strand) the content literacy continuum

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


2/44

Powerpoints and handouts at

http://www.kucrl.org/library/presentations.shtml


3/44

TheChallenge ofAdolescent

Literacy


4/44

The Performance GapThe Performance Gap

Years in School

Skills

Demands

/


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

****


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


7/44

One yearof a

science textbook introduced

more vocabulary wordsthan an introductory class in

a foreign language (Yeager, 1993).


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


9/44

Everyday.

More than 30003000 adolescentsdropout of schoolthats

540,000+540,000+ per year!And this number isAnd this number is

growing!!!growing!!!


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


11/44

StrandStrand

RoadmapRoadmap


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


13/44


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


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


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


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


and University of Kansas


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



19/44

Session #1 RoadmapSession #1 Roadmap

The Striving ReadersInitiative

A Continuum of LiteracySupports

Promoting Change inSecondary Schools


20/44






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


22/44






23/44

The listening, speaking,reading and writing skills and

strategies necessary to learnin each of the academic

disciplines.


24/44

is the door to content

acquisition & higher

order thinking.


25/44

Begin by.

Getting a profile of the

literacy performance ofstudents in your school


26/44

Screen forScreen for....

Word analysis skills

Fluency

Comprehension

(Progress monitoring throughout year)


27/44

Then ask.

Five questionsabout literacysupports currently

in place.


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?


29/44

Finally.

Use a contentliteracy framework

to determine an

action plan


30/44

LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for

Content Literacy

HIGHER

ORDER


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)


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


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


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


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


36/44

Session #1 RoadmapSession #1 Roadmap The Striving Readers

Initiative




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


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


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


40/44

TECHNICAL

CULTURAL

THE WORK OF IMPROVEMENT:

FROM TECHNICAL TO CULTURAL

Richard Elmore Use by permission only


41/44



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


42/44

TECHNICAL

CULTURAL



LEARNING THE

WORK

USING THE WORK

TO CHANGE THE

CULTURE

LETTING THE CULTURE

DRIVE THE WORK

Richard F. Elmore Use by Permission only


43/44

TimeRichard Elmore Use by permission

only


44/44

Attempt, Attack, Abandon Cycle

AttackAbandon

Attempt

strand) the content literacy continuum

Documents