# Presentation: 902163

## Read at a High School Level

- Helping Striving Readers

- Barbara J. Ehren, Ed.D.
- University of Kansas-Center for Research on Learning

**Archived Information**

## About the KU-CRL

- Founded in 1978
- Mission:  *Dramatically improve the performance of at-risk students through ****research-based****** ****interventions*
- $60 million dollars of contracted R&D
- International Professional Development Network
- Over 175,000 teachers in 3,500 school districts

## What is the Strategic Instruction Model (SIM) ?

## The Strategic Instruction Model (SIM)

- is an integrated model of research- validated practices to address many of the needs of diverse learners, primarily focused on adolescents.  It has been under development for 25 + years at the University of Kansas-Center for Research on Learning.

## Responding to the Challenges

- NCLB
- Adequate Yearly Progress
- Scientifically-based practices
- IDEA
- Specialized instruction

## The Performance Gap

- Years in School

- Skills

- Demands

- /

## The Performance Gap

- Years in School

- Skills

- Demands

- /

## Learning Strategies Curriculum

- Student Success

- Content Enhancement Routines

- SIM

- Supports

## Strategic Instruction Model

**Learning Strategies Curriculum**

## Learning Strategies Curriculum  

**Acquisition**
- Word Identification
- Paraphrasing
- Self-Questioning
- Visual Imagery
- Interpreting Visuals
- Multipass

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

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

## Self-Questioning

**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

## Strategic Instruction Model

**Content Enhancement Routines**

## 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

## Slide 14

## Slide 15

## a period of social change in the U. S.

- Social Problems

## What is the Content Literacy Continuum (CLC)  ?

## The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.

## is the door to content acquisition.

## . 

**CLC- A Continuum of Action**

**Level 1: Ensure mastery of critical content.**
**Level 2: Weave shared strategies across ****	****	****	****     ****	****classes.**
**Level 3: Support mastery of shared ****	****	****	****     ****	****	****strategies for targeted strategies.**
**Level 4: Provide more intensive intervention **
**	****	****for those who need work on basic ****	****	****    ****	****literacy elements.**
**Level 5: Deliver more intensive clinical **
**	****	****options for those who need it.**** **

## Enhanced Content Instruction

*Level 1*

## Enhanced Content Instruction

*Level 1*

***Goal*****:**  Mastery of critical content for all
- regardless of literacy levels.
***Primary tools:*** Content Enhancement Routines.

## 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**
**LINCS Vocabulary Routine**

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

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

## Exploration and Building of PRIOR KNOWLEDGE through interactive development of key word list.

- Exploration and Building of PRIOR KNOWLEDGE through interactive development of key word list.

## Embedded Strategy Instruction

*Level 2*

***Goal:***   Use of strategies routinely across classes.
***Primary tools:***  Learning Strategies Curriculum
- taught explicitly but with adaptations to the
- 8-stage instructional sequence.

## Learning Strategies Curriculum  

_**Acquisition**_
**Word Identification**
**Paraphrasing**
**Self-Questioning**
**Visual Imagery**
- Interpreting Visuals
- Multipass

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

_**Expression of Competence**__ _
**Sentence Writing**
**Paragraph Writing**
**Error Monitoring**
**Theme Writing**
- Assignment Completion
- Test-Taking

## Self-Questioning

**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

## Large Group InstructionLearn by Watching(I Do It!)

- Review the steps of the strategy
- Explain how it will help them learn
- Specify what they need to do
- Think out loud
- Problem solve
- Attack the challenge in different ways
- Address errors from previous day’s work

**Notes:**
I Do It!--model

We Do It!--guided practice

You Do It!--independent practice

- Ask for strategy steps
- Ask students to explain how they’re thinking
- Shape student responses
- Encourage students with authentic praise
- Evaluate student understanding
- Re-instruct if necessary

- Large Group InstructionLearn by Sharing(We Do It!)

## Self-Questioning-2001 n= 133

- 7th Grade Science Class: Growth Scores

## Paragraph Writing-2001 Paragraph Scores n=147

- 7th Grade Language Arts Implementation

## State Writing Assessment

## Intensive Strategy Instruction

*Level 3*

***Goal:**** * Mastery of specific learning strategies.
***Primary tools:***  Learning Strategies Curriculum
-  taught explicitly and intensively
- with the 8-stage instructional sequence;
-  Strategic Tutoring done individually.

## Self-Questioning

**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

## Eight Stage Instructional Process

- 1. Pretest and Make Commitments
- 2. Describe
- 3. Model
- 4. Verbal Practice
- 5. Controlled Practice
- 6. Advanced Practice
- 7. Posttest and Make Commitments
- 8. Generalization

- Daily instruction for 6 to 8 weeks in each strategy.

## Strategic Tutoring

- Usually one-to-one instruction
- With a highly skilled instructor
- Who assesses, constructs, weaves, and plans for transfer using
- Strategies for learning how to learn
- While helping youth complete class assignments

## Level 4

**Basic Skill Instruction for Those Below a 4th Grade Level**

***Goal:***  Fundamental literacy skills
- at least at the 4th grade level.
***Primary tools:***  Research-validated programs
-  in decoding, fluency and
- comprehension skills *and strategies*

## Level 4 Reading Approaches

- Corrective Reading
- Language!
- Wilson Reading
- Orton-Gillingham

## Level 4 Delivery Structures

- Pullout programs
- Labs
- Courses
- Before or after school tutoring

## Therapeutic Intervention

*Level 5*

***Goal:***  Mastery of the language
- underpinnings of curriculum content
- and learning strategies.
***Primary tools:***  Tools and procedures used
- at the other levels enriched
- with Curriculum-Relevant Therapy.

## The Speech-Language Pathologist Provides Curriculum-Relevant Therapy

- Practice Principles:*** ***
- Intervention provided by the SLP should be therapeutic, or clinical,  in nature.
- Intervention should relate directly to what students have to learn in school.

## How these services might be delivered:

- A regularly-scheduled “therapy” class as an elective.
- Co-teaching with other special service providers.
- Working with students in a communication, reading or writing lab.

## Cross-Level Practices

**Shared Responsibility/Collaboration**
**     ****SMARTER Planning**
**     ****Delivery Options**
-        A variety of models and schedules (e.g. during the    school day; outside of the school day)

## Cross-Level Practices

**Shared Tools** (e.g.
-   Content Enhancement devices
-   STRUCTURE Your   Reading
-   Self-Advocacy
-   Cooperative Thinking
-   Possible Selves
-   Community Building
-   Surface Counseling
-   Learning Expressways

## +

- Student Success

- CLC

*Research Validated Instruction*

*Effective Delivery Systems*

*Administrative Support*

*Sustained Professional Development*

## CLC Adoption:  What is involved?   

- Exploring Stage
- Awareness level activities, Introduction to the CLC and Gauging Interest and Ability to Commit
- Planning Stage
- Evaluation of Student Data, Staff Interviews, Creation of Professional Development Plans
- Implementing Stage
- Ongoing PD & Support, Role-Specific Implementation, Site-Based PD Planning, Student Performance Evaluation
- Sustaining Stage
- Refine & Enrich Accomplishments, Institutionalize, New Teacher Preparation

## CLC Professional Development

**How do we plan and implement professional development for CLC success?**

## Professional Development Phases

**Learn It**
**Do It**
**Refine It**
**Use It**

**Notes:**
Traditional

## +

- Student Success

- CLC

*Research Validated Instruction*

*Effective Delivery Systems*

*Administrative Support*

*Sustained Professional Development*

## What Can the Content Literacy Continuum Do for High Schools?

- Addresses, national state, and district priorities in literacy.

## Content:

- Rigorous academic
- standards

- Promotes focus on

- Provides an organized approach to implementing IDEA while meeting the needs of other learners, consistent with No Child Left Behind provisions.

*It’s a good idea!*

- Provides for different levels of intervention.

- Focuses on change at the school level.

## Is conceptualized as part of the school improvement process. Dovetails with requirements most states have for school improvement plans.

- Plan

## Represents a structured, systematic effort to package research validated literacy practices. 

- SIM+

## Allows flexibility in implementation–starting places may differ depending on where people are and what is going on at the school.

## Reorients professional development efforts toward a content literacy team, not just individual teachers using validated practices.

- KU

- Helps professionals differentiate complementary roles.

## www.kucrl.org