STATS: Schoolwide Techniques for All Teachers and Students

Type of Activity:

Subject Area and Grade Span:
Schoolwide, Grades K – 12 

What it is:

This schoolwide approach has a profound effect on student achievement and student behavior. This practice, called STATS (Schoolwide Techniques for All Teachers and Students), has been a focus at Paul Ecke Central in Encinitas Union School District. Instruction and use of academic vocabulary was added to the original STATS strategies because of the importance of academic vocabulary as a practice for giving students access to opportunities within and outside the academic setting.

The video outlines how the Paul Ecke Central School models schoolwide practices for teaching and reinforcing academic language development.

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What it looks like: 

Schoolwide strategies include:

• Every adult on campus uses academic vocabulary in their communications with students and with each other.
  • Model academic Tier II vocabulary when we speak with students and expect this more formal communication from students in return. (To learn about Tier II vocabulary, refer to Choosing Words to Teach in Academic Language for all in this program.)
  • If a student asks an unclear question or uses an incomplete sentence, prompt them for a complete and academic statement.
• Hand-raising is used for asking questions, not giving answers.
  • There are occasions in the classroom that raising hands to give answers is still an effective practice – especially in a brainstorming session or in a fast-paced discussion where many students are contributing a variety of responses.
  • In general, however, teacher inquiry is followed by a “partner talk,” where every student must contribute by sharing their thoughts and gathering additional understanding from their partner. (This also gives every student the confidence to contribute out loud to whole group discussion because they had the opportunity to practice their response privately.)
• Partner talks are used purposefully and pairs are designed, not haphazard.
  • All students are involved during structured, accountable interactions. (There are no bystanders - students are paired strategically, with their performance level taken into account, so all students will benefit from the interaction.)
• Academic vocabulary is added to weekly word work from the district adopted core language arts curriculum. The academic vocabulary is taught systematically and in a planned fashion. 
  • This sequence is followed:
    1) teacher says the word, student repeats the word.
    2) teacher gives a formal definition, students repeat the word.
    3) teacher uses in a sentence, students repeat the word.
    4) teacher gives a second example using the word, students repeat the word.
    5) students think of an experience they’ve had that includes that word.
    6) students share their experience with a partner using that word.
    7) a few volunteers share their example with the class.
  • Academic vocabulary words are posted in the classroom for continual use by the students. (Some teachers give points each time an academic vocabulary word is used in class discussion.)

How you know it’s working:

• Students use appropriate academic language in oral and written communications.

Things to consider:

• Provide schoolwide professional development.
• Provide release time for planning.
• Encourage collegial coaching between teachers.

Reference:

Dr. Conni Cintas, Paul Ecke Central Elementary School, Encinitas Union School District.