Upload
evabenson
View
214
Download
0
Embed Size (px)
Citation preview
8/9/2019 Strand) the Content Literacy Continuum
1/44
The Content Literacy Continuum: AThe Content Literacy Continuum: A
Framework for Implementing LiteracyFramework for Implementing Literacy
Supports in Secondary SchoolsSupports in Secondary Schools
Don DeshlerUniversity of Kansas
Center for Research on Learning
Suzanne Robinson
Executive DirectorStrategic Learning Center
8/9/2019 Strand) the Content Literacy Continuum
2/44
Powerpoints and handouts at
http://www.kucrl.org/library/presentations.shtml
8/9/2019 Strand) the Content Literacy Continuum
3/44
TheChallenge ofAdolescent
Literacy
8/9/2019 Strand) the Content Literacy Continuum
4/44
The Performance GapThe Performance Gap
Years in School
Skills
Demands
/
8/9/2019 Strand) the Content Literacy Continuum
5/44
Reading Component Profile
ALPHABETICS FLUENCY VOCABULARY COMPREHENSIONWord ID-Word Att Rate-Accuracy-SWE-PDE PPVT-WLPB Rd-Vocab-List CompPass Comp-Rdg Comp
Scores from the WLPB-R, GORT, TOWRE, PPVT, Sub tests
115
110
105
100
95
90
85
80
7570
MeSa
dSe
Proficient
ASRS
*
*Statistically Different
****
8/9/2019 Strand) the Content Literacy Continuum
6/44
2005 NAEP Reading Results
Below the Proficiencylevel 69% of 4th graders
70% of 8th graders
64% of 12th graders (2002)
Below the Basiclevel 37% of 4th graders
27% of 8th graders 26% of 12th graders (2002)
Below Basic Basic Proficient Advanced
Only 30% of all
secondary
students areproficient readers
89% of Hispanic& 86% of African
American
students read
below grade level
8/9/2019 Strand) the Content Literacy Continuum
7/44
One yearof a
science textbook introduced
more vocabulary wordsthan an introductory class in
a foreign language (Yeager, 1993).
8/9/2019 Strand) the Content Literacy Continuum
8/44
The Performance Gap
Years in School
Demands
Skills and
The Gap
2013-2014
5 th
9 th
9 th
1Yr
2Yrs
1 1/2Yrs
2 1/2Yrs
8/9/2019 Strand) the Content Literacy Continuum
9/44
Everyday.
More than 30003000 adolescentsdropout of schoolthats
540,000+540,000+ per year!And this number isAnd this number is
growing!!!growing!!!
8/9/2019 Strand) the Content Literacy Continuum
10/44
KU-CRLKU-CRL missionmission is tois to
help improve . . .help improve . . .
The performance of struggling adolescentThe performance of struggling adolescent
learnerslearners HowHowteachersteachers instruct academically diverseinstruct academically diverse
classesclasses
How secondaryHow secondary
schoolsschoolscan be structured tocan be structured to
improve outcomesimprove outcomes
How our validated practicesHow our validated practices reachreach tens oftens ofthousands of practitioners in the fieldthousands of practitioners in the field
HowHowpublic policypublic policyinitiatives are crafted toinitiatives are crafted tosupport struggling learnerssupport struggling learners
$165 million R & D
8/9/2019 Strand) the Content Literacy Continuum
11/44
StrandStrand
RoadmapRoadmap
8/9/2019 Strand) the Content Literacy Continuum
12/44
Session #1Session #1 (8:30(8:30 9:30 a.m.)9:30 a.m.)Content Literacy Continuum(CLC) for Striving Readers:Overview
Don Deshler University of Kansas, Center for
Research on Learning
Suzanne Robinson Strategic Learning Center
8/9/2019 Strand) the Content Literacy Continuum
13/44
8/9/2019 Strand) the Content Literacy Continuum
14/44
Session #3Session #3 (11:00(11:00 Noon)Noon)Improving Literacy Outcomesby Planning with Course & UnitOrganizers in Content Classes
Michael Faggella-Luby University of Connecticut
Colleen OConnor
Sci-Tech HS, Springfield MA
8/9/2019 Strand) the Content Literacy Continuum
15/44
Session #4Session #4 (1:15(1:15 2:15 p.m.)2:15 p.m.)Using Content EnhancementRoutines to Ensure Mastery ofCritical Content
Dottie TurnerSIM Professional Developer, NY
Pam Leitzell
SIM Professional Developer, TNKris Theriault
Chicopee HS, Chicopee MA
8/9/2019 Strand) the Content Literacy Continuum
16/44
Session #5Session #5 (2:30(2:30 3:30 p.m.)3:30 p.m.)Intensive Instruction: XtremeReading & Writing Interventions
Nanette Fritschmann
Lehigh UniversityNeil Rosario
Chicopee Comp HS, Chicopee MA
8/9/2019 Strand) the Content Literacy Continuum
17/44
Session #6Session #6 (3:45(3:45 4:45 p.m.)4:45 p.m.)Program Evaluation of School-wide Literacy Initiatives: UsingData to Determine Direction
Suzanne Robinson Strategic Learning Center
and University of Kansas
8/9/2019 Strand) the Content Literacy Continuum
18/44
Session #1Session #1 (8:30(8:30 9:30 a.m.)9:30 a.m.)Content Literacy Continuum(CLC) for Striving Readers:Overview
Don Deshler University of Kansas, Center forResearch in Learning
Suzanne Robinson Strategic Learning Center
8/9/2019 Strand) the Content Literacy Continuum
19/44
Session #1 RoadmapSession #1 Roadmap
The Striving ReadersInitiative
A Continuum of LiteracySupports
Promoting Change inSecondary Schools
8/9/2019 Strand) the Content Literacy Continuum
20/44
Session #1 RoadmapSession #1 Roadmap
The Striving ReadersInitiative
A Continuum of LiteracySupports
Promoting Change inSecondary Schools
8/9/2019 Strand) the Content Literacy Continuum
21/44
Striving Readers Initiative Raise literacy achievement in middle
& high school struggling readers Help build a strong, scientific
research base around specific
strategies
Supplemental reading classes
School-wide literacy interventions Capacity building
8/9/2019 Strand) the Content Literacy Continuum
22/44
Session #1 RoadmapSession #1 Roadmap
The Striving ReadersInitiative
A Continuum of LiteracySupports
Promoting Change inSecondary Schools
8/9/2019 Strand) the Content Literacy Continuum
23/44
The listening, speaking,reading and writing skills and
strategies necessary to learnin each of the academic
disciplines.
8/9/2019 Strand) the Content Literacy Continuum
24/44
is the door to content
acquisition & higher
order thinking.
8/9/2019 Strand) the Content Literacy Continuum
25/44
Begin by.
Getting a profile of the
literacy performance ofstudents in your school
8/9/2019 Strand) the Content Literacy Continuum
26/44
Screen forScreen for....
Word analysis skills
Fluency
Comprehension
(Progress monitoring throughout year)
8/9/2019 Strand) the Content Literacy Continuum
27/44
Then ask.
Five questionsabout literacysupports currently
in place.
8/9/2019 Strand) the Content Literacy Continuum
28/44
5 Questions5 Questions
1. Whats in place in core classes to ensure that studentswill get the critical content in spite of their literacy
skills?2. Are procedures for teaching powerful learning
strategies embedded in courses across thecurriculum?
3. What happens for students who know how to decodebut cant comprehend well?
4. What happens for those students who are readingbelow the 4th grade level?
5. What happens for students who have languageproblems?
8/9/2019 Strand) the Content Literacy Continuum
29/44
Finally.
Use a contentliteracy framework
to determine an
action plan
8/9/2019 Strand) the Content Literacy Continuum
30/44
LANGUAGE
SKILLS
STRATEGIES
SUBJECT MATTER
Building Blocks for
Content Literacy
HIGHER
ORDER
8/9/2019 Strand) the Content Literacy Continuum
31/44
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC)
HIGHER ORDER
Level 1: Enhance content instruction(mastery of critical
content for all regardless of literacy levels)
Level 2: Embedded strategy instruction (routinely weave
strategies within and across classes using large groupinstructional methods)
Level 3: Intensive strategy instruction (mastery of specificstrategies using intensive-explicit instructional sequences)
Level 4: Intensive basic skill instruction (mastery of entrylevel literacy skills at the 4th grade level)
Level 5: Therapeutic intervention (mastery of language
underpinnings of curriculum content and learning strategies)
8/9/2019 Strand) the Content Literacy Continuum
32/44
Content Literacy Synergy
ImprovedLiteracy
CONTENT CLASSES
Level 1. EnhancedContent Instruction
CONTENT CLASSES
Level 2. EmbeddedStrategy Instruction
Level 3. IntensiveStrategy Instruction
strategy classes strategic tutoring
Level 4. Intensive BasicSkill Instruction
KU-CRL CLC- Lenz, Ehren, &Deshler, 2005
Level 5. TherapeuticIntervention
Foundational language competencies
8/9/2019 Strand) the Content Literacy Continuum
33/44
Intense-Explicit Instruction (RTI)Intense-Explicit Instruction (RTI)LEVEL 1
Cue
Do
Review
LEVEL 2 I do it! (Learn by watching)
We do it! (Learn by sharing)
Yall do it! (Learn by sharing)
You do it! (Learn by practicing)
LEVEL 3/4/5
PretestPretest
DescribeDescribe
Commitment (student &Commitment (student &
teacher)teacher)
GoalsGoals
High expectationsHigh expectations ModelModel
Practice and quality feedbackPractice and quality feedback
Controlled and advancedControlled and advanced
Posttest & reflectPosttest & reflect
Generalize, transfer, applyGeneralize, transfer, apply
8/9/2019 Strand) the Content Literacy Continuum
34/44
The CLC saysThe CLC says There are unique (but very important) roles for each
member of a secondary staff relative to literacy
instruction
While every content teacher is not a reading teacher,
every teacher needs to teach students in how to read
content.
Literacy coaches may be necessary but arent sufficient
Some students require more intensive,
systematic, explicit instruction of content,
strategies, and skills
8/9/2019 Strand) the Content Literacy Continuum
35/44
Additionally, the CLC .Additionally, the CLC ..... Is a framework for guiding
Staff dialogue around literacy
Professional development
Resource allocation
Decision making
Integrates instructional programs
From silos to synergy
8/9/2019 Strand) the Content Literacy Continuum
36/44
Session #1 RoadmapSession #1 Roadmap The Striving Readers
Initiative
A Continuum of LiteracySupports
Promoting Change inSecondary Schools
8/9/2019 Strand) the Content Literacy Continuum
37/44
Build Ownership & CapacityBuild Ownership & Capacity
LiteracyLiteracy Leadership TeamsLeadership Teams
Driver of literacy work in school
Distributed leadership
Work onWork on Leadership PracticeLeadership Practice
Organize/supervise work around key instructional activities
Observe, describe, analyze instructional practice
Create internal accountability mechanisms
Build common language and expectations
Work onWork on Instructional PracticeInstructional Practice
Observe models of practice
Develop protocols for observing practice
Rotation of observations in teams Focus on observing, describing, analyzing instructional practice
Build common language and expectations
8/9/2019 Strand) the Content Literacy Continuum
38/44
Necessary ConditionsNecessary Conditions
Sustained investments in professionaldevelopment programs.
Engaged administrators who set expectations foradoption and proper implementation
District level support to hire teachers whoembrace principles of the initiative and possess theskills
Willingness to stay the course
8/9/2019 Strand) the Content Literacy Continuum
39/44
Necessary ConditionsNecessary Conditions
A willingness to redefine roles
Staff given sufficient time to make sense of andaccommodate CLC into their instructional framework,and have their questions and concerns addressed
The degree to which decisions regarding the adoption
of CLC is perceived as being one in which theirvoicehas been heard
8/9/2019 Strand) the Content Literacy Continuum
40/44
TECHNICAL
CULTURAL
THE WORK OF IMPROVEMENT:
FROM TECHNICAL TO CULTURAL
Richard Elmore Use by permission only
8/9/2019 Strand) the Content Literacy Continuum
41/44
THE WORK OF IMPROVEMENT:
FROM TECHNICAL TO CULTURAL
Schedules
Structures
Roles
Types of professionaldevelopment, when
Protocols, rubrics
Assessments
Accountability systems Protocols, rubrics
Assessments
Accountability systems
Beliefs about studentlearning
Pedagogical contentknowledge
Norms for group work Discourse about
practice Mutual accountability
Distributed leadership
TECHNICAL CULTURAL
Richard Elmore Use by permission only
8/9/2019 Strand) the Content Literacy Continuum
42/44
TECHNICAL
CULTURAL
THE WORK OF IMPROVEMENT:
FROM TECHNICAL TO CULTURAL
LEARNING THE
WORK
USING THE WORK
TO CHANGE THE
CULTURE
LETTING THE CULTURE
DRIVE THE WORK
Richard F. Elmore Use by Permission only
8/9/2019 Strand) the Content Literacy Continuum
43/44
TimeRichard Elmore Use by permission
only
8/9/2019 Strand) the Content Literacy Continuum
44/44
Attempt, Attack, Abandon Cycle
AttackAbandon
Attempt