Learning-Focused Connections
                                                                                             Issue 27: Week of November 17, 2008
The Learning-Focused Connections Newsletter is a weekly link to exemplary practice and ideas that will help you as an educator to increase achievement in your classroom and school. Some weeks there will be a mix of articles in the mailer; other weeks we will follow a theme. We are all working with the same goal in mind, continuous improvement in student achievement.

"Connections" will not be published next week. We will return the week of December 1, 2008.
In This Issue
State of Toolbox
What Moves You?
Red Mill Elementary Leads the Way in Implementing Learning-Focused
The Non-Fiction Connection to Persuasion
Past Connections Articles
Learning-Focused Events









National LEARNING-FOCUSED Conference
February 2-6, 2009
Cobb Galleria Centre
Atlanta, GA

Registration Fee: $150.00 per person/day
Includes all conference materials (notebooks, flipcharts, handouts)

Session and registration information available at www.LearningFocused.com.
State of Toolbox
Update Announcement

We are pleased to announce that the Toolbox development team has finalized a software update for Toolbox that not only fixes some of the issues we have heard about, but also introduces several cool new features. We are calling this release Toolbox 3.0 because not only does Toolbox have a new look when you sign in, but we have set the stage for releasing a new feature each month to make your planning and development experience the best ever!

Toolbox 3.0 Launched Today!

In this latest update you will find:
  • My Dashboard: Toolbox has a new feature that lets you customize what you see when you sign in. My Dashboard has everything you are familiar with - Create, My Documents, News, Tips, and My Curriculum - plus you can now have Course Timelines, Unit Timelines, My Groups, and more. My Dashboard lets you keep everything you need right at your finger tips!
  • Prioritize Standards as Know and/or Do: If you have the Power Curriculum Tool license, when you are prioritizing your standards as Essential, Important, or Compact, you can also identify if the standard/objective is a Know, Do, or both. Once identified, the standard/objective automatically shows up in the K-U-D organizer for the unit and you can edit the text to make the standard/objective read as a Know or Do. Also, new for this update is a Know and Do organizer in the Course Planner (a tool that is available with the Power Curriculum Tool).
  • The Unit and Lesson Planning Tool Now Requires a License: New for this release is the requirement of a license key to use Toolbox. All current members will be automatically licensed for an additional 12 months. New members will get a 20-day trial period before a license key is required. There are three ways to get a license key - 1. Most Learning-Focused notebooks and flipcharts come with a key. 2. Purchase a license key for $10.00 for a 12 month subscription. 3. Obtain a Power Curriculum Tool license which includes the Unit and Lesson Planning Tool. And, for a limited time we are also honoring purchases from the past 11 months to get a license key! Go to My Licenses in Toolbox for more information.
Updating any program is something that takes a lot of effort to do - not only do teachers, trainers, programmers, and production designers all have to be involved at some point, but each change has to go through a rigorous Quality Assurance pass to make sure that it does not introduce any new issues (like corrupting old save data, for example). The entire process can take weeks for a simple day's worth of fixing!

Because of this, we are very aware that there are features that Toolbox Members have requested that are not addressed in this software update. We want to make it very clear that we are listening to all of your requests, and actively want to get these features into Toolbox in the future - but when we do add them, we also want them to be 100% perfect, and not rushed just to make it into any specific software update.

Lastly, and most importantly, thanks for being an awesome community! There are changes in this software update that would not be here if it was not for the well-reasoned and polite attitude that most of the members on Toolbox have. Thank you for contributing your ideas and suggestions! We look forward to providing you with great new features every month.
What Moves You?

Many Learning-Focused schools have been struggling with how they can maintain the momentum that was developed with their initial training and implementation of the exemplary strategies learned in the Learning-Focused Strategies. They have been asking questions like these:

1. What can we do for our teachers to help them continue to deliver high levels of instruction?
 
Answer: Everyone understands that we do not typically get it all on the first try, and we will not be totally proficient until we have had the opportunity to see and hear something again. The new professional development solution "What Moves You" is designed to be that chance for teachers to hear and see specific exemplary practices again and again if necessary to improve their implementation until it becomes something they do consistently in their work with students. These self-paced or school administrator/coach facilitated books and presentations provide the flexibility teachers need to consistently improve student achievement.
 
2. How can teachers move from just knowing how to deliver learning opportunities to doing them with a high level of quality all the time?
 
Answer: Each "What Moves You" solution is specifically designed to help teachers move from knowing how to do something to high quality implementation.  The books and presentations provide an extension to what teachers have already learned in their previous  professional development. Because each "What Moves You" draws on prior knowledge and extends teachers' knowledge and skills they naturally help teachers move from just doing it to applying it with high degrees of quality.
 
3. How can we increase collaboration between teachers for planning and revising?

Answer: Even though we know collaboration between teachers has a direct and positive impact on overall student performance we still see large scale isolationism in schools. The "What Moves You" solution provides a great opportunity for teams, grade levels, departments and whole faculties  to come together to work collaboratively to share their experiences and continue to enhance their instruction by further developing their skills.

4.What is a way we can provide quality refreshers to our teachers and deepen their understanding after the training?
 
Answer:  We already know it is necessary to continue to practice our new learning if we expect to be able to perform at high levels of implementation. In fact, research has found that we actually need to practice new skills at least twenty-four times before it becomes automatic. With this in mind, it makes sense that we also need the opportunity to review and revise our application of these skills to make sure it is always improving. The "What Moves You" Series allows participants to review any or all parts of the solution at any time to constantly improve.
 
5. What is a solution we can use to help principals assume the role of instructional leader instead of manager?

Answer: Principals, other administrators, and coaches have continued to seek the role of instructional leader in their schools. The "What Moves You" solution allows this to happen at a whole new level. School and instructional leaders are expected to assume the role of facilitator lead teacher as they facilitate these brief but tightly focused sessions specific to enhancing teacher instructional and planning skills.
 
6. How can we meet the requirements for specific numbers of professional development hours when we only need a few more and do not have the time or resources for large scale and long term training?

Answer: Many schools are required to assure all teaching staff attend a specific number of training hours each year. The difficulty arises when the scheduled training being provided comes up only a few hours short of the requirement and there is no more time in the schedule to conduct large scale or long term training. Each "What Moves you " solution is one hour in length and they may be combined to not only provide teachers with quality follow-up, but also satisfy this professional development need that many schools are facing in order to comply with requirements.
 
The development of the "What Moves You" solution provides schools and districts with an easy to access, cost effective, collaborative and user friendly alternative to other professional development alternatives. "What Moves You" is not designed to replace the more intense and longer term professional development opportunities, but to enhance it.

Each "What Moves You" episode includes a one hour professional development workshop based on a high quality book, a self-paced or school facilitated presentation, a facilitator's guide and multiple options for delivery to your staff.

Each book details:
  • How to get the most from the workshop
  • Why this topic is important
  • Connections to Extending Thinking
  • Connections to learning
  • Different uses and examples
  • Steps in the process
  • Effective implementation
Each "What Moves You" solutions helps teachers get the most from the topic. Current topics available:
  1. Essential Questions                                        
  2. Scaffolding for Grade Level Learning
  3. Collaborative Pairs                                          
  4. Differentiated Assignments
  5. Graphic Organizers                                         
  6. Reading Assignment Strategies
  7. Activating Strategies                                      
  8. Writing Assignment Strategies
  9. Vocabulary Strategies                                   
  10. Planning Units for Learning
  11. Summarizing Strategies                                
  12. Planning for Instructing New Knowledge (Acquisition Lessons)
  13. Strategies for Assessment                          
  14. Planning for Higher Level Learning (Extending Thinking)
 
The "What Moves You" professional development solution goes beyond the typical and offers school leaders a remarkable opportunity to provide teachers with a method for deepening understanding of the exemplary strategies that have such a great impact on student achievement. 

Visit the "What Moves You" solution website.

Red Mill Elementary Leads the Way in Implementing Learning-Focused
by Barbara McSwain

I first met Michael Zang at a Learning-Focused Connecting Strategies training at the Capital Area Intermediate Unit in Central Pennsylvania. I was impressed with his leadership abilities and his interaction with the teachers representing his school. I recently asked Mr. Zang, principal of Red Mill Elementary School in Etters, PA, to tell me about his experience with implementing Learning-Focused and the impact that Learning-Focused has had on his school.

Red Mill Elementary is located in the West Shore School District and has a student population of 615 students in grades kindergarten through fifth. There are five sections of each grade, except for grade three where there are four sections. In addition to these 29 classes, there are seven special education classrooms, four of which are district wide classes for full time learning support and emotional support students. The special education population is around 18 percent of the entire student body.

Zang reported  "In the first year of implementation we trained only seven staff members out of 40. This past summer, in preparation for our second year, an additional 15 individuals attended the training.  We now have 22 out of 44 staff members trained in the Learning-Focused Strategies Model. This is 50 percent of all teachers, which includes K-5, special education, reading, art, music, physical education, and library staff.  In addition to the Learning-Focused Strategies training, some individuals attended each of the Learning-Focused Vocabulary, Acceleration, and Coaching workshops. These teachers returned from the trainings very enthusiastic and willing to share some of what they learned with their colleagues."

In addition to those opportunities for sharing, the teachers at Red Mill are also conducting morning Koffee Klatches (8:00 to 8:30) several times a month to share with their colleagues.  Since collegial planning is a critical component to the success of Learning-Focused, a common planning time of approximately 30 to 45 minutes for each grade level is part of their schedules one time per 6-day cycle. This small amount of time enables teachers to share their ideas with one another, receive positive collegial feedback and divide the planning involved for each successive Learning-Focused unit.

"A regular activity during any in-service program is conducting a building walkthrough of the classrooms. We divide the staff into groups of eight to ten individuals, and one of the teachers leads each group. Upon entering a classroom, the teachers discuss the materials displayed throughout the room. This activity provides opportunities for staff members to talk about what they are doing in their classrooms and for others to learn what is going on in the various classrooms. In addition, the teachers discuss the children's responses to the materials. The feedback from these walkthroughs has been extremely positive. It is not uncommon to hear a teacher say how easy it would be to replicate an idea or how they wish they had thought of that idea. This activity is especially helpful in answering the question from teachers about all of the material being distracting to children.  The special education teachers are great in responding to this question. Everyone understands the importance of all of the curriculum related materials, when they realize how frequently students are using the displayed materials in their daily work," Zang continued.

Red Mill has been very interested in the Know-Understand-Do (K-U-D) organizer of the Learning-Focused training and the impact it can have on creating quality units. 

"We did an Early Dismissal Day group activity on creating a K-U-D organizer from the state academic standards and district curriculum using an upcoming fourth grade unit. This activity was attended by all of Red Mill trained staff members. All members actively participated in its creation and we were surprised by how easy the process really is when done collaboratively," Zang stated.

Zang reported that another very important part of the implementation was the attendance of two staff members at the Learning-Focused Training of Trainers workshop.  "It enables us to provide guidance immediately to the teachers."

Zang is a principal who leads through example. He attended all the requested Leadership trainings and was trained along with his teachers during the Learning-Focused Strategies workshops in June 2006.  Since that time, he has been actively involved in the training process for other teachers at Red Mill and throughout West Shore School District. Tricia Chapman, a second grade teacher, is one of the Learning-Focused Certified Trainers at Red Mill Elementary. Chapman's enthusiasm and eagerness to embrace the Learning-Focused Strategies Model and to help her teammates is a model for everyone going through any Learning-Focused training. There is no doubt that she has served her school well in the role of in-house Trainer!  Mr. Zang  and Ms. Chapman are planning to attend the Learning-Focused National Conference in Atlanta in February. Red Mill Elementary Literacy Coach, Peg Strohecker, attended the Learning-Focused Reading Training of Trainers workshop.

 "The literacy coach is modeling lessons for staff members on a continuous basis. In addition, she and Tricia are using their planning time to visit classrooms and to provide feedback to teachers. This results in continuous improvement. Other teachers, who have not received Learning-Focused training, are now inviting her into their classroom for this feedback. Since neither Ms. Chapman nor Ms. Strohecker is an administrator, the teachers feel more comfortable in asking them into their classroom. They have no worry about the visit turning into an evaluative one!

"I am scheduling my 5x5s a week in advance to ensure other meetings and administrative tasks do not preclude me conducting these visits. As I leave every classroom, I always leave a short note for each teacher on his or her desk.  Afterwards I conference with some and ask others to respond to a question which focuses on their implementation of Learning-Focused." Learning-Focused recommends that administrators visit five different classrooms for five minutes, five days a week.

When asked what impact the implementation of Learning-Focused has had on his school Zang reported the following information:

1.    The Learning-Focused model is rapidly spreading into the classrooms of the non-trained staff members.
2.    The grade levels are planning together more frequently, beyond the time built into the building master schedule. They are creating grade level units, lesson plans, Student Learning Maps, etc.
3.    There is an increase in student engagement because of implementation. The amount of time the children are working is increasing during a lesson, while the teacher-led direct instruction time is decreasing.
4.    The teaching strategies are being used throughout the building, specifically collaborative pairs, a form of ticket out the door, summarizing, previewing, and activating.
5.    There is a "WE" philosophy growing among the staff, particularly within the grade level.
6.    Our special education students are participating at a higher level in class discussions. Their contributions are topic related. The teachers are reporting that some of the regular education students are making comments that these students are smarter than they thought they were.
7.    There is consistency across all grade levels with the students looking for Essential Questions and Student Learning Maps. One teacher reported when she did not begin her lesson referencing the Essential Question, a student asked "Aren't we learning anything today?"
8.    Use of an essential question is moving the students to a greater understanding of the material; more level 2 and 3 learning is happening than level 1.

When I questioned Mr. Zang about any frustrations he experienced during implementation, he pointed to "The low percentage of teachers trained in our first year, 7 out of 40, hindered our growth. In addition, only training one teacher per grade level did not provide enough collegial support for the teachers. Initially, as we adopted this model, it would have been better to train more staff per grade level!  Now, the frustration lies in not being able to train the remaining staff quickly enough."
The Non-Fiction Connection to Persuasion
by Peggy Corbett

The irony is inescapable. Almost all state-mandated writing assessments require students to respond to persuasive prompts, yet we continue to make fiction the cornerstone of our instruction. I am not knocking fiction; I am a dyed-in-the-wool lit teacher from way back. However, the common research says 80% of our instructional reading requirements come from fiction with only 20% coming from non-fiction. Understanding, or acknowledging, that, in terms of minutes, the bulk of reading we do throughout the day is non-fiction,  it is easy to concede that the reverse should be the case. Our students should be reading non-fiction 80% of the time and fiction the other 20%. Test yourself; how many minutes of your day are spent reading fiction? For me, it is roughly 45 minutes or the amount of time it takes me to go to sleep once I pick up my novel when I go to bed at night.

In attempting to prepare students for timed writing prompts, we sometimes fall into a pattern of assigning writing, reading the responses, and then editing the paper for the students, playing the role of the struggling reader. Sadly,our students do not have much experience with being the reader and the writer of their papers and do not understand the game I am attempting to engage them in when I ask "What do you mean here?" In Nancy V. Wood's Perspective on Argument, she suggests that students question other students' thesis statements and subsequent responses in order to help the writer understand what information is needed by the reader. She gives this example:

Student 1: The university should be more student-friendly. (Thesis)
Student 2: Why do you think so? I think it's fine.
Student 1: Because students are its customers, and without us they wouldn't exist.
Student 2: Why wouldn't it?
Student 1: Because we pay money to keep it going.
Student 2: Why do students keep it going? There are other sources of income.
Student 1: Because our tuition is much more than all of the other sources combined (284)

If a teacher starts from this point, he or she might model the process with an article on a contemporary topic that students are familiar with and follow Wood's example using a technique called nutshelling. The speaker(reader) explains to the listener the gist of a piece of writing. For demonstration I might nutshell an article on global warming by saying "The water levels of the Great Lakes are rising as a result of global warming." Based on this nutshell, the students would generate a list of questions they might expect the author to address:

·    Why are water levels rising?
·    Are levels of other water bodies rising?
·    What is the evidence that they are rising?
·    Are water levels the only things changing in the environment?

Then students read the article and decide which questions were answered - or not. The general idea I want students to take away is that readers expect writers to anticipate their questions and to respond to them.

It should be evident that this is as much a reading activity as it is a writing activity. Donna Qualley in Using Reading in the Writing Classroom states "When students experience active reading in conjunction with their own writing, transference from one process to the other is more likely to occur. We can instruct students to consider the needs of their readers when they write, but when their own experience of being readers themselves confirms it, the learning is centered. (114)

Of course, there are huge implications here to other content area classrooms. Everyone benefits when all teachers encourage their students to be questioning readers. Ideally, the practice is so wide spread that when students sit down to a writing prompt, the skills are internalized and not just a test gimmick.
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Past Connections Articles
Past Connections articles are available through the archive tool of this newsletter. Please click here to view the resources.
 
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