LWL Learning Territory: Fall 2013 Edition

A Community of Care

Safety Patrol, family engagement embody evolution of community building at LWL

One morning in January, just before the start of the school day, a car sat double-parked in front of Learning Without Limits. Not out of the ordinary in the rush of parents dropping off students for school. But when the car began to roll backwards down the hill – with no driver behind the wheel – things were quickly and dangerously no longer typical.

LWL Safety Patrol members line up for duty

Immediately, six parents, along with Positive Climate Coach E.W. Wainwright, rushed into the street and literally held the car from rolling any further downhill. Just at that moment, 4th-grade teacher Manny Herrera drove his car up behind the vehicle, stopping it for good, fender to bumper. After calling AAA, Herrera made it back to his classroom in time to start the morning with his students.

"That display of heroism on the part of our parents and teachers was so great to see," recalls Principal Leo Fuchs. Moments like this, he says, are representative of "a creation of community" that embodies these words in the Learning Without Limits vision: We grow into leaders who are passionate and care about making our world better.

Inspired by that incident, students got into the act as well, founding the first LWL Safety Patrol (pictured above), whose members are out in front of the building every morning. As one Patrol leader says, "It feels great to be on the Safety Patrol because we get to keep other kids safe. It's important for us to look out for each other." For their valor, the Safety Patrol recently was awarded a trophy by the Oakland Police Department.

As with so many efforts at LWL, the Safety Patrol is supported by families, with Maria Sanchez (mother of then 5th-grader Lian) leading the way. Families have become even more deeply involved this year, particularly through our Family Leadership Committee, which meets weekly to discuss the issues most critical to them and the school. "They're all there together at the parent level, supporting each other and giving important feedback that helps our school community evolve and support our students' learning in the most positive way," says Fuchs. "What an amazing family LWL is and has become." 

Blended Learning Pilot Steers LWL Into Future

As Learning Without Limits students are well aware, technology is not going anywhere. Or, probably more accurately, it's going everywhere. And it's clearly here to stay, on LWL's campus. Through a new Blended Learning initiative, LWL staff and students are harnessing computer-based learning to accelerate both Math and English Language Arts achievement.

Blended Learning in action at LWL

Piloted last year in the 4th- and 5th-grade classrooms of Ryan Kiesel, Tess O'Brien, and Manny Herrera – and with the support our technology lead Alix Black – Blended Learning unites online assessments and lessons with traditional teaching to make instruction both personalized and data-driven, to maximize small-group teaching, and to boost students' ownership of their learning.

After scouting Blended Learning programs at other Bay Area schools, last March Herrera and staff launched a version that best suits LWL. It works like this: After teaching the entire classroom a specific lesson for 15 minutes, all the students call up an "exit ticket" (or assessment) on their laptops. (Herrera's room is now outfitted with a laptop per student.)

In the days of paper and pencil assessments, students' mastery (or lack of it) might not be known until, at the earliest, the end of the school day, when a teacher had the time to look through them. But with Blended Learning, Herrera can see where each student stands on the skill being tested, immediately after they've completed the exit ticket. Herrera is also able to show the entire class the percentage of students who performed well, which creates a team-like culture in the room.

Those who ace the skill go on to use the adaptive software, which meets each student at their level and allows them to access increasingly challenging material. While this personalized, independent work is going on, Herrera is able to work directly with very small groups of students, "reteaching" the skill based on their specific misunderstanding of the material. 

This real-time assessment and targeted teaching, says Herrera, is "what's really powerful about Blended Learning. This way, I'm able to figure it all out, right there in the moment, and deliver individualized support to the students who need it. And for the kids who master the skill right away, they are able to use the adaptive software and are being challenged at a rate that wasn't possible before." After this step, students then take a second exit ticket to reassess their knowledge of the skill being taught. "It's exciting when we get to see our [collective] score the second time," explains 4th-grader Dominic. "When we do well, like 80 percent or higher, everyone is like, 'Yes!!' We're all proud, and it motivates us to do well again the next time."

Dominic and his classmate Jennifer don't usually improve from one exit to ticket to the next — but this is because they regularly get it right the first time. They both appreciate the adaptive software that then allows them to advance through more challenging lessons. "I like that you can just go faster and faster through things," explains Jennifer. "You go up through each level and the program keeps challenging you to do better and better."

The kids also understand the importance of using technology in general, when they think down the road. "It's important for us to use technology," says Dominic, "because if you don't know how to do some of this stuff in the future, you might not be able to move on in life. Understanding technology can help us do better in college and get jobs we really want to get."

As for the future of Blended Learning at LWL, Herrera and other staff are eager to take this model and move it into other grades, starting with 2nd and 3rd grade, then on into kindergarten and 1st grade. Also, he says, "We want to move toward kids not just consuming technology, but being producers, using higher levels of technology to show their learning through PowerPoint, video, and other advanced tools."

Blended Learning at Home
Students can now use adaptive software online for extra practice! Families, visit www.lwlelementary.org and click the "LWL LAUNCH PAGE" link under the "Students & Families" tab. 

Support Learning Without Limits!

In a state that spends roughly $3,000 less per student than the national average, funding ambitious initiatives like Blended Learning requires equally ambitious fundraising.

You can help! Please consider a tax-deductible donation to support our technology-based Blended Learning and other key programs at LWL. You can donate online at www.lwlelementary.org or by mail to: "OSF/LWL," PO Box 27148, Oakland, CA 94602. Thank you!

You can download a printable PDF of this newsletter here. 

The Elmhurst Beat: Fall 2013

Opportunities Abound: Apprenticeships Expand and Evolve at Elmhurst

“When you first open something up, it makes you more interested.”

7th-grader Silia is talking literally – about dissecting a frog – but taken more broadly, her statement could just as easily describe Elmhurst Community Prep’s entire Citizen Schools Apprenticeship program. When presented with new opportunities, students immerse themselves in those new experiences.

Such was the case with Dr. Gina Westhoff’s “Dissect Like a Doctor” apprenticeship. An oncologist at Stanford University, Westhoff brought both her medical expertise and a middle-school teacher background to the class, giving students the chance to dissect a flower, an earthworm, a frog, and a fetal pig. They even learned surgical techniques, performing an actual suture on a pig’s foot.

“I really wanted to frame this as a serious medical apprenticeship,” explains Westhoff. “In med school, you take the Hippocratic Oath when you graduate. We had each kid read the Oath on the first day and put on a lab coat to introduce them to our mini-profession, as student doctors.” As 7th-grader Julio puts it, “We actually got to go and do what real doctors do. Once we learned the basics, we got more and more into it.”
 

The truly hands-on – or “hands in!” as one student said – nature of the lessons left a deep impression. “By dissecting animals like a frog or fetal pig, you really get to learn, up close, about animal and human anatomy in a new way,” says 7th-grader Nicole.
 

The experience also had a compassionate effect on the kids. “Seeing their organs, you realize animals are so similar to us,” says Julio. “So we could relate to the animals.” Silia takes it a step further: “I want to become a veterinarian now!”
 

“Dr. Westhoff is a great teacher,” says 7th-grader Josue. “She makes the lessons so fun. This apprenticeship also helped us cooperate with others and share our ideas and philosophies.” 

“The apprenticeship was such a great opportunity for me to interact with kids and show them what I love,” says Westhoff. “Seeing their excitement and energy makes me feel like I’m doing something right and something good. Science can be really powerful, because students get to take ownership of their learning through hands-on, real-world experience. This has been a great way to get kids engaged in science and biology and highlight careers in medicine.”
 

The young scientists have clearly thought that far down the road. “If you get into a college class or career that has to do with dissecting or understanding organs,” reflects Julio, “we won’t be nervous because we already know a lot." 

"Our Drills Will Knock You Out!"

“Our Citizen Schools apprenticeships focused on a range of enrichment and acceleration,” says Principal Kilian Betlach. “We had students being taught science by a Stanford doctor, and then within our closer community, we had a student’s auntie teach our Drill Team.”

“It was my niece [6th-grader Ashanique] who got me into this,” says Drill Team Leader Shanisha Matlock. “It felt great that she thought of me to come in and teach something at her school.”

During Elmhurst’s spring WOW! event, Matlock’s troupe provided the dramatic finale to an evening of amazing performances, from a rendition of Shakespeare’s “Midsummer Night’s Dream” to a student-led fashion show. Filing onto the stage in perfectly disciplined fashion, the team did not disappoint the standing-room only audience.

“We scream, we shout, our drills will knock you out!” the students exclaimed in unison, with Matlock directing from in front of the stage. “It felt amazing to see them onstage performing,” reflects Matlock. “It felt so good to be able to teach them something and watch them show me – and the audience – exactly how it’s done. They did great, and they were so proud to hear everybody cheering and screaming.”

“I was nervous at first because there were so many people in the crowd,” says 6th-grade Drill Team member Lanesha, who was also co-emcee for the entire WOW! event. “But we knew we had practiced so much with Ms. Shanisha that we didn’t need to feel nervous anymore. We showed a lot of unity onstage, followed her directions, never gave up on each other, and performed as a team.

Blended Learning Debuts

While technology has always been a focus at ECP, the school continues to break new ground with the ways students are learning and demonstrating understanding. Elmhurst was one of just two OUSD middle schools selected to participate in the Rogers Family Foundation Blending Learning Pilot. Here, ECP students and staff use online tools like Achieve3000, Khan Academy, and Manage High to personalize their learning and raise achievement. In English class, students use Google Docs to share and edit their essays; in History, they participate in online simulations and role-playing games to deepen their knowledge of the Colonial period and the Civil War; in Math, students are able to complete activities that are targeted for just what they need to practice.

This year, almost half of ECP’s classes — including the entire 8th grade — will feature technology integration as a key component of our instructional program. We are working to guarantee at least one Chromebook for every two students, so that teachers can differentiate curriculum and students can rapidly improve their knowledge and skills. “We believe the use of technology is a key part of closing the opportunity gap and preparing young people for college and career,” says principal Kilian Betlach.

Support Our Scholars!

In a state that spends roughly $3,000 less per student than the national average, public schools like ours must appeal to the wider community for support. Science is just one area where we could use more resources. “Science can be hard to fund at schools,” says “Dissect Like a Doctor” volunteer Gina Westhoff. “That means really good hands-on classes are hard to come by. For that reason, kids aren’t always able to see how science relates to the real world or what it would look like if they wanted to pursue it. Given hands-on experience in middle school, they may look to science as something to pursue in the future.”

To help give our students the resources they deserve – like hands-on science tools and materials – please consider a tax-deductible donation online at
www.elmhurstcommunityprep.org or by mail: “OSF/Elmhurst,” P.O. Box 27148, Oakland, CA 94602.
 

Thank you!

From the Harte: The Newsletter of Bret Harte Middle School

Every Student Deserves a Place
Gay-Straight Alliance ahead of the curve at Bret Harte

Respect – one of Bret Harte's core values alongside "resilience" and "hard work" – is a word you will hear leaders of the school's Gay-Straight Alliance (GSA) use again and again. "I joined the Gay-Straight Alliance because I feel like every student deserves a place to feel welcome and equal and respected," says 6th-grader Sylvia, a member of the GSA leadership team. (Sylvia is pictured at right with fellow GSA leaders Ruby and Sonia.)

"Here, kids don’t have to feel scared of being laughed at or teased – they can just be themselves."

The group, founded in 2012-13 with the help of 7th-grade English and History Teacher Phoebe Gilpinwright, meets once a week, with 15-25 students at eachmeeting. "So much happening in kids' lives at this age is complicated, and school can either be place of relief from that, or add to the pressure,” says Gilpinwright. "Students here thought the GSA could be a safe and positive space for students to talk about issues, discuss the different ways people identify, and focus on how to mitigate bullying."

One of the group's goals is to understand – and in some cases change – the vocabulary around gender identity and sexual orientation. For starters, they are working to erase the word "gay" as a term used to describe something students don't like. The group also recently made wristbands bearing the words "support," "love," and "unique," and created an educational flier using words like "strong, athletic, gay" to describe NBA player Jason Collins after he came out.

"We wanted to make the statement that Collins is all these things he’s expected to be as a male athlete – and he’s also gay," explains 6th-grader and GSA copresident Ruby.
 
Slowly but surely, Gilpinwright says, the group is making a difference. "A lot more students are aware now, and for many, just knowing there is a GSA on campus has helped them feel safer at school."

"I think it's sad that most middle schools don't have a group like this," says Ruby. "It's the 21st century and people still have trouble accepting people for who they are. But I'm really proud that we have one here, because if someone decides to come out at some point, they need to have had some influence in their life [like the GSA] that lets them know there are people who support them, lets them know they are not alone."

"Having a Gay-Straight Alliance is important because for a lot of people middle school is when they discover who they are or who they want to be," says 6th-grader and GSA co-president Sonia. "I hope that we pave the way for other middle schools, that it can be like a chain reaction."

"There’s a lot of prejudice out in the world," says Ruby, "and I think groups like ours can change this. That's one thing we’re here to do, to change these prejudices from the inside out."

From Mozart to Ellington to the Beatles
Bret Harte musicians honing their craft in the practice room and on stage

Walk the Bret Harte campus at almost any hour of the school day, and you’re bound to catch the strains of song drifting from Music Teacher Duane Worm’s room. It might be the roll of a drum kicking off a Count Basie number, or a trio of violins channeling Bach. Whatever the tune, students are always making music here.

And for 21 years, it’s been Worm teaching them. During his tenure, Worm has seen it all, from the "roller coaster" of state music funding to students who've gone to become professional traveling musicians. But one constant has been kids' passion for music. "Music is hands-on training," he explains, 'a kind of craftsmanship, and students are always looking for that."

To feed their enthusiasm, Worm hosts a range of ensembles including orchestra, strings, advanced band, and jazz band. (21 years ago, Worm founded Oakland’s first middle school jazz band here.) He teaches virtually every instrument, with students taking up cello, string bass, trombone, flute, saxophone, percussion, and more. They learn to play "every kind of style you can think of," from classical to jazz to pop (they are known to perform the occasional Beatles song).

"Mr. Worm has a way of teaching the basics, then depending on us you to work in it yourself and build independence," explains 6th-grade clarinetist Ariella. "He makes it interesting because he doesn't just do the cold hard facts. Instead, he always brings a good humor to his teaching."

8th-grade violinists Jessie and Tyler agree. "Mr. Worm is a great person," says Jessie. "He's really funny and as you get to know him you learn he’s really cool."

Mozart is among the composers whose pieces Bret Harte musicians perform publicly. Not only do the kids play at assemblies and other on-campus events, but they also travel to Oakland Tech, Skyline, and other venues. Playing out helps the kids build confidence and a sense of unity. During performances, Ariella says, "We find ourselves depending on each other, and it's a lot of fun sharing what we've learned with the audience. Mr. Worm sets it up so that we start out with a piece we're really good at, to build our confidence, then later we blow people away with a more intense piece."

Mr. Worm's students recognize the value of having opportunities to perform – and simply having music class at all. "Music is important because it can help you relax," says Tyler. "It's soothing and a good way to get your brain to start off or end the day. You can just be relaxed for a while and have fun for that time."
"I think all of the electives we have – like music, Spanish, leadership, journalism -- are very important," adds Ariella. "They're a way to get your mind thinking differently, compared to all our academic classes. They can really help us build our creativity and start thinking about what we’re going to do in the future."

Connect With Bret Harte!

In a state that spends roughly $3,000 less per student than the national average, public schools like Bret Harte must fundraise to continue offering outstanding programs like our arts electives. We hope you will consider a tax-deductible donation online at www.ousd.k12.ca.us/bretharte or by mail to: "OSF/Bret Harte," PO Box 27148, Oakland, CA 94602.

Interested in enrolling your child at Bret Harte? Please contact the Student Assignment Office at 510-273-1600. We also invite you to visit our campus! Call 510-531-6400 to set up a tour. 

Community Voice: The Newsletter of Manzanita Community School (Summer 2013 Edition)

Library Inspires Culture of Reading on Campus

A proud reader in the MCS Library

When Renae Wilber arrives at 8 AM to open the Manzanita Community School library, kids are already there waiting. When she walks the halls throughout the day, students rush up to ask when the latest installment of Diary of a Wimpy Kid will be available. And even when she wakes up in the middle of the night, she's still in the role of school librarian. "Sometimes," Wilber says, "I'll wake up at 4 AM thinking, 'I know where I can find that book a student asked me about!'"

Wilber would have it no other way. "These kids mean so much to me," she says. "I'm so grateful to be here at Manzanita Community School and have this opportunity to support our students' love for reading."

"You never know what you're going to experience when you read a book," says 3rd-grader Jasmine, "and we have so many to choose from now. Ms. Renae helps us find the ones we like."

"Ms. Renae's awesome," concurs 3rd-grader Damani. "She picks out wonderful books for us. It's important for us to read a lot so we can learn different things in different books and take our reading levels higher and higher."

MCS students enjoying their favorite book, Diary of a Wimpy Kid

When asked about what kind of stories they would write, if they were authors, 3rd-grader Kevin has this to share: "The heroes of my story would be Ms. Renae, my teacher Ms. Lucas, and our principal, Ms. Spencer. I'm saying this because they all work hard every day to help us be better students."

Wilber loves the way students have taken ownership of their learning in the library. "On Day one, I told them, 'This is your library," she says, "and they took me at my word and just ran with it. They're so grateful for the library and this shows in how compassionately they act, sharing books and helping each other. I feel so honored to be a part of this library and this school!"

Touring the World a Classroom at a Time

Every year on Passport Day, Manzanita Community School becomes Manzanita Community World, with every classroom transforming into a different country, from Thailand to Scotland to Afghanistan to South Africa (to name just a few!).

Students become both travelers and hosts, moving from room to room and immersing themselves in the culture, cuisine, art, and attire unique to the countries recreated by each class. The school's elders, our 4th- and 5th-graders, assume the role of tour guides and "passport agents," giving them the responsibility of looking after younger students. "Taking responsibility for the younger kids is a great leadership opportunity for our older students," says Manzanita Community School teacher Allison Stormont. "We see older kids helping kindergarteners find their backpacks or jackets and walking them to the bathroom. It's great for community building."

"I was a helper this year," says 5th-grader Benjamin. "It was kind of hard -- you can see what it's like to be a teacher!"

"It's rewarding for us to see kids so engaged," reflects Stormont. "They get really excited by the countries they learn about, and talk about wanting to visit them when they're older. They become a little more worldly, that's really our hope."

In Afghanistan during Passport Day

"We get to go to places and learn about other countries like Egypt and Ghana," says 3rd-grader Makalah. "In Canada," says 3rd-grader Josiah, "we learned about a painter and I really liked his paintings because they were like Kandinsky."

"It's good because when you grow up and want to visit these other countries, you'll already know a little about them," explains Makalah. "Also, it can help you get to know other kids at our school who might be from the countries we visit on Passport Day."

At the end of their world tour, every student's passport book is full of stamps, and their "luggage" is filled with regional arts and craft pieces they made in different rooms. For students like Benjamin, the annual tradition sticks with them and is one they won't soon forget. "I've been to six Passport Days now, ever since I was a kindergartener! I've visited so many countries, and I'm really glad our school has Passport Day every year."

Students visiting China on Passport Day

Support Our Young Readers and Travelers!

In a state that spends roughly $3,000 less per student than the national average, public schools like ours must raise money to continue giving our students the opportunities they deserve, such as a fully stocked library and materials to host events like Passport Day.

Please consider a tax-deductible donation to support our programs!

You can donate online here (designating "Manzanita Community School") or by mail to: "OSF/MCS," PO Box 27148, Oakland, CA 94602.

Thank you for your support!