School Specialty. Planning & Student Development

Once teachers have grasped the four strategies—set objectives, provide feedback, reinforce effort and provide recognition—they can be applied to every lesson using the nine categories of instruction. Gradually, students are encouraged to take on more responsibility and gain a greater sense of confidence, competence and comfort with their abilities to learn the required content and skills.

Consistent themes throughout grade levels establishes a pre-planned implementation schedule for the entire district to follow. This allows individual schools and classrooms to focus their attention on a shared set of goals every month. When educators across every grade and curricular adopt common vocabulary and processes, students benefit the most because the variability between classes is minimized.

The themes follows the school calendar. For example, summarizing is presented early so students can put the skill into practice throughout the year.

At the elementary level, one of the most important goals of Student Learning that Works! is to introduce the idea of education ownership to young students. Young students begin to understand how to have a relationship with their teachers and communicate with them well, how to set goals and strive to reach them, what positive reinforcement looks like, and, most importantly, their academic achievements relate directly back to their own effort.

This is empowering for students, especially young students. This introduction to responsibility helps them raise the bar of their own academic achievement. Both educators and students establish clearer expectations for classroom deliverables and learning outcomes. The elementary planner provides a basis for essential skills that are developed further throughout middle and high school.

• Strategies That Work (User Guide)

  At the start of the planner, a six-page user guide outlines Homework & Practice, which are tactics students learn to use every day. The user guide offers a brief overview of the four main strategies-goals, effort, feedback and recognition–and how they will be applied throughout the planner.

• August: Setting and Meeting Goals

  Students are introduced to the value of end results and the importance of setting and meeting goals. They are taught to continually evaluate to ensure the steps they are taking are relating back to the goals they have set.

• September: Effort and Recognition

  With a gradual increase of responsibility, students are given corrective information that helps shape knowledge. Students are taught effort is something within their control, with educators providing ongoing encouragement and positive reinforcement to further push student effort.

• October: Summarizing

  Knowledge is when material is truly understood. When students have the ability to look for what's really important in what they are hearing or reading, they are able to mentally discard trivial and redundant information. They can then make sense of the critical information. Students learn the art of summarizing so their knowledge can be put into their own words.

• November: Note Taking

  Capturing thoughts and ideas on paper is an important step in transferring information into knowledge. Knowing how to take notes as a study tool to infuse rather than diffuse from that process is critical. Students are taught multiple, systematic methods for taking notes, so they are able to define their own best method.

• December: Non Linguistic Representations

  Students are given powerful tools to help make sense of what they're learning and more easily remember concepts. Words are turned into learning tools through kinesthetic activities, graphical organizers, visualization, pictures and models. This helps students store information, retrieve it easily, and make connections across multiple learning situations.

• January: Review

  Students are given an opportunity to reflect on the themes learned and reorient themselves with the tools and resources available to them. Methodically timed, this is a refresher for students, generally after returning to school from a long break.

• February: Identifying Similarities and Differences

  Students learn how to compare and contrast new information against information they already know. When students are able to put new information into context like this, they are able to more deeply understand it, and the process helps them become better critical thinkers.

• March: Cues, Questions and Advance Organizers

  This month, students learn ways to organize their thinking and help themselves maneuver through the learning process. They are taught to use advance organizers to set the stage for learning, use cues to activate prior knowledge and ask questions to make sense of what they are learning.

• April: Cooperative Learning

  To be prepared for and be successful in the world beyond school, students must develop skills to work with others. Encouraging positive interdependence–where students strive for collective success of peers because it is necessary for their own success–leads to students being good collaborators. Both group and individual accountability is sought.

• May: Generating and Testing Hypotheses

  Students learn how to critically view a dilemma, dissect it, develop a theoretical answer or solution, and annotate a step-by-step procedure for testing their theory. Students deepen their understanding of new material and information by making connections between content and skills they have learned or are presently learning. Students become critical thinkers and problem solvers.

• June: Review

  Students are given an opportunity to review and recap all the sense-making tools they've learned over the year. This is reviewed in a real-world context so students can see the connections and benefits of the learning categories.

• Activities and References

  At the back of the planner, templates, graphic organizers, forms and activities are provided to help students practice and demonstrate the learning strategies presented throughout the planner.

  All resources, plus additional templates, can be downloaded at the planner-dedicated Web site: StudentLearning.schoolspecialty.com.

Once teachers have grasped the four strategies—set objectives, provide feedback, reinforce effort and provide recognition—they can be applied to every lesson using the nine categories of instruction. Gradually, students are encouraged to take on more responsibility and gain a greater sense of confidence, competence and comfort with their abilities to learn the required content and skills.

Consistent themes throughout grade levels establishes a pre-planned implementation schedule for the entire district to follow. This allows individual schools and classrooms to focus their attention on a shared set of goals every month. When educators across every grade and curricular adopt common vocabulary and processes, students benefit the most because the variability between classes is minimized.

The themes follows the school calendar. For example, summarizing is presented early so students can put the skill into practice throughout the year.

Student Learning that Works! at the middle school level takes more of a coaching approach to learning how to learn. Educational self-responsibility is heavily emphasized at this level. Students are taught to realize their success does not come from teachers' or parents' motivation to "get the work done." Instead, students are encouraged to understand they are in a partnership with their teachers and that empowerment comes through "owning" their individual achievements and successes.

Using the four essential tactics—feedback, goals, recognition and effort—the planner program reminds students and educators to establish clear expectations for classroom deliverables and learning outcomes. As with the other grade levels, students are encouraged to raise the bar of their own academic achievement.

• Strategies That Work (User Guide)

  At the start of the planner, a six-page user guide outlines Homework & Practice, which are tactics students learn to use every day. The user guide offers a brief overview of the four main strategies-goals, effort, feedback and recognition–and how they will be applied throughout the planner.

• August: Setting and Meeting Goals

  Students are introduced to the value of end results and the importance of setting and meeting goals. They are taught to continually evaluate to ensure the steps they are taking are relating back to the goals they have set.

• September: Effort and Recognition

  With a gradual increase of responsibility, students are given corrective information that helps shape knowledge. Students are taught effort is something within their control, with educators providing ongoing encouragement and positive reinforcement to further push student effort.

• October: Summarizing

  Knowledge is when material is truly understood. When students have the ability to look for what's really important in what they are hearing or reading, they are able to mentally discard trivial and redundant information. They can then make sense of the critical information. Students learn the art of summarizing so their knowledge can be put into their own words.

• November: Note Taking

  Capturing thoughts and ideas on paper is an important step in transferring information into knowledge. Knowing how to take notes as a study tool to infuse rather than diffuse from that process is critical. Students are taught multiple, systematic methods for taking notes, so they are able to define their own best method.

• December: Non Linguistic Representations

  Students are given powerful tools to help make sense of what they're learning and more easily remember concepts. Words are turned into learning tools through kinesthetic activities, graphical organizers, visualization, pictures and models. This helps students store information, retrieve it easily, and make connections across multiple learning situations.

• January: Review

  Students are given an opportunity to reflect on the themes learned and reorient themselves with the tools and resources available to them. Methodically timed, this is a refresher for students, generally after returning to school from a long break.

• February: Identifying Similarities and Differences

  Students learn how to compare and contrast new information against information they already know. When students are able to put new information into context like this, they are able to more deeply understand it, and the process helps them become better critical thinkers.

• March: Cues, Questions and Advance Organizers

  This month, students learn ways to organize their thinking and help themselves maneuver through the learning process. They are taught to use advance organizers to set the stage for learning, use cues to activate prior knowledge and ask questions to make sense of what they are learning.

• April: Cooperative Learning

  To be prepared for and be successful in the world beyond school, students must develop skills to work with others. Encouraging positive interdependence–where students strive for collective success of peers because it is necessary for their own success–leads to students being good collaborators. Both group and individual accountability is sought.

• May: Generating and Testing Hypotheses

  Students learn how to critically view a dilemma, dissect it, develop a theoretical answer or solution, and annotate a step-by-step procedure for testing their theory. Students deepen their understanding of new material and information by making connections between content and skills they have learned or are presently learning. Students become critical thinkers and problem solvers.

• June: Review

  Students are given an opportunity to review and recap all the sense-making tools they've learned over the year. This is reviewed in a real-world context so students can see the connections and benefits of the learning categories.

• Activities and References

  At the back of the planner, templates, graphic organizers, forms and activities are provided to help students practice and demonstrate the learning strategies presented throughout the planner.

  All resources, plus additional templates, can be downloaded at the planner-dedicated Web site: StudentLearning.schoolspecialty.com.

Once teachers have grasped the four strategies—set objectives, provide feedback, reinforce effort and provide recognition—they can be applied to every lesson using the nine categories of instruction. Gradually, students are encouraged to take on more responsibility and gain a greater sense of confidence, competence and comfort with their abilities to learn the required content and skills.

Consistent themes throughout grade levels establishes a pre-planned implementation schedule for the entire district to follow. This allows individual schools and classrooms to focus their attention on a shared set of goals every month. When educators across every grade and curricular adopt common vocabulary and processes, students benefit the most because the variability between classes is minimized.

The themes follows the school calendar. For example, summarizing is presented early so students can put the skill into practice throughout the year.

High school students are often bored with the school learning climate, and they become disconnected to the importance of learning. By setting goals for school and beyond, students develop a sense of purpose and accomplishment.

It becomes increasingly important for high school students to take personal responsibility for their learning and grades as they approach college and careers. Mastering skills to acquire, process and apply knowledge are invaluable to building that sense of responsibility and self-reliance. The research-proven learning strategies in Student Learning that Works! are transferable across grades and subject areas and, most importantly, into life after school.

Wherever possible, common language is used throughout grade levels in this planner program. This allows valuable classroom time to be focused on academic achievement, rather than getting the class up to speed and onto the same page. Student responsibility is heavily emphasized and encouraged at this level.

• Strategies That Work (User Guide)

  At the start of the planner, a six-page user guide outlines Homework & Practice, which are tactics students learn to use every day. The user guide offers a brief overview of the four main strategies-goals, effort, feedback and recognition–and how they will be applied throughout the planner.

• August: Setting and Meeting Goals

  Students are introduced to the value of end results and the importance of setting and meeting goals. They are taught to continually evaluate to ensure the steps they are taking are relating back to the goals they have set.

• September: Effort and Recognition

  With a gradual increase of responsibility, students are given corrective information that helps shape knowledge. Students are taught effort is something within their control, with educators providing ongoing encouragement and positive reinforcement to further push student effort.

• October: Summarizing

  Knowledge is when material is truly understood. When students have the ability to look for what's really important in what they are hearing or reading, they are able to mentally discard trivial and redundant information. They can then make sense of the critical information. Students learn the art of summarizing so their knowledge can be put into their own words.

• November: Note Taking

  Capturing thoughts and ideas on paper is an important step in transferring information into knowledge. Knowing how to take notes as a study tool to infuse rather than diffuse from that process is critical. Students are taught multiple, systematic methods for taking notes, so they are able to define their own best method.

• December: Non Linguistic Representations

  Students are given powerful tools to help make sense of what they're learning and more easily remember concepts. Words are turned into learning tools through kinesthetic activities, graphical organizers, visualization, pictures and models. This helps students store information, retrieve it easily, and make connections across multiple learning situations.

• January: Review

  Students are given an opportunity to reflect on the themes learned and reorient themselves with the tools and resources available to them. Methodically timed, this is a refresher for students, generally after returning to school from a long break.

• February: Identifying Similarities and Differences

  Students learn how to compare and contrast new information against information they already know. When students are able to put new information into context like this, they are able to more deeply understand it, and the process helps them become better critical thinkers.

• March: Cues, Questions and Advance Organizers

  This month, students learn ways to organize their thinking and help themselves maneuver through the learning process. They are taught to use advance organizers to set the stage for learning, use cues to activate prior knowledge and ask questions to make sense of what they are learning.

• April: Cooperative Learning

  To be prepared for and be successful in the world beyond school, students must develop skills to work with others. Encouraging positive interdependence–where students strive for collective success of peers because it is necessary for their own success–leads to students being good collaborators. Both group and individual accountability is sought.

• May: Generating and Testing Hypotheses

  Students learn how to critically view a dilemma, dissect it, develop a theoretical answer or solution, and annotate a step-by-step procedure for testing their theory. Students deepen their understanding of new material and information by making connections between content and skills they have learned or are presently learning. Students become critical thinkers and problem solvers.

• June: Review

  Students are given an opportunity to review and recap all the sense-making tools they've learned over the year. This is reviewed in a real-world context so students can see the connections and benefits of the learning categories.

• Activities and References

  At the back of the planner, templates, graphic organizers, forms and activities are provided to help students practice and demonstrate the learning strategies presented throughout the planner.

  All resources, plus additional templates, can be downloaded at the planner-dedicated Web site: StudentLearning.schoolspecialty.com.

Improve student achievement.

This planner uses strategies from two McREL books—What Works in Schools and Classroom Instruction that Works—to better assist students' understanding of subject material, information retention and put-into-practice application of skills learned. The strategies become tools that students can apply to their learning in school and in areas outside of school, so that students are enabled to continue learning on their own, even absent of a teacher.

Foster educator collaboration.

Create consistency throughout your school's teaching, learning and practicing of effective studying and note-taking skills. The planner provides in-class structure for educators to implement teaching strategies they've learned. It also ensures students receive accurate and consistent information about the strategies. With implementation tools and teaching support, teachers are better equipped to facilitate learning, collaborate with peers and maximize classroom time.

Empower students.

Students gain a greater external locus of control* when they are aware of their role in learning—when they see their educational journey as a partnership with educators. Through daily, habitual planning that is structured with proven methodology, students are able to claim their accomplishments and "own" their learning. They are empowered to utilize various strategies to aid their learning, and they recognize the direct correlation of effort and success.

Promote students to be active learners.

Each month of the planner introduces a practical, simple and functional theme to help students establish their own learning objectives. Snippets of content throughout the planner direct students where to find additional information—online resources or different sections of the planner. This planner program unites intentional teaching—researched, focused learning strategies—with information provided in a digestible format that students can adopt.

Teach efficiently with less time spent re-educating.

Educator time is precious; don't waste it! When students have a clear understanding of expectations, can utilize cross-curricular applications of what they have learned and are communicating in a common language with peers and teachers, the time spent transitioning between individual classes and grades is greatly minimized. Students are able to hit the ground running in whatever classroom they step into, because they are proficient at using the strategies they've learned. This skill raises student performance and a greater desire to continue learning. This skill is essential and easily transferable into the real world outside the classroom.

Have confidence in your chosen approach.

The McREL research-based teaching strategies integrated into learning strategies in the planner program are grounded in classroom and real-world application. They are readily realized when put into practice. The implementation tools and teaching support unites intentional teaching—researched, focused learning strategies—with daily, habitual planning.

Read more about McREL and our partnership with this esteemed research institute.

Involve parents.

Student Learning that Works! initiates essential, effective parent partnerships by providing a parent guide and additional online support. In the elementary planner, space is dedicated for home-to-school communication. In all grade levels, parents become more connected to the school environment and know how and what to emphasize when they encourage their students at home.

Maximize the impact of your program.

Establish a guiding vision, common language and culture in your school! When the McRL-based teacher planner – Professional Planning that Works! – is combined with this student planner program, the themes and benefits are strongly reinforced. Introduce McREL workshops and books to administrators, educators and parents to recognize results throughout your entire learning community.

Supported with educator tools.

To ensure our products are easy to use and provide the most impact possible, we provide extra resources that help educators integrate the program into the classroom. Learn more about our product support in the Online section above.

The included educator support pieces elevate the program's effectiveness without adding more work for busy teachers. That is why we created StudentLearning.schoolspecialty.com, a password-protected website where educators can download support pieces.

• Resource support package: Program overview, staff support guide, classroom teacher guide, and parent/family guide—all available for download to help teach the onTRAC^® planning system.
• Lesson plans: These 44 ready-made lesson plans reinforce concepts introduced in the Student Learning that Works! planner. Extension activities are also included to help take specific lessons further.
• Student worksheets: These worksheets offer students more practice on the concepts presented in Student Learning that Works!
• PDFs for use on interactive whiteboards: Download a reusable onTRAC^® calendar PDF that helps educators model planner use and teach the onTRAC^® planning system. Go one step further and order the full planner PDF to model the student planner in its entirety.
• Family newsletters: Send these already prepared newsletters to encourage home-to-school communication and address the same topics found in the Student Learning that Works! planners.
• Quarterly educator newsletters: These newsletters provide information and tips to administrators and educators about the resources available and how to utilize them effectively. Delivered four times per year: August, October, January and March.

All this support adds additional value and helps educators get the most from the Student Learning that Works! planner program.

Planners are great tools for your students, but why not have them work a little harder for you. Customize them with your school's information, and use them as a continual communication piece between administrators, teachers and students.

School Handbook:

The most efficient and cost-effective way to communicate school policies, schedules and events is to add your important school information right into your planners. Learn more about school handbooks.

Handbook Resource Pages:

Add additional academic resources to your handbook. Choose from more than 100 resource pages. Our extensive library of helpful resource pages can assist students in a number of subject areas. View our complete library of resource pages.

Content Supplements:

Put a spotlight on important issues relevant to your school by choosing from our vast library of supplements. Advance school priorities with resources tied to current curriculum and standards, critical life skills, health and wellness, and more.

Cover:

Design your own cover that reflects school spirit, or choose from one of our templates that align with the goals you've established for you school. Incorporate your school name front and center, right on the cover!

Enhancements:

Add a few more features to make your planners truly inspiring to students. Planning stickers, pagefinders, trackable hall passes, planner tabs, student ID/CD/Home-School pouches, two-hole ruler attachments - choose the enhancements that raise the cool factor.