Working Definition of “High School Literacy”

1. Working Definition of “High School Literacy” “High School Literacy includes all the elements of literacy—reading, writing, listening, speaking, critical thinking, use of technology, and habits of mind that foster postsecondary success—that are expected of entering freshmen across all college disciplines as well as those entering the workforce.  These competencies should be learned in the content areas and should be valued and reinforced in all related instructional areas throughout students' high school experiences.”

2. High School LiteracyDon Deshler

3. HIGHER ORDER Building Blocks for Content Literacy SUBJECT MATTER STRATEGIES SKILLS LANGUAGE

4. HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE A Continuum of Literacy Instruction (RTI -- Tiered 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)

5. CONTENT CLASSES Level 2. Embedded Strategy Instruction CONTENT CLASSES Level 1. Enhanced Content Instruction Level 3. Intensive Strategy Instruction • strategy classes • strategic tutoring Level 4. Intensive Basic Skill Instruction Level 5. Therapeutic Intervention Foundational language competencies Content Literacy “Synergy” Improved Literacy KU-CRL CLC- Lenz, Ehren, &Deshler, 2005

6. Level 1, 2, 3 Proficient readers are “good at” or have… • Background knowledge • Text/knowledge structure • Vocabulary • Learning strategies • Fluency • Sight word vocabularies • Word recognition Level 1 Level 3, 4, 5

7. 12 11 10 9 8 7 6 5 4 3 Grade Level • Expectations • Demands • Skills Years in School The Performance Gap

8. Infrastructure Supports The Performance Gap • Infrastructure Supports • Flexible Scheduling • Time for Teacher Learning and Planning • Behavioral Supports • Smaller Learning Communities Grade Level • Expectations • Demands • Skills Existing Support Years in School

9. System Learning Supports • Progress Monitoring • Collaborative Problem-Solving • Instructional Coaching • Professional Learning The Performance Gap / Grade Level • Expectations • Demands • Skills System Learning Supports Infrastructure Supports Current Supports Years in School

10. Instructional Core • Standards-Informed Curriculum Planning • Connected Courses & Coherent Learning • Continuum of Literacy Instruction • Motivation Strategies • Engaging Instructional Materials & Activities • Student-Informed Teaching The Performance Gap / Instructional Core System Learning Supports Infrastructure Supports Current Supports Grade Level • Expectations • Demands • Skills Years in School

11. System change must be closely tied to the individual within the system Shared… • Vision…that allows individual contributions • Knowledge…that leads to individual learning • Leadership…that seeks the voice of individuals • Responsibility…that shapes individual planning and action • Evaluation…that guides self assessment • Accountability…that motivates individual action

12. Vision Knowledge Leadership Instructional Core System Learning Supports Standards-Informed Curriculum Planning Connected Courses & Coherent Learning Continuum of Literacy Instruction Motivation Strategies Engaging Instructional Materials & Activities Student-Informed Teaching Progress Monitoring Collaborative Problem Solving Instructional Coaching Professional Learning Responsibility Evaluation Accountability Critical Values for System Change Shared… Improved Outcomes + = Infrastructure Supports + • Flexible Scheduling • Time for Teacher Learning and Planning • Extended Learning Time • Behavioral Supports • Smaller Learning Communities College Readiness and Postsecondary Success + = + …that respects the individual in the system

13. Lessons learned by KU-CRL about improving secondary school outcomes… • Initiatives should be driven by high expectations that prepare students for college and post-secondary success • The literacy needs of adolescents vary greatly -- these differences must be accounted for in a continuum of instruction that meets the needs of all students • Change initiatives should be undertaken in light of individual school resources, values, and skill sets

14. Lessons learned by KU-CRL about improving secondary school outcomes… (continued) • 4. The secondary school culture must explicitly reinforce literacy with sufficient authentic and explicit practice embedded across all subject areas • 5. There is a interactive synergistic relationship based on principles of learning that cuts across a continuum of literacy instruction (i.e., CLC) • 6. Critical instructional and infrastructural elements must be leveraged at the school and district level

15. Contact Don Deshler 785.864.4780 ddeshler@ku.edu

16. Enhancing Literacy for High School Improvement James Kemple MDRC Prepared for National High School Center Summer Institute June 2007

17. Overview of Key Issues:Nature of the Problem • Struggling adolescent readers face general problem with reading for understanding. • Specific challenges span weak basic skills (phonics, vocabulary, fluency, etc…) through limited repertoire of strategies aimed at reading for understanding (meta-cognition, drawing inferences, drawing meaning from context, content-specific vocabulary, etc…) • Literacy not typically seen as the domain of high schools, particularly content-area teachers.

18. Overview of Key Issues:Strategies for Intervention • Equipping high schools and high school teachers with literacy-focused instructional strategies will require: • Making literacy a priority that complements, rather than competes with content requirements. • Building capacity for teachers to differentiate instruction without lowering expectations. • Three pronged strategy: • Teaching strategies that account for limited literacy • General teaching strategies that address literacy needs • Intensive support for struggling readers

19. Overview of Key Issues:Building Knowledge • Limited evidence about what works points to the need for knowledge building by evaluating new initiatives before going to scale.

20. Literacy for Adolescent English Learners: Building Capacity for Quality ProgramsAída WalquiDirector, Teacher Professional Development ProgramWestEdawalqui@wested.orgwww.wested.org/qtel National High School Center Summer Institute Washington, S.C. Tuesday, June 12, 2007

21. Issues that need to be addressed • Language mediates all learning. For English Language Learners the development of literacy skills entails both building the tool and the product of learning at the same time. • To teach something, teachers need to know it explicitly. Most teachers in high school are disciplinary experts, but their knowledge of the language needed to demonstrate their expertise is implicit. Disciplinary language awareness is a must for teachers.

22. Teachers going through QTEL professional development learn by participating in activity

23. This enables them to understand the disciplinary language and the pedagogy necessary to develop rich literacies in English as a second language

24. We seldom see quality instruction with English Language Learners Quality is characterized by QTEL’s principles: • SustainAcademic Rigor in teaching English Learners • HoldHigh Expectations in teaching English Learners • Engage inQuality Interactionswith English Learners • Sustain aLanguage Focus in teaching English Learners • Develop Quality Curriculain teaching English Learners

25. high challenge ‘FRUSTRATION’ ZONE ‘APPRENTICESHIP’ ZONE (ZPD) low support high support ‘NOWHERE’ZONE ‘POBRECITO’ ZONE low challenge Teaching Learning Zones(adapted from Mariani, 1997; Hammond and Gibbons, 2007)

26. Building Capacity • At the school level: Nested, coherent professional development that encompasses : ESL, subject matter teachers; teacher supporters (professional developers, coaches, instructional support specialists, curriculum directors); educational leaders. • East Side Union High School District, 5 schools

27. Work with Educational Leadership All teachers (6 days) Informal teacher Leadership (2 more days) Formal teacher Leadership (4 more days) Figure 1: Ripples of impact on Teacher professional Development, Year 1

28. Whole School Improvement All teachers Informal teacher leaders Formal teacher leaders Figure 1: Ripples of impact on Teacher professional Development, Year 1 Irvine Grant

29. Capacity building in a large urban district: The New York City case • Multiple embedded model of working with teachers, teacher support specialists, educational leadership • Processes at each level mirror what happens at other levels

30. A Model of Professional Development Apprenticeship PHASE 1 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers KEY PARTICIPANTS WestEdTPD Team W W ELL Instruct.Support Specialist ISSs ISSs ISSs Teachers inApprenticeship TIA PARTICIPATE AS LEARNERS ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION

31. A Model of Professional Development Apprenticeship P/O W W W T T ISSs ISSs ISSs ISSs T T TIA TIA O T = Teacher P/O = Participant/Observer O = Observer PHASE 1 PHASE 2 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/Observation ISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs KEY PARTICIPANTS WestEdTPD Team ELL Instruct.Support Specialist Teachers inApprenticeship PARTICIPATE AS LEARNERS OBSERVE AND REFLECT ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION

32. A Model of Professional Development Apprenticeship PHASE 1 PHASE 2 PHASE 3 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/Observation ISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs Mentoring/Coaching ISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching KEY PARTICIPANTS WestEdTPD Team W W W W ELL Instruct.Support Specialist ISSs ISSs ISSs ISSs ISSs Teachers inApprenticeship TIA TIA TIA PARTICIPATE AS LEARNERS OBSERVE AND REFLECT IMPLEMENT WITH COACHING ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION

33. A Model of Professional Development Apprenticeship PHASE 1 PHASE 2 PHASE 3 PHASE 4 Building the Base WestEd increases knowledge base of the ISSs and capacity to support teachers Participation/Observation ISSs develops multiple levels of knowledge and skills through participation/observation and analysis of WestEd’s professional development with TIAs Mentoring/Coaching ISSs delivers selected Teacher Professional Development tools and processes in schools with WestEd support, mentoring, and coaching Appropriation ISSs supports TIAs in providing rigorous academic language and content knowledge to secondary English learners with WestEd consultation KEY PARTICIPANTS WestEdTPD Team W W W W W ELL Instruct.Support Specialist ISSs ISSs ISSs ISSs ISSs ISSs Teachers inApprenticeship TIA TIA TIA TIA PARTICIPATE AS LEARNERS OBSERVE AND REFLECT IMPLEMENT WITH COACHING IMPLEMENT WITH CONSULTATION ELL Instruct.Support Specialist APPRENTICESHIP APPROPRIATION

34. Mid-ContinentComprehensiveCenter(MC3)

35. Help increase state capacity to assist districts and schools to meet their student achievement goals by providing front line assistance to states enabling them to MC3’s Major Goal • assess improvement needs of districts & schools • develop solutions to address those needs • build and sustain systemic support for district and school improvement efforts • improve tools & systems for school improvement and accountability

36. Relevance • technical assistance that meets State Education Agencies’ (SEAs’) needs related to NCLB Utility • technical assistance that provides SEAs the tools, information, knowledge, and skills necessary to support their work with NCLB High Quality • research-based content and effective delivery of technical assistance MC3 Indicators of Success

37. MC3 and its State Coordinating Councils (SCCs) collaborated in the development of a Technical Assistance (TA) Plan to “Build State Capacity” Relevance • Kansas Goal: • “Develop a Pre-K through 18+ Kansas literacy plan” • Missouri Goal : • “Develop guidelines for district literacy plans” Missouri Department of Elementary and Secondary Education

38. Need: • KSDE and DESE needed current information about services and resources supporting adolescent literacy • Outcome: • Kansas District and School surveys developed with MC3 Adolescent Literacy Work Group (ALWG) • Missouri Middle and High School surveys under development with MC3 ALWG Utility

39. MC3 Adolescent Literacy Workgroup: • Built capacity within MC3 regarding research-based best practices on issues of adolescent literacy • Collaborated with experts at: • Content Center on Instruction • National High School Content Center • University of Kansas Center on Research and Learning • National Association of State Boards of Education Utility: Workgroup Process

40. Surveys developed by MC3 ALWG: • Beta tested with MC3 ALWG & SCC • Piloted with representative sample of districts and schools, and focus group interviews • Rigorous revision process with MC3 ALWG, Kansas SCC, and KSDE reading team • Distributed statewide to districts and schools with high response rate (83 district/110 school) • Data compiled and shared with MC3 ALWG and Kansas SCC to garner feedback and recommendations on next steps Utility: Survey Development

41. “Effective, collaborative partnership between MC3 and KSDE” “We need the knowledge and support of others in like situations.” • MC3 Reading Community of Practice to begin Year 3 (July 2007) Quality Missouri Department of Elementary and Secondary Education