To loop or not to loop… Woodland Elementary School

Two different ways to create our learning community… Since Woodland opened its doors in 2001, looping has been the practice. This practice has kept, for the most part, groups of students together and with the same teacher for two years in grades 1-2, 3-4, and 5-6. Questions have surfaced if that is best practice for our Woodland students, and whether or not, a more traditional practice of grade progression would allow teachers to go deeper with their knowledge and instruction in one grade level. That is the question.

Weeding our garden… Plant? Weed? Plant?Weed?

We control the conditions for learning. Priority is a function of simplicity, and it dictates that we only focus on a few things at a time – namely, on those elements that are most likely to help us achieve our goals. - M. Schmoker, Focus: Elevating the Essentials to Radically Improve Student Learning We accomplish more when we focus on less. - M. Buckingham, The One Thing You Need to Know We must attain piercing clarity about how to produce the best long-term results, and then exercise the relentless discipline to say, ‘No thank you’ to opportunities that fail the hedgehog test. - J. Collins, Good to Great

History of Looping In the early 1900’s, Rudolph Steiner founded the Waldorf Schools, based upon the belief that a long-term relationship with the teacher was beneficial to learners. In 1913, the U.S. Department of Education posited the advantages of looping and advancing students from grade to grade with the same teacher. In 1974, Deborah Meier, an award- winning educator and author, began multi-year teaching assignments in her school, as she considered looping essential because it allows teachers and students to develop relationships.

o With heightened achievement expectations, new grading and reporting standards, and increased need for differentiation, stress levels among Woodland teaching staff is becoming unhealthy. o Even though the benefits of looping are numerous and favored among most teachers, the added stress of not being able to focus on quality instruction and assessment in a single grade is concerning Woodland teachers as not being what’s best for our students. o Many Woodland teachers would like to be able to perfect their craft instead of always being on a significant learning curve with instruction and curriculum. Why after 10 years, is looping being discussed?

Established Protocols for the Looping Investigation Process Agree to discuss the points, not the people. Accept positions of colleagues and not “take sides”. Agree to not covertly rally people to our side. Ask questions before making assumptions.

November 2011 Discuss rationale for looping investigation with Site Council and Team Leaders. Student Achievement Team survey Woodland teachers anonymously to see if there is a majority interest in pursuing a looping investigation. Survey results indicate a 63% vote to pursue with an investigation to consider traditional classrooms vs. looping beginning in the fall of Instructional Coach, Kelly Stanton, will co-facilitate the process with either Candace Gordon or Margo Kleve, from the district staff development department. Woodland Looping Investigation Timeline

December 2011 Meetings will occur with: (1) Jay Anderson and Susan Brady, from Education Minnesota Osseo (EMO), (2) Keith Jacobus, Assistant Superintendent of Teaching and Learning, and (3) Katie Kern in Human Resources, to discuss best practices and staffing implications if Woodland moves forward with staffing in single grade teaching positions vs. looping. EMO representatives will present staffing protocols to Woodland licensed staff, if looping were to discontinue. Team Leaders will gather feedback from their collaborative teams and discuss at December 21 st meeting. Woodland Looping Investigation Timeline

January 2012 Site Council will facilitate data collection process. A communication plan will be developed to inform stakeholders of the looping investigation, invite feedback into the data collection process, and to maintain positive community relations with Woodland families and staff throughout the process. Students, staff, and Woodland families will be asked to provide feedback on the benefits and disadvantages of looping, as a means to gain a broader perspective for Team Leaders in the decision making process. Woodland PTA will host an informational night for families and staff to hear more about the class progression options, and to discuss pro’s and con’s of the options. Woodland Looping Investigation Timeline

February 2012 Team Leaders will meet and make the decision, based upon gathered research, best practices, student achievement data, and feedback from stakeholders, on how to establish classroom progression for the school year. The decision for classroom progression will be communicated among Woodland staff, as well as a staffing process and timeline, if a change to looping has been indicated. The final decision will be communicated to Woodland students and families, along with FAQ’s to help guide a smooth transition, if the decision has been made to move from current looping to another practice. Woodland Looping Investigation Timeline

March 2012 Staffing for the school year occurs, notifying licensed staff of teaching positions. Woodland Looping Investigation Timeline

What are some benefits of looping? o Teachers and students do not need to spend nearly as much time in year 2 of the loop learning names, routines, and expectations. o There are fewer behavior referrals from classrooms who are in year 2 of their loop, as relationships have been built. o Less time needs to be spent on diagnosing learning styles and facilitates more targeted, effective instruction. o Relationships with students’ families also is improved, allowing more time for them to develop. o A sense of predictability, community and stability is created with a looped classroom, reducing anxiety and allowing students to develop greater confidence. o Increased instructional time.

What are some disadvantages of looping? o It doesn’t always work, as class size allocations change from year to year, and there are some students who get ‘bumped’ from the loop and re-distributed. o Longer contact in year 2 may not be beneficial if there is an unhealthy or negative relationship with a student and teacher. o Difficult for new students, who may enter a loop and not benefit from establishing expectations and community. o For a student who may need a fresh start with peers or environment, it can feel they are stuck. o Teachers have to try and master grade level contents in 2 grades, but in alternating years. This makes it difficult to focus and improve on instruction.

Are we still feeling loopy? That is the question.