# Presentation: 353735

## Archived InformationHigh Expectations and Adolescent Reading

** ****The University of Kansas **
**Center for Research on Learning**
**Don Deshler**
**Mike Hock**
**October 8, 2003**
** **

## About the KU-CRL

**About the KU-CRL**

- Founded in 1978
_**Mission**_:  *Dramatically improve the performance of at-risk students in grades 4-12 through research-based**** ****interventions*
- • $70+ million dollars of contracted R & D
- • International Professional Development Network
-     •  275,000 teachers in 3,500 school districts

## Our Purpose Today.....

***“******What is the role of high expectations and AYP in reading, particularly for those who struggle with learning?”***

## The Performance Gap

- <date/time>

- Years in School

**Student Skills**

- 12
- 11
- 10
- 9
- 8
- 7
- 6
- 5
- 4
- 3
- 2
- 1

- 1      2      3     4      5      6      7      8      9      10      11      12

**The “GAP”**

**2013-2014 School Year**

**2001-2002 School Year**

***NCLB***

## Students in the Gap.....

- Who are they?
- Low SES
- Students w/disabilities
- English Language Learners

- What do they need?
- Systematic & Direct Instruction in skills & strategies
- Intensive intervention (time & engagement)
- Practice & Feedback (lots!)
- Academic motivation
- High expectations

## Vaughn, Gersten, & Chard (2000)

- Interventions that benefit SLD *also* benefit average and high achievers
- Instruction that is visible & explicit
- Instruction that is interactive between students & teacher & between students
- Instruction that controls task difficulty
- Strategies that guide student learning

## Direct Instruction

***Small steps***
***Probes***
***Feedback***
***Diagrams/pictures***
***Independent practice***

***Clear Explanations***
***Teacher models***
***Reminders to use strategies***
***Step-by-step prompts***

**Strategy Instruction**

- Swanson (1999)

## Closing the Performance Gap

- Content Enhancement

- Strategy Instruction

- High Expectations & Administrative Leadership

- by attending to

- by promoting

- only happens through

- CRL Response to Literacy Instruction

- is about

## . 

_**The Content Literacy Continuum**_
**Level 1:**** ****Ensure mastery of critical content.**
**Level 2:**** ****Weave shared strategies across classes.**
**Level 3: Support mastery of shared strategies **
**	****    ****for targeted courses/demands.**
**	****	****- Small group strategy instruction**
**	****	****- Extended day program (tutoring)**
**Level 4: Develop intensive skill course options ****	**
**	****    ****for those who need basic skills. **
**Level 5: Develop more intensive clinical **
**	****    ****options for those who need foundational **
**              ****language competencies.**** **

## CRL Adolescent Literacy Continuum

**Students not making AYP in reading**

**1. General Education Enhanced Content**

**5. Clinical Intervention**

**3. Intensive Reading Strategy Support**
**• ****strategy classes**
**• ****strategic tutoring**

**2. General Education Embedded Strategies**

**4. Evidence-Based Reading Class**

## Content Enhancement Routines(Levels 1 and 2)

**A way of teaching academically diverse classes in which**
**The integrity of the content is maintained**
**Critical content is selected and transformed**
**Content is taught in an active partnership with students**
**Strategies are embedded in the course and introduced to students**

## Content Enhancement Teaching Routines

**Planning and**
** ****Leading Learning**
- Course Organizer
- Unit Organizer
- Lesson Organizer

**Explaining **
**Text, Topics, and Details**
- Framing Routine
- Survey Routine
- Clarifying Routine

**Teaching Concepts**
- Concept Mastery Routine
- Concept Anchoring Routine
- Concept Comparison Routine

**Increasing Performance**
- Quality Assignment Routine
- Question Exploration Routine
- Recall Enhancement Routine
- Vocabulary Routine

## Concept Diagram

## Concept Mastery Results

- Test scores of students with disabilities on unit tests

## Self-Questioning Strategy (embedded in 7th grade science class)

**A**ttend to clues as you read
**S**ay some questions
**K**eep predictions in mind
**I**dentify the answer
**T**alk about the answers

## Self-Questioning-2001 n= 133

- 7th Grade Science Class: Growth Scores

## Learning Strategies(Level 3: Moving students off of the yellow line)

- Teaching students how to think about and solve problems, or......teaching students “how to learn”
- For example: How can I use my textbook to learn critical science content? How do I actually read the textbook?

## What Reading Skills & Strategies Should We Teach?

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**Alphabetics****	****Fluency****	****Vocabulary****	****Comprehension**
**• ****PA****	****	****• Pace****	****• Listening****	****• Self-Regulation**
**• ****Decoding**
**	****	****• ****Accuracy****	****• Reading****	****• Reading Strategies**
**• ****Word ID ****	****	****	****   - self-questioning**
**	****	****• ****Prosody****	****	****   - visual imagery**
**	****	****	****	****   ****- paraphrasing**
**	****	****	****	****   ****- expository text**
**	****	****	****	****   ****- interpreting visuals**

**What Reading Skills & Strategies Should We Teach?**

## Learning Strategies Curriculum  

**Acquisition**
**Word Identification**
**Paraphrasing**
**Self-Questioning**
**Visual Imagery**
**Interpreting Visuals**
**Multipass**
***The Bridging Strategy (decoding, word id, fluency)***
***Draw Inferences***

**Storage**
- First-Letter Mnemonic
- Paired Associates
- Listening/Notetaking
- LINCS Vocabulary

**Expression of Competence**
- Sentences
- Paragraphs
- Error Monitoring
- Themes
- Assignment Completion
- Test-Taking

## Word Identification

**D**iscover the context
**I**solate the prefix
**S**eparate the suffix
**S**ay the stem
**E**xamine the stem
**C**heck with someone
**T**ry the dictionary

## Slide 21

## State Writing Assessment

**94**

**74.5**

**85**

**0**

**10**

**20**

**30**

**40**

**50**

**60**

**70**

**80**

**90**

**100**

**Percentage of Students **

**Passing the Michigan **

**State Writing Assessment**

**Strategies School**

**Mean of Other**

**Same-Sized**

**School**

**State Average**

**State Writing Assessment**

## Strategic Tutoring Model

**The Role of the Strategic Tutor:**

** ****Explain Content, Build Knowledge**

** ****Have Extensive Knowledge of Strategies**

** ****Apply Principles of Strategic Instruction**

** ****Mentor and “Connect” Students**

**A before or after school tutoring program in which tutors teach students critical skills and strategies *****while***** they help students with homework assignments.**

## Data Analysis (1)

- Scores earned by tutored students in general education classes on _Quizzes and Tests_
- N= 40 Chase, Landon, Eisenhower, Robinson
- 			Pretest Scores	Posttest Scores
- 1:1 tutoring	59% 			73%
- 1:3 tutoring	52%			60%
- HmWk help	65%			67%
- Comparison	63%			54%

## Data Analysis (2)

- _Student Level of Hope_			 .0432
- 	1:1 Strategic Tutoring
-  Total Score 	Pre=	20 pts		Post= 28 pts
-  Will Power		10 pts			15 pts
-  Way Power		11 pts			13 pts
- 1:3 Tutoring
-  Total Score 	Pre=	23 pts		Post= 23 pts
-  Will Power		11 pts			12 pts
-  Way Power		12 pts			11 pts

## Strategic Tutoring Outcomes

- Assignments are completed successfully
- New content knowledge is acquired
- Effective Strategies are learned & applied
- Scores are quizzes and tests improve
*Performance on state measures improves*
- Students are “connected” with a mentor & hope increases

## Student Motivation & Possible Selves

**Students are not unmotivated. However they may not be motivated to do what we want them to do.  ****	****	****	****Rick Lavoie**

**Students are motivated when they:**
**Have a goal THEY desire**
**BELIEVE the goal is attainable**
**Have a realistic PLAN on how to get there**

## Possible Selves  (Markus & Nurris, 1986)

- Possible Selves are ideas about what one might become in the future
- When stories about one’s hopes, expectations, and fears for the future are expressed, they can be motivating.
- Individuals with clear ideas about the future will work hard to attain them.

## “What is the role of high expectations and AYP in reading, particularly for those who struggle with learning?” 

## Student Success

***Student Success***

**Validated practices**

**Fidelity implementation**

**Coordinated implementation**

**Quality Professional Development**

**Strong Administrative**
** ****Leadership**

**+**

**+**

**+**

**+**

***=***

**Vision**

**Beliefs**

## www.ku-crl.org

**University of Kansas**
**Center for Research on Learning**
- _[Ddeshler@ku,edu](mailto:Ddeshler@ku,edu%0Dmhock@ku.edu)_
- _[mhock@ku.edu](mailto:Ddeshler@ku,edu%0Dmhock@ku.edu)_
**1-785-864-4780 (CRL)**