Charting the Cs: Cooperation, Communication and Collaboration. Statewide Professional Development to Support the Workforce and Low Incidence Disability Areas. Charting the Cs Conference 2024 Supporting Speaking and Writing Across the School Day Colleen O’Connor and Jodi Dezale Minneapolis Public Schools Who is in the room today? What is your role? - special education teacher – SLP – OT – Assistive Technology – other? How do you feel about teaching writing? 0 – UGH! Do I have to? 3 - It’s ok 5 - Best part of my day!!! The presenters Colleen O’Connor, special education teacher, and Jodi Dezale , speech language pathologist – 6 years of collaboration in setting 3 special education services. We work with one other teacher, 8 assistants, and other related service providers. MN literacy camp alumni dedicated to Comprehensive Literacy for All A photo of one of the presenters, Colleen O’Connor A photo of one of the presenters, Jodi Dezale Session objectives Learn ways that expressive communication can be promoted. Learn ways to develop a community that supports communication. Get ideas for classroom activities. Network and problem solve with others. Our Program-Students Our school includes students from prek - 8, with many home languages. Our program includes students with complex communication needs, primarily served through our setting 3 supports. 18 students, several different home languages, 12 AAC users Prel-12 students in a classroom Environment Most students spend the majority of their day in the special education setting. We use the Comprehensive Literacy for All framework. We also have the opportunity to be in the community, such as our regular public library trips. Students in the special education setting. Students at a public library. Tools for Talking –every day, everywhere! No - tech communication boards, district wide CORE vocabulary with added alphabet, colors, and numbers. High tech devices No -tech communication boards Speech Case - Tobii Dynavox US Tasks –what we talk about! Everything! Students always have their tools and staff is committed to modeling. Regular large group activities (games, crafts, science, food) with a focus on CORE vocabulary as well as exposure to target fringe. Students with their communication board. Tools for Writing –the beginning Sensory Pencils – beads, blocks, or puzzle pieces that allow access to the whole alphabet Flip book for partner assisted scanning Alphabet page for partner scribe Alphabet magnetic letters A screenshot of a white board with black letters alternative pencils from literacyforallinstruction.ca Tools for Writing –next steps Keyboards – with keyguards and positioning as needed Pencils! Observation and adjustments are ongoing to make sure each student has the most efficient tool for their current skills. Regular conversations about prompting and supporting. Tasks –what we write about! Independent writing – students choose a topic, generate ideas, and use their tools to write. Students read their writing with an adult and may also share during author’s chair. We provide pictures from our activities as well as images of high interest items from staff observation and parent report. A notepad with a picture of cupcake, a posted note and some writing. A plate of cookies with a glass of milk A bunch of bananas with text overlay. Tasks continued –structured writing Students write book and recipe reviews. We produce class books (often alphabet books) about some of our activities. We share cards, letters, and emails. A recipe review of a recipe. Cooking + Writing A group of pictures with some writing on a table. A group of pictures on a table. Coffee Filter Ocean Art Project + Writing A piece of paper with a picture of a green snake A collage of pictures of whales jumping out of the water. A paper card with flowers on it made with coffee filters. Author’s Chair Opportunity for students to share their writing with classmates. Communication opportunities through comments and questions. Vocabulary board A poster with a chair and pencils Goals and Progress Most students have SLP service and goals related to language. Students have writing goals – generally based on the developmental writing scale. Developmental Writing Scale sample of a developmental writing scale Resources Developmental Writing ScaleJane Farrall Success Stories A piece of paper with writing on it February 2, 2024 A spiderman figure Success Stories A notebook with a picture of a cake and letters January 30, 2024 A stack of UNO cards on a counter Success Stories 2022-2023 School Year: A screenshot of an article about sports A screenshot of an article about sports with a basketball player 2023-2024 School Year: A student presenting a project in a classroom Challenges and next steps Reducing our student's exposure to nonevidence based writing practices. No copying! Access to alternative pencils everyday! Problem solving how to support students in their communication. Problem solving how to support students when stuck on a Developmental Writing Scale level. Group Discussion How do you feel about teaching writing now? 0 – UGH! Do I have to? 3 - It’s ok 5 - Best part of my day!!! What do people need now? Questions? Closing Slide, Thank you! Jodi Dezale : jodi.dezale@mpls.k12.mn.us Colleen O'Connor: colleen.oconnor@mpls.k12.mn.us