Candace S. Bos Memorial Lecture Series

1. Candace S. BosMemorial Lecture Series University of Texas September 16, 2002

2. “A doctor can bury his mistakes, but an architect can only advise his client to plant vines.” Frank Lloyd Wright

3. “What matters most in the work that we do?”

4. CLOSINGTHE PERFORMANCE GAP

5. The Performance Gap Demands/ Skills Years in School

6. Inclusive Education is about Closing the Performance Gap only happens through results from attending to Strong Administrative Leadership The “Core” is promoted by the Continuum of Content Literacy

7. Focus of Presentation • Actions that lead to the biggest improvements in student outcomes > Validated practices implemented with fidelity > Coordinated programming across teachers and sites > Quality professional development > Strong administrative leadership

8. Inclusive Education is about Closing the Performance Gap only happens through results from attending to Strong Administrative Leadership The “Core” is promoted by the Continuum of Content Literacy

9. What’s Should be at the Core? • Vision • Efficacy/Beliefs • Validated instructional practices • Administrative Leadership

10. Vision

11. Efficacy/Beliefs

12. Validated instructional practices

15. 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 of task difficulty • Strategies that guide student learning

16. Small steps Probes Feedback Diagrams/pictures Independent practice Clear Explanations Teacher models Reminders to use strategies Step-by-step prompts Review the learning process Direct Instruction Strategy Instruction Swanson (1999)

17. Responsive Instruction • Continuous Assessment • Instructional Accommodations • Elaborated Feedback

18. Systematic Instruction • Structured • Connected • Scaffolded • Informative

19. Intensive Instruction • Sufficient Time • High Engagement

20. My, how time can slip away!! • 10 minutes lost/block (4 blocks/day) • 40 minutes lost/day • 200 minutes (3.3 hours) of lost/week • 105 hours/year or about 17 days!!!

21. Inclusive Education is about Closing the Performance Gap only happens through results from attending to Strong Administrative Leadership The “Core” is promoted by the Continuum of Content Literacy

22. A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content. Component 2: Weave shared strategies across classes. Component 3: Support mastery of shared strategies for targeted strategies. Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it. .

23. . Component 1: Ensure mastery of critical content. All students learn critical content required in the core curriculum regardless of literacy levels. Teachers compensate for limited literacy levels by using explicit teaching routines, adaptations, and technology to promote content mastery. all most some For example: The Unit Organizer Routine

24. Content Enhancement Teaching Routines Planning and Leading Learning Course Organizer Unit Organizer lesson Organizer Teaching Concepts Concept Mastery Routine Concept Anchoring Routine Concept Comparison Routine Explaining Text, Topics, and Details Framing Routine Survey Routine Clarifying Routine Increasing Performance Quality Assignment Routine Question Exploration Routine Recall Enhancement Routine

25. Concept Diagram CONCEPT DIAGRAM Vertebrate 1 3 Key Words Mammal 3 CONVEY CONCEPT 2 1 2 OFFER OVERALL CONCEPT elephant 3 NOTE KEY WORDS Always Present Sometimes Present Never Present 4 CLASSIFY CHARACTERISTICS: O cold-blooded warm-blooded + walks on 2 legs human walks on 4 legs + nurse their young swims in water has hair + warm-blooded can fly nurse their moves on the ground young 5 Examples: EXPLORE EXAMPLES Nonexamples: whale human snake bird elephant alligator shark duckbill shark whale platypus walks on 4 legs bat bird can fly 6 PRACTICE WITH NEW EXAMPLE cold-blooded A mammal is a warm-blooded vertebrate that has hair and nurses its young. 7 TIE DOWN A DEFINITION

26. Concept Mastery Results Test scores of students with disabilities on unit tests

29. A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content. Component 2: Weave shared strategies across classes. Component 3: Support mastery of shared strategies for targeted strategies. Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it. .

30. . Component 2: Weave shared strategies across classes. Teachers embed selected learning strategies in core curriculum courses through direct explanation, modeling, and required application in content assignments. For example: Teachers teach the steps of a paraphrasing strategy (RAP), regularly model its use, and then embed paraphrasing activities in course activities through the year to create a culture of “reading to retell.”

31. “It’s strange that we expect students to learn, yet spend so little time teaching them about learning!” Norman, 1980

32. “In times of change learners inherit the earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists!” Eric Hoffer

33. Embedded Strategy Instruction

34. Large Group InstructionI 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

35. Large Group InstructionWe Do It! • 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

36. Large Group InstructionYou Do it! • Let students perform independently • Give brief, specific, constructive feedback • Identify categories of error to identify the focus for the next day’s session • Have students record their grade on a progress chart

37. Learning Strategies Curriculum Expression of Competence Sentences Paragraphs Error Monitoring Themes Assignment Completion Test-Taking Acquisition Word Identification Paraphrasing Self-Questioning Visual Imagery Interpreting Visuals Multipass Storage First-Letter Mnemonic Paired Associates Listening/Notetaking LINCS Vocabulary

38. Self-Questioning Strategy • Attend to clues as you read • Say some questions • Keep predictions in mind • Identify the answer • Talk about the answers

39. Self-Questioning-2001 n= 133 7th Grade Science Class: Growth Scores

40. State Writing Assessment

41. A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content. Component 2: Weave shared strategies across classes. Component 3: Support mastery of shared strategies for targeted strategies. Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it. .

42. Component 3: Support mastery of shared strategies for targeted strategies. . Students who have difficulty mastering the strategies presented in courses by content teachers are provided more instruction in the strategies through specialized, more intensive instruction delivered by support personnel. For example: When core curriculum teachers notice students having difficulty learning and using strategies such as paraphrasing they work with support personnel to provide more intensive instruction.

43. Intensive Strategy Instruction

44. 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.

45. Pre-test Describe Model Verbal Elaboration Controlled Practice Grade-appropriate practice Post-test Generalization Small-Group Instruction

46. Word Identification • Discover the context • Isolate the prefix • Separate the suffix • Say the stem • Examine the stem • Check with someone • Try the dictionary

48. A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content. Component 2: Weave shared strategies across classes. Component 3: Support mastery of shared strategies for targeted strategies. Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it. .

49. Component 4: Develop more intensive course options for those who need it. Students learn literacy skills and strategies through specialized, direct, and intensive instruction in listening, speaking, reading, and writing through carefully designed and delivered courses. For example: Courses in researched-based reading Programs such as the SRA Corrective Reading Program are created for students.

50. A Continuum of Action Key Components for Content Literacy Component 1: Ensure mastery of critical content. Component 2: Weave shared strategies across classes. Component 3: Support mastery of shared strategies for targeted strategies. Component 4: Develop more intensive course options for those who need it. Component 5: Develop more intensive clinical options for those who need it. .