Weekly Words from Wildwood #30

A glimpse into this week's happenings at your child's school

April and May with a lil bit o' June!

Can you even comprehend that your child only has about 48 school days left in the current grade he/she is in? Time flies when you are having fun - and growing 'n thriving as a learner!


Please calendar the following events so that you do not miss anything!

Upcoming events at the Home of the Hawks!

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This Fun Friday is Spirit Day ~ the TK and kindergarten Hawks are performing & would like each grade level to dress according to the plan below:

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And Fun Fridays to Come ... (it's fun to plan ahead & be ready!)

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Our 2nd book fair of the school year is next week - thanks to the dedication of our wonderful PTA!

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Grades 3-5 will take the state test (CAASPP) during the weeks of May 2-6 and May 9-13.

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5th Grade Promotion is Right Around the Corner!

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Make up an absence during a Saturday of academics and enrichment. Drop off at 8am at the MPR. ALL grades are welcome!

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Mrs. Erautt & Her Group of Travelers Journeyed Up North for a Fun, Educational Experience!

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First graders - understanding addition by conceptualizing! Which strategy would you choose if you were 6?

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Fun Friday, March 18th was Dress Like a Leprechaun Day!

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These Hawks were found cleaning the snack tables without even being asked to do so! Hawks soar with character!!

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2nd & 4th grade venture out on the 1st field trip in two years!

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School Climate Matters More Than You Think! (:

"Why put so much attention on school culture?" questions one Hawk member to another. (Great! We want to question what we do to ensure it is of value to the development of our Hawks students!)


Please consider this excerpt which has been taken from an article "The Impact of School Climate..." in Frontiers in Educational Psychology written in 2017... quite some time before the global pandemic .. just imagine how much more it might affect us now!


The school climate construct is complex and multi-dimensional. It has been described as the unwritten personality and atmosphere of a school, including its norms, values, and expectations (Brookover et al., 1978; Haynes et al., 1997; Petrie, 2014). Further, it has been described as the “quality and character of school life” (Cohen et al., 2009, p. 182). Importantly, rather than concerning administrative or physical attributes of the school (e.g., teachers' salary or schools' physical resources), school climate research hones in on the psychosocial school atmosphere, and the inter-group interactions that affect student learning and school functioning (Johnson and Stevens, 2006; Lubienski et al., 2008; Reyes et al., 2012).

School climate is a leading predictor of students' emotional and behavioral outcomes. It affects students' adaptive psychosocial adjustment (Brand et al., 2008), mental health outcomes (Roeser et al., 2000; Brand et al., 2003) and self-esteem (Way et al., 2007). School climate also influences students' behavior, such as rates of bullying and aggression (Espelage et al., 2014; Turner et al., 2014), student delinquency (Gottfredson et al., 2005), and alcohol and drug use (Brand et al., 2003). Finally, and of particular relevance to this research, school climate perception has also been found to affect students' academic achievement (Brookover et al., 1978; Brand et al., 2008).

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At Wildwood, students thrive in their academics because they feel safe, happy, and accepted: to take intentional risks in their work as they try to apply challenging concepts, to think creatively and deeply, and to share their thinking with others as they grasp the material presented to them during their meaningful and engaging academic lessons at Wildwood! Positive climate opens the door to learning, growing, and thriving!

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