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Weller Elementary: talk-structure lessons credited with reading gains for multilingual learners
Summary
Weller Elementary staff told the Milpitas Unified School Board that classroom 'talk structures' and a staff professional-development platform improved reading outcomes for multilingual learners, supported AAC users and expanded family engagement; principals and teachers urged continued data reporting and site visits.
Weller Elementary Principal Diana Elzee told the Milpitas Unified School District board that the school has centered instruction this year on structured opportunities for students to talk about academic work, a practice the staff says has helped multilingual learners and neurodiverse students.
"The work we've been doing with talk structures has improved our instruction by giving students an avenue to share their answers in many different ways and even in many different languages," said a Weller presenter. Teachers described strategies such as brain ball, tea party, jigsaw and think-pair-share and said the approach is supported by a district platform created with Partners in School Innovation to house resources, videos and reflection prompts.
Second-grade teacher Courtney Alvarez said talk structures ‘‘have really improved my instruction because it's allowed for students of all backgrounds, but particularly my multilingual learners, to have a low-pressure but structured opportunity to interact and talk with their peers about academic content.’’ Alvarez added that talk routines have also revealed more about students' backgrounds and supported relationship building.
Presenters showed I-Ready diagnostic data from the prior year and said they saw meaningful movement toward grade-level reading proficiency between early and late diagnostics. Weller staff also noted accommodations so students who use AAC devices can participate in talk structures, and they invited trustees to visit the campus to see the strategies in action.
Board members and student representatives praised the inclusive practices and asked staff to bring future presentations that show how many students gained multiple grade levels or the distribution of individual student growth. Superintendent Cheryl Jordan and Assistant Superintendent Damon James joined trustees in commending Weller for integrating adult learning with classroom practice.
The board did not take action on the presentation; staff said data collection will continue and that site visits and additional reporting can be scheduled.
