tackling adolescent literacy a systematic guide for a ......• establish a common framework for...
TRANSCRIPT
KUCRLLEARNINGCONFERENCE2018:TACKLINGADOLESCENTLITERACY:ASIX-STEPGUIDEFORASCHOOL-WIDEAPPROACH
Lesson#1:TietheWorktoaCommonVision:
TheNorthCarolinaVisionandMissionStatement:• VisionStatement:WearecommittedtobuildingcapacitytoprovidehighqualityprofessionaldevelopmenttargetingadolescentliteracyanchoredinEvidenceBasedPracticesandsupportedbytechnicalassistanceandcoaching,resultinginincreasedteacherknowledgeandsustainedimplementationofhighlyeffectiveclassroompractices.
• MissionStatement:Ourmissionistoincrementallybuildastatewideapproachtoestablishanunderstandingofthecomponentsofadolescentliteracyprogrammingandreplicatesuccessesacrossthestatebybuildingacorenetworkofprofessionaldevelopersatthestate,regionalandlocallevel.
Lesson#2:DeliveraConsistentMessage:
• Establishacommonframeworkforunderstandingadolescentliteracy(RefertotheAdolescentLiteracy
Frame)• Createaplanfordeliveringtheinitialinformation.
Lesson#3:AssesstheLevelofReadinessforChange:
• Taketimetounderstandtheschoolthatisundergoingthechange.• Reviewdatafromvarioussourcestoidentifyareasofneed.(RefertotheLiteracyProfileWorksheet)• Developsystemsofsharedleadershiptohelpmakedecisionsanddrivethechange.
Lesson#4:DesignaRobustPlanforProfessionalDevelopment,CoachingandMentoring.
• Createaprofessionaldevelopmentplanthataddressestheareasofneedidentifiedintheliteracyprofile.
(RefertotheGuidingQuestionsandtheAdolescentLiteracyActionPlanForm)• Buildpositiveworkingrelationships.
Lesson#5:BuildCapacity:
• Identifyindividualswhoexhibitpotentialandrecruitthemtoassumeleadershiproles.• Bepreparedtoaddressshiftsinkeypersonnel.• Takeadvantageofthemicro-credentialsystemofcertification.
Lesson#6:DON’TGIVEUP!
• “Improvementseldom,ifever,occursonastraighttrajectory;ittypicallyinvolvesbumpsandslides,aswellasgratifyingleaps.”
SchoolReformfromtheInsideOut:Policy,Practice,andPerformance byRichardF.Elmore
TacklingAdolescentLiteracyASystematicGuideforaSchool-WideApproach
www.sim.kucrl.orgwww.ncsip.orgwww.evidenceforessa.orgwww.adlit.org/webcasts/makingroom/AllianceforExcellentEducation.AdolescentLiteracy:BridgingtheCollege-andCareer-ReadinessGaphttp://all4ed.org/reports-factsheets/adolescentliteracybridging/ Biancarosa,C.,&Snow,C.E.(2006).Readingnext—Avisionforactionandresearchinmiddleandhighschoolliteracy:AreporttoCarnegieCorporationofNewYork(2nded.).Washington,DC:AllianceforExcellentEducation.Afull-textPDFisavailableforfreedownloadfromwww.all4ed.organdwww.carnegie.org/literacyhttps://www.carnegie.org/media/filer_public/b7/5f/b75fba81-16cb-422d-ab59-373a6a07eb74/ccny_report_2004_reading.pdf Boulay,Beth,BarbaraGoodson,MichaelFrye,MichelleBlocklin,andCristoferPrice.(2015).SummaryofresearchgeneratedbyStrivingReadersontheeffectivenessofinterventionsforstrugglingadolescentreaders(NCEE2016-4001).Washington,DC:NationalCenterforEducationEvaluationandRegionalAssistance,InstituteofEducationSciences,U.S.DepartmentofEducation.ThisreportisavailableontheIESwebsiteathttp://ies.ed.gov/ncee.http://ies.ed.gov/ncee/pubs/20164001/pdf/20164001.pdf CarnegieCouncilonAdvancingAdolescentLiteracy.(2010).Timetoact:Anagendaforadvancingadolescentliteracyforcollegeandcareersuccess.NewYork,NY:CarnegieCorporationofNewYork.Afull-textPDFofthisdocumentisavailableforfreedownloadfromwww.carnegie.org/literacyhttps://www.carnegie.org/media/filer_public/8c/8d/8c8dfd82-b5fc-4bb9-8bd1-bb262175eaf4/ccny_report_2010_tta_agenda.pdf Kamil,M.L.,Borman,G.D.,Dole,J.,Kral,C.C.,Salinger,T.,andTorgesen,J.(2008).Improvingadolescentliteracy:Effectiveclassroomandinterventionpractices:APracticeGuide(NCEE#2008-4027).Washington,DC:NationalCenterforEducationEvaluationandRegionalAssistance,InstituteofEducationSciences,U.S.DepartmentofEducation.Retrievedfromhttp://ies.ed.gov/ncee/wwc.ThisreportisavailableontheIESWebsiteathttp://ies.ed.gov/ncee/wwc.http://files.eric.ed.gov/fulltext/ED502398.pdf Hock,M.R.,Brasseur,I.F.,Deshler,D.D.Catts,H.W.,Marquis,J.G.,Mark,C.A.,Stribling,J.W.WhatistheReadingComponentSkillProfileofAdolescentStrugglingReadersinUrbanSchools?LearningDisabilitiesQuarterly,32no1,Winter2009. WhatContent-AreaTeachersShouldKnowAboutAdolescentLiteracy.Todownloadthisdocument,visitwww.nifl.gov.https://lincs.ed.gov/publications/pdf/adolescent_literacy07.pdf
Listedbelowaresomerecommendationstoconsiderwhenestablishingaschool-wideapproachto
adolescentliteracy.(Adaptedfrom:CreatingaCultureofLiteracy:AGuideforMiddleandHigh
SchoolPrincipals,NationalAssociationofSecondarySchoolPrincipals,Reston,Virginia,2005)
• Identifystrengthsandweaknessesintheareaofliteracy.
o Developadataplantodeterminetheliteracylevelsofyourstudents.
o Selectareasforimprovement
o Determinethesystemschangesneededtosupportaliteracyinitiative.
• DevelopaLiteracyLeadershipTeamto:
o Developandprioritizeneedsanddeterminehotomeetthoseneeds
o Collectandanalyzemultipleformsofdatatosharewithstaff.
o Supporttheimplementationofresearch-validatedmethodstoincreaseliteracy.
• Createacollaborativeenvironmentthatfosterssharingandlearning.
o Provideopportunitiesforteacherstoworktogetherandtodiscussissues.
o Encouragecollaborativepractices.
o Buildcapacitybyfosteringleadershipskillswithinthefaculty.
• Developaschool-wideorganizationalmodelthatsupportsextendedtimeforliteracy
instruction.
o Createperiodsfordifferentlevelsofintensityofinstruction
o Engagestaffindecisionsabouthowtochangethescheduletoprovideliteracy
instruction.
• Developaschool-wideplantoaddresstheprofessionaldevelopmentneedsofteachers.
o Focusprofessionaldevelopmentonresearch-validatedpracticesthatcanbe
implementedschool-wideforallteachers.
o Targetprofessionaldevelopmentforteacherswhoprovidemoreintensivelevelsof
literacyinstruction.
o Providejob-embeddedsupport,coachingandprofessionaldevelopment.
o Provideadministrativesupport,e.g.classroomvisits,verbalsupport,etc.
AddressingAdolescentLiteracy
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/orcareers.
Createaliteracyprofile.
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andconn
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ns..
Establishacon.
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port..
Cond
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ildingblocksoflite
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Cond
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EGibbs,PLeitzell,RP
owers
PLEITZELL,EGIBBS
_UNIVER
SITY
OFKA
NSA
SCE
NTERFO
RRE
SEARC
HONLEA
RNING1
SecondaryLiteracyProfile
ResultsontheStateAssessm
ent:
Listpercentageofstudentsperformingateachlevel.
ELAAssessment
%StudentsatLevel1
%StudentsatLevel2
%StudentsatLevel3
%StudentsatLevel4
%StudentsatLevel5
Grade6
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
Math
Assessment
%StudentsatLevel1
%StudentsatLevel2
%StudentsatLevel3
%StudentsatLevel4
%StudentsatLevel5
Grade6
Grade7
Grade8
Grade9
Grade10
Grade11
Grade12
Indicateallsourcesofassessmentinformationyoureceiveorhaveaccesstoontheskillsofyourstudentsinthefollowing
areas(state,districtorschoolassessments,etc)
A. Decodingproficiency
_____yes_____no
Source:______________________________
B. Readingfluency
_____yes_____no
Source:______________________________
C. Readingvocabulary
_____yes_____no
Source:______________________________
D. Readingcom
prehension
_____yes_____no
Source:______________________________
E. Motivation/attitudes
_____yes_____no
Source:______________________________
F. Orallanguageproficiency
_____yes_____no
Source:______________________________
G. Oralvocabulary
_____yes_____no
Source:______________________________
PLEITZELL,EGIBBS
_UNIVER
SITY
OFKA
NSA
SCE
NTERFO
RRE
SEARC
HONLEA
RNING2
InstructionalChallengesandPractices:
Identifythefollowingitemsthatw
ouldsupporttheliteracylevelsofyourstudentsw
ithaplus(+).Identifythosethathinder
theliteracylevelsofyourstudentsw
ithaminus(-).Placeyouranswerstotherightofyourchoices.
Whatarethegreatestreading-relatedchallengesfacingyourstudents?Ranktheareasofgreatestconcern(1)toareasofleast
concern(8).Placeyourratingstotherightofeachchoice.
Reading
Fluency
Reading
Comprehension
Vocabulary
Self-monitoring
Motivation
Decoding
Stam
ina
Background
Knowledge
Studentm
obility
Teacherexpectations
Studentm
otivation
EnglishProficiency
Instructionalprogram
s
FamilyLiteracyPractices
Previousinstruction
ParentalSupport
Studentability
Communicationam
ong
teachersregardingstudent
performance
UNIVER
SITY
OFKA
NSA
SCE
NTERFO
RRE
SEARC
HONLEA
RNING
BuildingBlocksofLiteracySupports
Literacysupportsshouldbeprovidedatalllevels(buildingblocks).Pleaselistwhatiscurrentlyinplaceaswellaswhatis
neededtosupportliteracyacrosstheschool.
LevelofInstruction
FocusofActions
Example
WhatWeHave
WhatWeNeed
Level1:
Ensuremasteryof
criticalcontent
Allstudentslearncriticalconten
trequiredinthecorecurriculum
,regardlessofliteracylevels.
Teacherscompensate
for
limitedliteracylevels
throughtheuseofexplicit
teachingorenhancement
routines,adaptations,and
technolo
gy.
Level2:
Weaveshared
strategiesacross
classes
Teachersem
bedselectedlearning
strate
giesincorecurriculu
m
coursesthroughdirect
expla
nation,modeling,and
requiredapplicationincontent
assignm
ents.
Teachersuseacommon
readingstrateg
yfor
summarizingincourse
activitiesthroughoutthe
year.
Level3:
Supportmasteryof
sharedstrategiesfor
targetedstrategies.
Studentswh
ohavedifficulty
masteringthestrateg
iespresented
incoursesbyconten
tteachersare
providedmoreinstru
ctionthrough
specializedinstru
ctiondelivered
bysupportpersonnel.
Whenteachersnoticethat
somestudentsarehavin
gdifficultywithon
eofthe
commonstrateg
ies(such
assummarizing),the
studentsgetextrafrom
supportpersonnel.
Level4:
Providemore
intensive
interventionforthose
whoneedworkon
basicliteracy
elem
ents.
Studentslearnliteracyskills
throughspecialized,direct,and
inten
siveinstru
ctionthrough
carefullydesignedanddelivered
courses.
Coursesinresearch-based
readingprogram
ssuchas
Corre
ctiveReadingare
offeredtostudentswith
basicskilldeficits.
Level5:
Delivertherapeutic
language
interventionforthose
whoneedit.
Studentswithun
derlyinglanguage
disorderslearnthelinguistic
underpinningstheyneedto
acquirecontentliteracyskillsand
strate
gies.
Speech-language
patholo
gistsengage
studentsincurriculu
m-relevanttherapy.
Basedon
10/12
/12ad
aptation
from
StateIm
plem
entation
&Scaling-up
ofE
vide
nce-ba
sedPractices;M
iBLSi;KU
CRLNCCLC6/19
/17
Ado
lesc
ent L
itera
cy A
ctio
n P
lan
Dis
trict
: __
____
____
____
____
____
____
____
____
___
Dat
e: _
____
____
____
____
____
____
_
Lite
racy
Lea
ders
hip
Team
: __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Con
side
r com
mun
icat
ion,
pro
fess
iona
l dev
elop
men
t, co
achi
ng, d
ata
colle
ctio
n, fe
edba
ck, m
onito
ring
and
supp
ort
Goa
lAction
Tim
e Fr
ame
Per
son(
s)
Res
pons
ible
R
esou
rces
N
eede
d