It's no secret that the schools in Lafayette are home to a group of skilled teachers who are dedicated to our students' education. Helping our students improve their writing skills is a high priority for Lafayette teachers.

Striving to stay at the forefront of their profession, teachers from all four Lafayette elementary schools and Stanley participate in training programs that help them to keep abreast of new practices and technology advancements. Through your generous donations, LPIE supports professional development opportunities for the teachers that allow them to bring deeper and expanded practices and skills back into their classrooms. This year, LPIE is helping to fund training sessions in New York Writing Project (NYWP), with follow-up literacy coaching and Thinking Strategies. As education partners, the parent organizations (PCs, PTAs and PFC) also support this effort by funding release time plus collaboration and planning time for teachers, both of which are critical in moving forward.

The NYWP is a methodology that provides teachers with a powerful framework for teaching writing at all grade levels. The model is composed of several elements starting with a teacher mini-lesson. It may be delivered as a shared reading, a demonstration of writing strategy, or a direct hands-on activity. This is followed by independent work time where students work on their own or in small groups to confer with each other and record anecdotal notes. The lesson culminates with a share session that gives the students an opportunity to share what they have learned and check for understanding. To learn more about NYWP, visit the curriculum and instruction section of the district website.

A visit to Mrs. Isaacs 4th Grade Burton Valley classroom revealed the NYWP methodologies in action. When Mrs. Isaacs asked her students, "How do you see yourself as a writer and how has your writing changed by using writing workshops?" Carter T responded, "We used to write just four sentences, now we are writing five paragraph persuasive essays. It has been a big change from how we used to write." Jennifer B added, "We are putting in more details when we write". Agreeing enthusiastically, Emmalyn L elaborated, "We are using bigger words and words that are better at describing. Instead of using 'said', now we use words like 'yelled'. Ben B added, "Yes, we use better vocabulary." and Grace H joined with, "We also use more dialogue".

Ellie O explained, "Mrs. Isaacs doesn't just tell us how to write, she shows us how to write and to be persuasive in our writing. We are becoming better writers and we have practiced writing more this year." Spenser L added, "We have had more preparation for writing". Carter T summed it up with, "Mrs. Isaacs builds us up for writing more and more. We started with little bitty sentences and now we are writing shining persuasive essays."

Mrs. Isaacs explains, "Changing my instruction into a workshop structure and using NYWP units has given my students the opportunity and tools to not just write because it is an assignment, but to write because they see themselves as writers. They know that the mini-lessons will give them tools they can hold on to and use repeatedly, that I as the teacher respect their ideas and will communicate with them through the entire writing process, and that they have the ideas and stamina to write."

NYWP work is closely linked to the Thinking Strategies initiative. Thinking Strategies is a teaching approach that looks beyond reading fluency to focus on reading comprehension. Ellin Keene, the author of Mosaic of Thought and To Understand, developed a set of Thinking Strategies that help students better comprehend both fiction and non-fiction reading.

Fifth Grade Burton Valley teacher Judy Zenoni explains, "Thinking Strategies is the foundation upon which NYWP is based. Thinking Strategies teach students to think through questioning, inference, background knowledge, etc. For example, a student can't understand how to write with purpose if they don't know how to recognize an author's purpose in a passage they are reading. All of the work we do in reading and writing (even math) workshops is based on Thinking Strategy work that is done from Kindergarten through all the grade levels. This work was started and continues to be championed by Rachel Zinn, who has had the foresight to bring it to the district. Under her leadership and in cooperation and support from LPIE  we, as a district, have moved further than any of us could have imagined.  Our classrooms are becoming rich environments for learning, creativity and thinking." To learn more about Thinking Strategies, visit the curriculum and instruction section of the district website.

Rachel Zinn, Assistant Superintendent, Curriculum and Instruction shares, "The professional development and coaching support that we receive from LPIE is absolutely instrumental in moving our NYWP work forward. The extensive training that we continue to receive from Columbia Teachers College in New York, supported by LPIE, provides our teachers with powerful writing strategies that translate into our students becoming more confident, proficient writers at all grade levels. Because of this work, our students consider themselves to be true writers, and they are excited about the writing process. Given the increased emphasis on non-fiction writing found in the Common Core Standards, the NYWP strategies become an even more important component of our instruction."

"In addition to NYWP training, the support that LPIE provides for follow-up coaching provided by our outstanding literacy coaches is critical. The implementation of new strategies often calls for significant shifts in teacher practice. It is the coaching that so often provides the necessary link between learning new strategies and effective, on-going implementation which in turn translates to powerful learning for our students."

Writing for Mastery is a writing program that not only ensures dotted i's and crossed t's, it is a place where students have the opportunity to shore up potential weak spots in their writing. The skills learned and practiced will serve students long after they walk out of the classroom. It affords them the time and guidance to hone their abilities in vital skills areas such as organization, analysis, and critical thought. The results not only include a more comprehensive and polished final version of their paper, but also a more solid understanding of what is being asked of them, and a more thorough plan of how to accomplish that. That's the growth in skills Writing for Mastery aims for, and the kind of progress the tutors, students, and teachers work towards. 

 

On average, Writing for Mastery serves some 600 Acalanes 9TH and 11th grade students each year including all those enrolled in World and United States History classes. For over 15 years, the program has continued to be an integral part of the Social Studies Department as it provides students with multiple one-on-one tutorials for historical based essays. The process of writing is further supported by in-class workshops. 

 

Writing for Mastery is made possible by a team of four dedicated writing tutors. They have diverse educational backgrounds that are firmly rooted in the study of History, English, and Literature, often at the graduate level.  Led by Writing for Mastery Coordinator Lore Musser, the tutors provide not only writing encouragement, critiques, and mentorship, but aid in the better understanding of history. Mrs. Musser tells us, "Writing continues to be a core critical part of today's curriculum and is essential to developing effective communication skills. As the coordinator of Writing for Mastery for the past 12 years, I recognize the ongoing need for this vital skill. We are fortunate to have this program at Acalanes, and both the students and teachers attest to its value."  

  

Joel Bahr is a graduate student from St Mary's and an LPIE Writing for Mastery Tutor. Along with Lore Musser and fellow tutors Nancy Molay and Michael Caligaris, he interacts with students and provides them with guidance for improved papers, teaching key analytical and organizational strategies and techniques essential to insightful, persuasive, analytical writing. This kind of writing focuses on domains outside traditional essays based on fiction.

 

"Undoubtedly the most satisfying part of my job as a tutor in the Writing for Mastery program is seeing drafts improve from session to session. This kind of progress, though difficult to quantify, is often as obvious as it is remarkable,"

Bahr comments. 

 

 

Ninth grade students in Ms. Denny's class recently wrote a paper evaluating the short term and potential long term causes of World War One. Part of the essay included a thesis which required a concession point in response to the prompt. During the first visit, most students struggled with the idea of presenting a counterpoint that did not contradict their argument. Tutors initially focused on thesis formulation, structure and supporting evidence. The second meeting centered on provision of adequate analysis and further refinement of their thesis and topic sentences. Students were also given guidance on how to construct an introduction that sets the historical context of the event and bridges the content gap to the thesis.   

 

The students recognize the benefit of the program. One 9th grader told us, "The program is worthwhile because the tutor gave great opinions on how to make my essay as good as possible. She had great ideas and helped with my sentence structure and my thesis." Another said, "My tutor was not only a strong writer but she was very good at history and knew everything about what we were studying. It really helped to have someone correct my essay who knew what she was talking about and had knowledge about the history."

 

Larry Freeman, Acalanes Social Studies teacher, founded and helped develop the program.  He tells us he has seen its profound effects on advanced student writing skills. "The program has been a boon to students for well over 15 years, providing them needed, supplemental, one on one assistance. The vast majority of students attest to its value, wishing that they had more sessions than are even possible under the current program offering."    

 

Acalanes Social Studies teacher, Lyenne Denny added, "With the increased class sizes it is difficult to expose students to the "one on one" writing experience they benefit from in the Writing for Mastery Program.  The program allows for our students to learn the writing process and to explore various forms/themes of writing as they meet with experienced tutors who guide them through the revision and editing process." 

 

Proof is in the thanks. Students write, 

 

"Thank you so much for your help. Please

continue this program because kids like me need this help."

- 9th grade student

"Thank you so much for helping me with my essay! I have a harder time writing a history essay than an English essay. Your time with me was really helpful and appreciated."

- 11th grade student.   

 

"The advice effectively impacted my writing skills overall in a good way. Thank you for adding instead of taking away from my ideas. I got a much better grade than I could have without the help. It also was a confidence booster knowing I am able to write a good essay."

- 11th grade student.

"The program helps you to format a good essay with details to support your argument. I would like to thank my tutor for her extensive help and patience with me."

- 11th grade student.

As Larry Friedman says, "Two thumbs up! We are most appreciative of this superb support!" 

The job of LPIE Treasurer is a busy but rewarding experience. Lynne McCandless has learned this during her first year as LPIE's Treasurer. She oversees the financial health of foundation including working with an independent accountant and bookkeeper on the weekly income and disbursements. As treasurer, she reports to the Executive Committee and the General Board on the state of LPIE's finances. She assists in the monitoring and evaluation of financial information for use by the board and coordinates the development of internal controls. She processes all necessary regulatory reports. As a member of the Budget Commitment Committee, and through meetings with district staff and principals, Lynne helps in budget preparation and evaluation. In short, Lynne is responsible for keeping track of the foundation's money.

Lynne McCandless LPIE TREASURER

When asked about the fiscal checks and balances that LPIE has in place, Lynne commented, "LPIE has responsible billing practices and policies in place.  Bills see three levels of approval including the school billing rep, the bookkeeper and the signers.  In addition, all LPIE checks require two signatories, ensuring a transparent level of control and security."  

Lynne is also charged with monitoring the investment strategies and managing the endowment. To this end, her immediate priority, once she joined the Board, was to find an investment advisor or firm to take over the investment of the now healthy LPIE reserve and endowment funds. She put together a Financial Strategy Committee comprised of herself and fellow board members Myrna Kimmelman, Juleen Lapporte, Maureen Wickline, Tom Mulvaney, and former board treasurer Kathy Lefanowicz. They researched and narrowed the list of firms to three. At their April 11th meeting, the General Board accepted the committee's recommendation to employ a local firm, Concentric Wealth Management, to manage the LPIE reserve and endowment. As she prepares to embark on the second year of her term as Treasurer, Lynne has proven to be a conscientious and careful steward of the foundation's finances.

• Acalanes High School: Kathy Langner 
• Stanley Middle School: Nancy Sanders  
• Burton Valley Elementary: Diane Archer  
• Happy Valley Elementary: Andrea Christie   
• Lafayette Elementary School: Lindsay Rogers  
• Springhill Elementary: Sarah Jang