Wednesday, October 31, 2018

Reading Wars: Can't we all just get along?


This Summary Document from Kim Marshall and the Marshall Memo


Daniel Willingham on the Reading Wars: Can’t We All Just Get Along?

            In this online article, Daniel Willingham (University of Virginia) responds to an article by Emily Hanford in the October 28 th New York Times https://nyti.ms/2ELv9VD taking one side in the perennial debate between phonics and “whole language.” Willingham invites us to look at six statements about learning to read:
1)   The vast majority of children first learn to read by decoding sounds.
2)   A very small percentage of children teach themselves to decode with very minimal input from adults; more can do so with a little support.
3)   The speed with which most children learn to decode will be slower if they receive haphazard instruction in phonics; most need systematic phonics instruction.
4)   Phonics instruction is not a literacy program. “The lifeblood of a literacy program is real language,” says Willingham, “as experienced in read-alouds, children’s literature, opportunities to speak, listen, and write. Children also need to see teachers and parents take joy in literacy.”
5)   Systematic phonics instruction might seem boring, but studies have shown that it doesn’t harm children’s motivation to read.
6)   That said, phonics instruction can be overdone, and teachers need to make sure to emphasize the real-literature and affective dimensions of literacy.
“I think all of the six statements above are true,” says Willingham. Zealots in the phonics/ whole language war embrace only the odd- or the even-numbered items, but “they are ignoring abundant research and have above-average capacity to kid themselves.” Many others agree that all the statements are true, but they want to emphasize the ones they’re passionate about.
“The larger point,” Willingham concludes, “is that the conflict is a waste of time and I suspect most people know it. There’s plenty of other work to be done.”

“Just How Polarized Are We About Reading Instruction?” by Daniel Willingham, October 29, 2018, http://www.danielwillingham.com/daniel-willingham-science-and-education-blog; Willingham can be reached at willingham@virginia.edu.

This just in...Sample Test Now Available


LEDOUX Renee - ODE

8:11 AM (1 hour ago)
to assessmentdtc@listsmart.osl.state.or.us
2018-2019 Sample Tests Now Available
Updated sample tests for Mathematics, English Language Arts (ELA), ELPA, and Social Sciences and an updated TA Training Site are now available. The Science sample tests will be supplemented with new items for 2018-19 in the next few weeks. Sample tests can be accessed using a supported web browser or the OSAS Secure Browser. The link to the 2018-19 Test Administrator User Guide has been posted on the OSAS Portal to provide further information about the TA Interface.

These sample tests provide an opportunity for Oregon teachers and students to familiarize themselves with the navigation and functionality of the online tests, as well as with the embedded accessibility supports described in the Oregon Accessibility Manual. All test administrators, including test administrators who have used the TA Interface in previous years, should practice setting up a test session using the updated TA Training Site prior to administering an operational test.

Tuesday, October 23, 2018

Every Day Matters!

ODE Launches Every Day Matters Campaign to Reduce Chronic Absenteeism
New Website and Toolkits Provide Resources for Families, Schools
and Communities to Address Chronic Absenteeism.

(Salem, Ore.) – The Oregon Department of Education (ODE) is launching a new website and toolkits today for educators and families aimed at providing information and other resources to help reduce chronic absenteeism in Oregon. The website, www.Every-Day-Matters.org, is the core tool in a campaign called Every Day Matters which highlights the importance that regular attendance plays in a student’s education and how communities from around the state can join efforts with their local school district.

Reducing chronic absenteeism is a key piece in Governor Brown’s vision for having 90 percent of students graduate within four years of starting freshman year of high school, either with a diploma or with a GED.

Chronic absenteeism is defined as when a student misses 10-percent or more of class days in a school year. ODE research confirms national studies showing connections between attendance and student outcomes including improved test scores and graduation rates.

“We know that every day a student attends school means an additional opportunity for learning,” ODE Director Colt Gill said. “Our Every Day Matters campaign is one part of a larger effort throughout the state to improve attendance. Reducing chronic absenteeism requires all of us to do our part. Schools need to make sure students are welcomed and engaged, families need to recognize the importance of attendance and every community needs to look at local barriers that can impact student attendance.”

The Every Day Matters campaign builds on ODE’s previously rolled out efforts to reduce chronic absenteeism. The Oregon Legislature approved funding for a chronic absenteeism plan which started this school year.

The chronic absenteeism plan includes:

·         Twenty-seven school districts that are receiving targeted support from 12 ODE chronic absenteeism coaches to collaborate and implement their absenteeism plan.
·         Eight regional coordinators that have been hired in collaboration with the Oregon Association of Education Service Districts to coordinate efforts in districts throughout Oregon to provide professional learning that addresses chronic absenteeism.
·         The website and toolkits released today that include: Best practice guide, flyers, and yard signs, banners and posters that can be used by districts, families and communities to raise awareness and combat chronic absenteeism across Oregon.

ODE has partnered with other state agencies and other partners including: the Oregon Department of Transportation; Oregon Health Authority; Healthy Kids Learn Better Coalition; and the Department of Human Services to leverage all of the supports Oregon needs to address chronic absenteeism.

For more information, click into the Every Day Matters website.

Wednesday, October 10, 2018

Making name pronunciation a priority in K12 education

Pronouncing students’ names correctly is crucial to making them feel included

Friday, October 5, 2018

Quote

Gandalf, 
– "All we have to decide is what to do with the time that is given us."