Strategic Instruction Model Adolescent Reading Program

2. The Context….the Challenges

4. “…..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 world……Billions 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.”

5. “…..the flatter one’s 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

6. 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

7. The Performance Gap This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built.

8. 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….that’s nearly 540,000/year! Only about 70% of adolescents complete high school….only about 50% of students of color do

9. Secondary Schools -- Oh what interesting organizations! The 100 minute decision Lack of coherence……fragmentation squared! Limited formal mechanisms for teaching reading to those who struggle “If it weren’t 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

11. 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

13. The Performance Gap

15. Driving question…… How can we effectively integrate SIM within secondary schools?

16. Overtime we learned the importance of…… Establishing a school-wide strategy for improving literacy outcomes

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19. 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

22. Ebb and Flow

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28. 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

29. or….the goal of content enhancement is Barrier-free education

30. The ChallengeThe Challenge

31. p. 6p. 6

32. P .9P .9

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42. Cognitive apprenticeship on “how to learn” subject matter content Irma Our history at the CRL has been to focus on strategies first and generalization/context second. For this study, we have moved much closer to Content and Context. Some of us look at this work as Second Generation SIM Stratgeies.Irma Our history at the CRL has been to focus on strategies first and generalization/context second. For this study, we have moved much closer to Content and Context. Some of us look at this work as Second Generation SIM Stratgeies.

43. Instructional Methodology “I do it!” (Learn by watching) “We do it!” (Learn by sharing) “Ya’all do it!” (Learn by practicing with partners) “You do it! (Learn by practicing by yourself)

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45. The SIM Adolescent Reading Program

46. Word Recognition Instruction

50. Reading Comprehension Instruction

51. Strategic Reading Class at Muskegon High School

53. Multiple Strategy Integration IrmaIrma

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59. Culture of Positive Engagement & Growth Literacy improvement for all……by 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!

60. The Performance Gap

61. The Performance Gap