All Means All
December 2023
Oral Language and the Science of Reading
During the in-service on December 8th, staff in grades 4K-3 participated in a professional development session on the Science of Reading, focusing on the powerful role of intentional oral language practices in our classrooms. The active participation and engagement during the session reflect our staff’s dedication to enhancing student learning through a research-based literacy approach.
Revisiting Oral Language: A Foundation for Learning
The capacity to express thoughts, foster comprehension, and interact with others verbally is an important skill. It serves as an instrument for learning, enhancing students' proficiency in both speaking and listening. By honing this skill, we enable students to deepen their self-awareness, foster connections with peers, and comprehend the complexities of the world. Intentional oral literacy practices possess the transformative potential to empower students, enabling them to discover their voices and thrive academically as well as in their future endeavors.
Reinforcing the Importance of Oracy in Education
Research shows that, on average, having an intentional oral language approach greatly impacts students' outcomes, gaining six months of additional progress per year. Researchers also found that teacher talk influences and impacts students’ vocabulary and reading comprehension. A 6th-grade study indicated that the more teacher talk shifted to complex vocabulary, the more vocabulary and reading scores increased. An increase of 20 more complex words per hour by the teacher indicated more than a year’s worth of student growth. Student achievement increases when we add intentional talk with academic language and more complex sentences. Watch this amazing video from Nonie Lesaux’s research on the power of teacher talk in the classroom.
Implementing Strategies for Success
The strategies and techniques discussed in the training session are fundamental tools for nurturing oral language development within our classrooms. By employing explicit conversation structures such as ‘Turn and Learn’ with open-ended questions, establishing dialogue guidelines, and utilizing dialogic read-alouds, educators can effectively cultivate an environment that encourages rich, purposeful conversations.
Reflections and Considerations for Educators at Pines
As we move forward with our work on the Science of Reading, take a moment to reflect on your classroom practices. Consider the balance between teacher talk and student talk, evaluate the effectiveness of discussion guidelines, and explore diverse grouping strategies that cater to learner variability. Leveraging language expansion techniques like questioning, modeling, and descriptive commenting can significantly enhance student engagement and comprehension.
Your dedication to professional development and commitment to our students' success are truly commendable. Embracing these intentional oracy practices will pave the way for a strong foundation for reading and increased student achievement. As we move forward, let's continue to collaborate and support each other in implementing these transformative strategies.
Partner Talk Tip Sheet Discussion Guidelines
Questions to Expand Thinking and Language
Let's Talk Cox Campus Resource to Keep the Conversation Going
Understanding the PCSA: A Five-Year Cycle of Growth and Improvement
The Special Education Department is currently finalizing the Procedural Compliance Self-Assessment (PCSA) process in collaboration with the Wisconsin Department of Public Instruction (DPI).
The PCSA is an important component of DPI's monitoring activities under state and federal special education laws that operates on a five-year cycle. This assessment serves a dual purpose: to ensure compliance with selected legal requirements and to enhance outcomes for our students.
Phase 1: Prepare for the Self-Assessment
Identify and Train the Review Team
All department staff were invited to serve on the review committee in the initial step. Those interested completed the RDA: PCSA Training and Certification eCourse—this specialized training equipped participants with the understanding needed to assess each monitoring standard effectively.
Create a Student Pool
To streamline the assessment process, DPI used sampling techniques based on the size of the student pool. This allowed us to evaluate compliance without delving into each student's information. Samples are "weighted" to ensure diverse subgroups are adequately represented. The reporting tool generated samples in four key categories: Evaluation/Individualized Education Plan (IEP), IEP Implementation, Discipline, and Shortened Day.
Phase 2: Assess
Review Student Records
Guided by DPI's monitoring directions and standards, the team reviewed student records to determine compliance. The results were then entered into the online reporting tool available through the Special Education Portal.
Phase 3: Correct Student-Level Errors
Identifying student-level errors is crucial in ensuring compliance. Each "no" in the self-assessment reporting tool signifies noncompliance, requiring immediate correction. Case Managers have been busy scheduling IEP meetings to address identified errors. During our in-service day, special education staff thoroughly analyzed the department's PCSA data. This reflective session enabled us to pinpoint strengths and strategize for future compliance and increased student outcomes.
Phase 4: Ensuring Future Compliance
Addressing noncompliance is a continuous process. Our dedicated staff has determined the need to modify the local facilitation guide, develop checklists, develop and share exemplar examples, and ensure targeted feedback from the administration. The goal is compliance and an ongoing commitment to identifying areas for continuous improvement.
The special education department remains dedicated to our mission to ensure all students are prepared for life. The PCSA process exemplifies our dedication to compliance and, most importantly, to the holistic development and success of our students with disabilities.