Adolescent Literacy Learning First Alliance -- May 11, 2005

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Strategic Instruction Model Adolescent Reading
Program
High School Achievement Breakfast Forum June 14,
2005 Don Deshler University of Kansas Center
for Research on Learning
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The Context.the Challenges
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..the net result has been the creation of a
global, web-enabled playing field that allows for
multiple forms of collaboration and the sharing
of knowledge and work. This playing field is open
today to more people in more places on more days
in more ways than anything like ever before in
the history of the worldBillions of people have
access to billions of pages of raw information
which will ensure that the next generation of
innovations will come from all over Plant Flat.
The scale of the global community that is soon
going to be able to participate in all sorts of
discovery and innovation is something the world
has simply never seen before.
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..the flatter ones country is -- that is, the
fewer natural resources it has -- the better off
it will be in a flat world..countries with no
natural resources tend to dig inside themselves.
They try to tap the energy, entrepreneurship,
creativity, and intelligence of their own people
-- rather than dig an oil well. For example,
Taiwan is a barren rock in a typhoon-laden sea,
with virtually no natural resources -- nothing
but the energy, ambition, and talent of its own
people. Today it has the 3rd largest financial
resources in world. Thomas L.
Friedman The World is Flat
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Profile of the struggling adolescent learner

• Less fluent readers with much smaller sight
  vocabularies
• Understanding of word and multiple word meanings
  is limited
• Limited background and conceptual knowledge
• Less skillful in using strategies that enhance
  understanding and remembering of oral written
  language
• 70 of 9th graders reading below grade level on
  NAEP
• 53 of college freshmen need remedial support in
  reading and writing

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The Performance Gap
Skills
/
Demands
Years in School
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Consequences of the Gap (the big picture)

• Disconnected from fabric of school
• Academics
• Social
• Extracurricular
• Sense of hopelessness..stop dreaming
• Gangs, delinquency, crime
• 3000 students/day drop out of school.thats
  nearly 540,000/year!
• Only about 70 of adolescents complete high
  school.only about 50 of students of color do

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Secondary Schools -- Oh what interesting
organizations!

• The 100 minute decision
• Lack of coherencefragmentation squared!
• Limited formal mechanisms for teaching reading to
  those who struggle
• If it werent for students impeding our progress
  in the race to the end of the term, we certainly
  could be sure of covering all the content.
  However, the question should not be whether we
  are covering the content, but whether students
  are with us on the journey. Pat Cross

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About the KU-CRL

• Founded in 1978 - (Institute for Research on
  Learning Disabilities)
• Mission Dramatically improve the performance of
  at-risk adolescents and young adults in grades
  4-12 through research-based interventions
• Developed the Strategic Instruction Model (SIM)
• Teacher/Student research Unit of Analysis
  Classroom
• Secondary school reform initiative (Content
  Literacy Continuum)
• International Professional Development Network

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High Impact Ideas
Learning Organization
Quality Research
Professional Development
Dissemination (e.g., journals)
Product Development
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The Performance Gap
? teachers
Skills
/
Demands
? students
Years in School
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SIM
Student Success
Content Enhancement Routines
Learning Strategies Curriculum
Supports
Community Building Strategies
Learning Expressways
Teaming Problem Solving Strategies
Possible Selves
Self Advocacy Strategy
Cooperative Thinking Strategies
Strategic Tutoring
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Driving question

• How can we effectively integrate SIM within
  secondary schools?

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Overtime we learned the importance of

• Establishing a school-wide strategy for improving
  literacy outcomes

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Content Literacy
The listening, speaking, reading and writing
skills and strategies necessary to learn in each
of the academic disciplines.
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A Continuum of Literacy Instruction
(Content Literacy Continuum -- CLC)
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 group instructional
methods) Level 3 Intensive strategy
instruction (mastery of specific strategies
using intensive-explicit instructional
sequences) Level 4 Intensive basic skill
instruction (mastery of entry level literacy
skills at the 4th grade level) Level 5
Therapeutic intervention (mastery of language
underpinnings of curriculum content and
learning strategies) Tutoring Strategic
Tutoring (extending instructional time
through before or after school tutoring)
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The CLC says

• There are unique (but very important) roles for
  each member of a secondary staff relative to
  literacy instruction
• Some students require more intensive, systematic,
  explicit instruction of content, strategies, and
  skills

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Building Blocks for Academic Competency
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
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Time and Instructional Location
LEVEL 1 General Education Presenting Critical
Content for Mastery
LEVEL 2 General Education Introducing Strategy
Building
LEVEL 3 Support Classroom Learning Strategy
Instruction
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Ebb and Flow
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A Continuum of Literacy Instruction
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 group instructional
methods) Level 3 Intensive strategy
instruction (mastery of specific strategies
using intensive-explicit instructional
sequences) Level 4 Intensive basic skill
instruction (mastery of entry level literacy
skills at the 4th grade level) Level 5
Therapeutic intervention (mastery of language
underpinnings of curriculum content and
learning strategies) Tutoring Strategic
Tutoring (extending instructional time
through before or after school tutoring)
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Thinking About the Curriculum...
Knowledge
Critical Content
Course
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Thinking About the Curriculum...
Knowledge
Course
Unit
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A Unit
ALL
MOST
SOME
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Content Facts, Concepts, Definitions,
Propositions
A Unit
ALL
Content Manipulation
MOST
Generalization Problem Solving
SOME
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Content Enhancement

• A way of teaching academically diverse classes in
  which
• Integrity of the content is maintained
• Both group and individual needs are valued and
  met
• Critical features of the content are selected and
  transformed to promote growth for all students,
  and
• Instruction is carried out in a partnership with
  students

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or.the goal of content enhancement is

• Barrier-free
• education

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Careful Planning around Critical Content is
Essential!
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Comparison Table
Communicate Targeted Concepts Obtain the Overall
Concepts Make lists of Known Characteristics Pin
down Like Characteristics Assemble Like
Categories Record Unlike Characteristics Identify
Unlike Categories Nail Down a Summary Go Beyond
the Basics
C O M P A R I N G
Overall Concept
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Concept
Concept
1
1
Characteristics
Characteristics
Extensions
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3
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Like Characteristics
Like Categories
Unlike Characteristics
Unlike Characteristics
Unlike Categories
Summary
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Relevant Details (Venn Diagram)
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Categorical language
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8) Summary
Sectionalism in the U.S. was partially caused by
economic conditions in the North and South in
1860. Although the North and South both had good
natural resources, ports, and credit, their
primary sources of labor and profit were
different, as was the quality of their land
transportation. Thus, these three differences
probably contributed to sectionalism.
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is about
Barrier-Free Education
planning
Principles
is based on
is created through
?Shape critical questions concepts ?Map
critical content ?Analyze for learning
difficulties ?Reach enhancement decisions ?Teach
strategically ?Evaluate content
enhancements ?Revisit questions
?Both group and individual needs are
met ?Integrity of content is maintained ?Critical
content is transformed ?Instruction is a
partnership
involves
Routines
Devices
Strategic Teaching
?Cue?Do-Linking Steps?Review
for
Increasing Performance
Planning Leading Learning
Explaining
Text, Topics, Details, Terms
Teaching Concepts
?Quality Assignment?Question Exploration
?Recall Enhancement ? Order Routine
?Course Organizer?Unit Organizer?Lesson
Organizer
?Framing?Survey?Clarifying ?LINCS
?Concept Mastery?Concept Anchoring?Concept
Comparison
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A Continuum of Literacy Instruction
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 group instructional
methods) Level 3 Intensive strategy
instruction (mastery of specific strategies
using intensive-explicit instructional
sequences) Level 4 Intensive basic skill
instruction (mastery of entry level literacy
skills at the 4th grade level) Level 5
Therapeutic intervention (mastery of language
underpinnings of curriculum content and
learning strategies) Tutoring Strategic
Tutoring (extending instructional time
through before or after school tutoring)
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Cognitive apprenticeship on how to learn
subject matter content
Strategy Instruction
Course Curriculum
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Instructional Methodology

• I do it! (Learn by watching)
• We do it! (Learn by sharing)
• Yaall do it! (Learn by practicing with
  partners)
• You do it! (Learn by practicing by yourself)

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A Continuum of Literacy Instruction
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 group instructional
methods) Level 3 Intensive strategy
instruction (mastery of specific strategies
using intensive-explicit instructional
sequences) Level 4 Intensive basic skill
instruction (mastery of entry level literacy
skills at the 4th grade level) Level 5
Therapeutic intervention (mastery of language
underpinnings of curriculum content and
learning strategies) Tutoring Strategic
Tutoring (extending instructional time
through before or after school tutoring)
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The SIM Adolescent Reading Program
Reading Core
Metacognition
Class Management
Decoding
Vocabulary

Word Recognition
Comprehension
Fluency
Cooperative Learning Skills
Motivation
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• Word Recognition Instruction

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• Reading
• Comprehension
• Instruction

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Strategic Reading Class at Muskegon High School
Grade Level Scores on GMRT-Comprehension Subtest
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59 Students were 2001 - 7th Graders 2004 -
11th Graders

• 2004
• Basic
• (not passing)

• 2004
• Low
• (Not Passing)

• 2004
• Passing

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Multiple Strategy Integration
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A Continuum of Literacy Instruction
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 group instructional
methods) Level 3 Intensive strategy
instruction (mastery of specific strategies
using intensive-explicit instructional
sequences) Level 4 Intensive basic skill
instruction (mastery of entry level literacy
skills at the 4th grade level) Level 5
Therapeutic intervention (mastery of language
underpinnings of curriculum content and
learning strategies) Tutoring Strategic
Tutoring (extending instructional time
through before or after school tutoring)
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Improving Outcomes for Struggling Adolescent
Learners
Infrastructure Support (administrative leadership)


Instructional Core (Quality teaching)
Improved Outcomes

• Motivation/Behavior supports
• Engaging/Diverse materials
• Continuum of literacy instruction
• Intense-Explicit instruction
• Formative/Summative assessments

Reading Proficiency Improved attendance
Persistence in school Challenging courses
Graduation

• Decision-making teams
• Professional development
• Teacher materials/resources
• Instructional coherence
• Extended time

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Improving Outcomes for Struggling Adolescent
Learners
Infrastructure Support (administrative leadership)


Instructional Core (Quality teaching)
Improved Outcomes

• Motivation/Behavior supports
• Engaging/Diverse materials
• Continuum of literacy instruction
• Intense-Explicit instruction
• Formative/Summative assessments

Reading Proficiency Improved attendance
Persistence in school Challenging courses
Graduation

• Professional development
• Teacher materials/resources
• Instructional coherence
• Extended time

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Improving Outcomes for Struggling Adolescent
Learners
Infrastructure Support (administrative leadership)


Instructional Core
Improved Outcomes

• Motivation/Behavior supports
• Engaging/Diverse materials
• Continuum of literacy instruction
• Intense-Explicit instruction
• Formative/Summative assessments

Reading Proficiency Improved attendance
Persistence in school Challenging courses
Graduation

• Decision-making teams
• Professional development
• Teacher materials/resources
• Instructional coherence
• Extended time

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Improving Outcomes for Struggling Adolescent
Learners
Culture of Positive Engagement and Growth

• Motivation/Behavior supports
• Engaging/Diverse materials
• Continuum of literacy instruction
• Intense-Explicit instruction
• Formative/Summative assessments

• Decision-making teams
• Professional development
• Teacher materials/resources
• Instructional coherence
• Extended time

Learning Proficiency Improved attendance
Persistence in school Challenging courses
Graduation


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Culture of Positive Engagement Growth

• Literacy improvement for allby all!
• Use a partnership framework for interacting
• Connect reading to quality of life and dreams
• Communicate high expectations (for growth as a
  learner and as a person)
• Set clear standards -- hold students accountable
  for outcome goals
• Engage students so every minute counts
• Provide ample opportunities for scaffolded
  practice
• Teach incremental growth of mind
• Evidence high efficacy teacher behaviors!

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The Performance Gap

• Instructional Core
• Motivation/Behavior Supports
• Engaging/diverse materials
• Continuum of literacy instruction
• Intense-Explicit instruction
• Formative/summative assessments

Skills
/
Demands
Instructional Core
Existing Support
Years in School
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The Performance Gap
Skills
/

• Infrastructure Support
• Decision-making teams
• Professional development
• Teacher materials/resources
• Instructional coherence
• Extended time

Demands
Infrastructure Support
Instructional Core
Existing Support
Years in School
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Thank you!!
Don Deshler ddeshler_at_ku.edu www.kucrl.org