 (Lessons, activities, and articles.)
- Smithsonian National Museum of the American Indian (Article, historical context.)
Black History Month resources
How Will You Celebrate Black History Month?
This month, teachers across Minnesota are finding their own ways to celebrate Black History Month. How will you teach this important topic? The history of African Americans in Minnesota can be approached from numerous perspectives. You and your students can tap into these resources!
Changemakers: Black Minnesotans Making History
In 2019, MPR News featured black Minnesotans who are making history across the state. Each profile will discuss what being black in Minnesota means to them, a bit about their background and their hopes for the future.
Some of the Changemakers included:
- Alan Page, retired Minnesota Supreme Court justice (and former Minnesota Viking)
- Michelle Walker, Executive Director of Generation Next
- Walter "Q Bear" Banks, Jr., DJ and Operations Manager at KMOJ community radio station (in Minneapolis)
- Melvin Carter, first black Mayor of St. Paul
- Blackout Improv, comedy group
- Lou & Sarah Bellamy, Founder and Artistic Director, respectively of the Penumbra Theatre (St. Paul)
- Angela Conley, first African-American to serve as a Hennepin County Commissioner
- Dr. LaPrincess Brewer, Preventative Cardiologist at Mayo Clinic and Assistant Professor at Mayo Clinic College of Medicine's Department of Cardiovascular Medicine.
How Are You Teaching Black History? (Teaching Tolerance)
Go beyond trauma and struggle to examine the liberation, civic engagement, creativity and intersecting identities of Black people during Black History Month.
Other websites and resources related to Black History Month
- African American Civil Rights Movement by The Minnesota History Center
- Black History from National Archives
- African American Odyssey by The Library of Congress
- National Museum of African American History and Culture
- Black History Teaching Resources by the Smithsonian Institute
- Minneapolis Department of Civil Rights Black History Month information
African American History Month for Teachers
Put the power of primary sources to work in the classroom. Browse ready-to-use lesson plans, student activities, collection guides and research aids.
African American Stories in Minnesota
From the Minnesota Historical Society. It is geared toward elementary and middle school students, but the stories and content will likely be new for many high school students and staff.
How African Americans Have Shaped the State: African Americans in Minnesota
Includes a bibliography and related resources. Historical and current focus. Many stories and articles about events, experiences, and African Americans in Minnesota.
Black National Anthem-Lyrics and ‘Lift Every Voice and Sing’: The story behind the ‘black national anthem’ that Beyoncé sang
Poets.org: Black History Month
It features poems, essays, videos, books, and archival letters.
African American History Month
The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of African Americans who struggled with adversity to achieve full citizenship in American society.
African American History Month: Audio & Video
Features material on:
- American Archives on Public Broadcasting
- Civil Rights
- Folk Life
- History
- Music & Performing Arts
- Poetry & Literature
- Slavery & Emancipation
Black History Month: Science NetLinks
Science NetLinks and AAAS have developed a number of resources that will help you honor the achievements and scientific work of African Americans. Consider using the following resources in your classroom.
NEA tools and lessons for Black History Month
National Education Association: To help you integrate Black History Month into your classroom, we offer a selection of lesson plans that cover a variety subjects and that can be adapted to fit multiple grade levels.
High School
- AP
- AVID
- Career Pathways
- Concurrent Enrollment
- Graduation Requirements
- Honors
- Personalized Learning with Technology
- REACH
- Title III ELL
- American Indian Parent Advisory Committee (AIPAC)
- Black History Month resources
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 Lang. & Composition
- AP Lit. & Composition
- AP Physics
- AP Statistics
- 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.
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.
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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.
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
- Medical Terminology
- Intro to Precision Machining
- Precision Machining
- Human Anatomy & Physiology I
- Human Anatomy & Physiology II
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:
- 9 credits of language arts
- 6 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.
- 6 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
- 1 credit in CTE
- 8 credits of social studies, including U.S. history, geography, government and citizenship, world history and economics.
- 2 credits in the arts
- 3 credits in health and physical education
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 Geometry
- Honors English 9
- Honors Advanced Algebra
- Honors English 10
- Honors American Greats
- Honors Economics
- 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
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/t
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.
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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:
American Indian Parent Advisory Committee (AIPAC)
- American Indian Education Plan
- American Indian Language Academic Standards Book List
- Native American Education Resources for the Classroom
- Minneapolis Institute of Art: Native Art, Native Voices A Resource for K–12 Learners
Opportunities
- Native American College Fair (Oct. 9, 2020)
- Upstander Project Indigenous Peoples' Day Celebration (Oct. 12, 2020)
- Sunka Wakan Winter Camp For Native Youth
- American Indian Summer Camp at Minnesota State University, Mankato
Indigenous Peoples' Day
- Columbus Day or Indigenous Peoples' Day? (NPR Radio)
- DC Council votes to replace Columbus Day with Indigenous Peoples' Day (Washington D.C. recognizes Indigenous Day, and not Columbus Day, for the first time ever.)
- Indigenous Peoples’ Day Resources (Lessons, books, and films for teaching the truth about Columbus and Indigenous Peoples history.)
- Indigenous Peoples' Day 2019 (Lessons, activities, and articles.)
- Smithsonian National Museum of the American Indian (Article, historical context.)
Black History Month resources
How Will You Celebrate Black History Month?
This month, teachers across Minnesota are finding their own ways to celebrate Black History Month. How will you teach this important topic? The history of African Americans in Minnesota can be approached from numerous perspectives. You and your students can tap into these resources!
Changemakers: Black Minnesotans Making History
In 2019, MPR News featured black Minnesotans who are making history across the state. Each profile will discuss what being black in Minnesota means to them, a bit about their background and their hopes for the future.
Some of the Changemakers included:
- Alan Page, retired Minnesota Supreme Court justice (and former Minnesota Viking)
- Michelle Walker, Executive Director of Generation Next
- Walter "Q Bear" Banks, Jr., DJ and Operations Manager at KMOJ community radio station (in Minneapolis)
- Melvin Carter, first black Mayor of St. Paul
- Blackout Improv, comedy group
- Lou & Sarah Bellamy, Founder and Artistic Director, respectively of the Penumbra Theatre (St. Paul)
- Angela Conley, first African-American to serve as a Hennepin County Commissioner
- Dr. LaPrincess Brewer, Preventative Cardiologist at Mayo Clinic and Assistant Professor at Mayo Clinic College of Medicine's Department of Cardiovascular Medicine.
How Are You Teaching Black History? (Teaching Tolerance)
Go beyond trauma and struggle to examine the liberation, civic engagement, creativity and intersecting identities of Black people during Black History Month.
Other websites and resources related to Black History Month
- African American Civil Rights Movement by The Minnesota History Center
- Black History from National Archives
- African American Odyssey by The Library of Congress
- National Museum of African American History and Culture
- Black History Teaching Resources by the Smithsonian Institute
- Minneapolis Department of Civil Rights Black History Month information
African American History Month for Teachers
Put the power of primary sources to work in the classroom. Browse ready-to-use lesson plans, student activities, collection guides and research aids.
African American Stories in Minnesota
From the Minnesota Historical Society. It is geared toward elementary and middle school students, but the stories and content will likely be new for many high school students and staff.
How African Americans Have Shaped the State: African Americans in Minnesota
Includes a bibliography and related resources. Historical and current focus. Many stories and articles about events, experiences, and African Americans in Minnesota.
Black National Anthem-Lyrics and ‘Lift Every Voice and Sing’: The story behind the ‘black national anthem’ that Beyoncé sang
Poets.org: Black History Month
It features poems, essays, videos, books, and archival letters.
African American History Month
The Library of Congress, National Archives and Records Administration, National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution and United States Holocaust Memorial Museum join in paying tribute to the generations of African Americans who struggled with adversity to achieve full citizenship in American society.
African American History Month: Audio & Video
Features material on:
- American Archives on Public Broadcasting
- Civil Rights
- Folk Life
- History
- Music & Performing Arts
- Poetry & Literature
- Slavery & Emancipation
Black History Month: Science NetLinks
Science NetLinks and AAAS have developed a number of resources that will help you honor the achievements and scientific work of African Americans. Consider using the following resources in your classroom.
NEA tools and lessons for Black History Month
National Education Association: To help you integrate Black History Month into your classroom, we offer a selection of lesson plans that cover a variety subjects and that can be adapted to fit multiple grade levels.
Early Childhood
Click to review Early Childhood Education Academics:
Early Childhood EducationWorld's Best Workforce (WBWF)
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
Homeschool
For some families, homeschooling is the appropriate educational choice for their child. For more information on homeschooling, visit the Homeschool Education web page on the Minnesota Department of Education website.
If you determine homeschooling is the best option for your student, you must turn in a Homeschool Full Report to Winona Area Public Schools:
- By October 1 of the first year, the child is homeschooled after reaching age 7.
- Within 15 days of withdrawing a child from public school to homeschool.
- Within 15 days of moving out of a district, the parent must notify the old district of the move. They must turn in the Full Report to the new district by October 1 of the next year.
In subsequent years, the parent/guardian turns in a Letter of Intent to Continue to Provide Instruction by October 1 of each year.
Full Reports and Letters of Intent to Continue to Provide Instruction are available on the Nonpublic and Homeschool web page. You do not have to use these documents; you can submit this information to the school district in a different format.