L O O P I N G Research Findings Jaworek School Council Looping Study Group 2004

Looping, a term coined by Jim Grant, refers to the not-so-new but increasingly common practice of keeping groups of students together for two or more years with the same teacher Other terms for Looping; “continuous learning” “multi-year grouping” “persisting groups”… What Is Looping?

Looping Redefined Looping, according to the Jaworek study group, is the practice of moving a group of students together with their staff to the next grade level.

Looping has been around for a while in various forms. In fact, Looping was first given consideration by the US department of education in Rudolf Steiner founder of the Waldorf Schools believed that a long-term relationship with teachers was beneficial to children. Deborah Meir, award winning NYC educator introduces looping to NY schools in She considers looping essential because it allows the teachers and students a chance to form stronger bonds. Today, many teachers, administrators and superintendents are “rediscovering” the logic behind multiyear placements. The History of Looping

Looping Questions and Answers Parent Q.Can a placement be changed if my child has a personality conflict with the teacher? Student Q.What if I get a teacher I really cannot work with? A. All efforts will be taken to alleviate any conflicts between parents, teachers, and students. If, however, conflicts cannot be resolved, parents have the option to discontinue looping for the following year. A.The students are able to opt out of the loop after the first year of the looping cycle.

Looping Questions and Answers (cont.) Teacher Q.What if I have too many students with special needs? A.Each looping classroom will have the support staff necessary to accommodate the various needs of the classrooms. Q.Will there be enough time for me to learn two curricula? A.The second year would be similar to a first year of teaching, but with the support and mentoring of the other teacher who is looping. Administrator Q.Many students move in and out of the district in a given year. Will looping work in this context? A. A new student may actually feel MORE comfortable joining a looping classroom as there is usually a stronger sense of community and family making the student feel more welcome. (The Brookline visit).

Benefits and Advantages ACADEMIC BENEFITS Teachers gain extra teaching time. “ Getting to know you” time becomes virtually unnecessary during the second year. Teacher knowledge about a child’s intellectual strengths and weaknesses increases in a way that is impossible to achieve in a single year. Long term teacher/student relationships improve student performance. Long term teacher/student relationships improve job satisfaction for teachers. Offers greater possibilities for summertime learning such as summer reading lists, mini projects and field trips. SOCIAL ADVANTAGES Students have reduced apprehension about the new school year. Students reap benefits from time spent on developing social skills and cooperative group strategies in subsequent years. Long term relationships result in an emotional and intellectual climate that encourages, thinking, risk-taking and involvement. ENGLISH LANGUAGE LEARNERS adjust to their new school and become comfortable with their teacher, developing confidence in their newly acquired language. Looping encourages a stronger sense of community and family among parents, students, and teachers.

Looping schools keep groups of students together for longer periods of time. The size of the groups is not as important as is the continuity from year to year. The teacher is “promoted” along with the students to the next grade. The period of time students and teachers stay together is determined by the school personnel. Preparing the teachers adequately for their “new” curriculum yields the best results. Operating Principles

A Model of Looping for Jaworek School Students will be referred by the previous years teacher. The previous years teacher will recommend students who do not easily adjust to new situations, as well as students who reflect the general population. The interested teacher (Teacher A), his/her team and group of students (Group A) will now begin the first year of the looping cycle. They will remain together for the following academic year to complete the cycle. Simultaneously, Teacher B will start the first year of his/her cycle with the team and group of students (Group B). At the end of the cycle, Teacher A will go to the previous grade, while Teacher B goes on to the second year of this looping cycle. Loop A Loop B

Conclusion Looping has existed for many centuries. In the days of the one-room schoolhouse, when only one teacher was available, all students were taught by a single teacher over a period of several years. In addition, looping has been in practice in German Waldorf Schools since the early part of this century. Closer to home, the US Department of Education considered looping in Deborah Meier and Anne Ratzki revisited the concept of looping in the 1970s and 1980s respectively. Thousands of schools all over the country are now looping successfully.

Looping research … Looping Brain based Teacher satisfaction Improved Test Scores ELL comfort level Differentiated Instruction Improved Community

Important Numbers Important Numbers Surveys and Interviews Staff survey, Jaworek School Parent survey – kindergarten parents, Jaworek School Staff survey, Pierce School Parent Survey (Pre and Post), Pierce School Student interviews, Pierce School

The Pierce School, Brookline, Ma Caine, R., & Caine,G. (1991). Making connections, teaching, and the human brain. Alexandrie, VA: Association for Supervision & Curriculum Development. Grant, J., Johnson, B., & Richardson, I. (1996) The looping handbook: Teachers and students progressing together. Petesborough, NH: Crystal Spring Books. Mazzuchi, D.,& Brooks, N. (1992). The gift of time. Teaching K-12, 22(5), 60. Meier D. (1995). The power of their ideas. Boston, MA: Beacon Press. MEA article on looping Contacts and References