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Resource Alignment and Improved Literacy

Explore the key factors that influence reading achievement and learn how to align them for improved literacy outcomes. This resource provides insights on leadership, amount of instruction, curriculum, and quality of instruction.

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Resource Alignment and Improved Literacy

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  1. Resource Alignment and Improved Literacy Timothy Shanahan University of Illinois at Chicago www.shanahanonliteracy.com

  2. There are several spheres of influence or support that can make a difference in reading achievement improvement • Some of those are specific to literacy instruction • Some are more general levers of influence • Over time, successful programs ensure alignment among all of these influences or supports Alignment Matters

  3. Literacy Improvement Pyramid ____________________________________________________________________

  4. Literacy Improvement Pyramid ____________________________________________________________________ Leadership

  5. “Beat the odds” studies suggest the importance of leadership in raising literacy scores • Improving reading school- or district- wide requires a coherent response • Leadership can improve things, but it also can make things worse • Principals and other leaders found to have only indirect outcomes on student achievement (Hallinger & Heck, 1998) Leadership

  6. Setting goals and expectations (.42) • Resourcing strategically (.31) • Planning, coordinating, evaluating teaching and curriculum (.42) • Promoting and participating in teaching and learning (.84) • Ensuring an orderly and supportive environment (.27) Robinson, Hohepa, & Lloyd, 2009 Leadership

  7. 1. Establishing and and Conveying Vision • Creating, articulating, stewarding shared mission and vision • Implementing vision by setting goals and performance expectations • Modeling aspirational/ethical practices • Communicating the state of the vision • Promoting data use for continual improvement • Tending to accountability Hitt & Tucker, 2016 Leadership

  8. 2. Building Professional Capacity • Selecting faculty and staff • Individualizing learning opportunities • Building trusting relationships • Providing opportunities to learn • Protecting teachers from distraction • Creating communities of practice • Engendering responsibility for learning Hitt & Tucker, 2016 Leadership

  9. 3. Creating Supportive Organization for Learning • Acquiring/allocating resources for mission • Considering context to maximize organizational functioning • Building collaborative processes for decision-making • Sharing and distributing leadership • Building on diversity • Strengthening and optimizing school culture • Maintaining high-performance expectations Hitt & Tucker, 2016 Leadership

  10. 4. Facilitating High-Quality Learning Experiences • Maintain safety and orderliness • Personalizing the environment to reflect student backgrounds • Developing and monitoring curriculum program • Developing and monitoring instructional program • Developing and monitoring assessment program Hitt & Tucker, 2016 Leadership

  11. 5. Connecting with External Partners • Building productive relationships with families and communities • Engaging families in collaborative processes • Anchoring schools in the community Hitt & Tucker, 2016 Leadership

  12. Literacy Improvement Pyramid ____________________________________________________________________ Leadership

  13. Literacy Improvement Pyramid ____________________________________________________________________ Amount of Instruction Leadership

  14. Amount of instruction is the biggest alterable factor in student learning • Large amount of correlational and experimental research evidence • Thousands of studies on the importance of time • Need to ensure that all children receive the maximum amount of teaching (e.g., preschool, full-day kindergarten, attendance, use of school day, amount of reading instruction, academic activity away from school) Amount of Instruction

  15. Literacy Improvement Pyramid ____________________________________________________________________ Amount of Instruction Leadership

  16. Literacy Improvement Pyramid ____________________________________________________________________ Amount of Instruction Curriculum Leadership

  17. Second biggest impact on learning is from what is taught • Explicit curriculum is important in ensuring that teaching occurs • Explicit curriculum prevents excessive overlaps across grade levels • Curriculum needs to be organized • Importance of phonological awareness, phonics, reading comprehension, oral reading fluency, writing, and vocabulary Curriculum

  18. Literacy Improvement Pyramid ____________________________________________________________________ Amount of Instruction Curriculum Leadership

  19. Literacy Improvement Pyramid ____________________________________________________________________ Quality of Instruction Amount of Instruction Curriculum Leadership

  20. Quality of teaching refers to those facilitative features that are not described by the amount of teaching or content of teaching • Amount of reading/writing within instruction Thoroughness/intensity of instruction (RIM, 2008) • Purposeful instruction (Hattie, 2008) • Amount of interaction (CLASS) • Depth of information (Fisher, et al., 2016; Rowan & Correnti, 2009) • Quality of explanation (Duffy, et al., 1987) Quality of Instruction

  21. Literacy Improvement Pyramid ____________________________________________________________________ Quality of Instruction Amount of Instruction Curriculum Leadership

  22. Literacy Improvement Pyramid ____________________________________________________________________ Professional Development Quality of Instruction Amount of Instruction Curriculum Leadership

  23. Evidence shows that professional development for teachers improves student achievement • REL (2007) review 9 high quality experiments (.54): substantial PD (49 hours) improved achievement by 21 percentiles • McGill-Frantzen, et al. (1999) found that high quality books only mattered in context of professional development Professional Development

  24. Effective professional development must focus on how to teach/assess • Should be ongoing, multifaceted, and allow for practice and experimentation • Coaching and teacher study groups effective (if the teachers implement) • PD in combination with other innovations especially effective Professional Development

  25. Literacy Improvement Pyramid ____________________________________________________________________ Professional Development Quality of Instruction Amount of Instruction Curriculum Leadership

  26. Instructional materials include textbooks, supplementary materials, and intervention materials • Textbooks can have a positive impact on learning (WWC) • Mixed impact of textbooks on learning: they can raise achievement when they dictate curriculum coverage, but they often don’t because of implementation problems Teaching Materials

  27. Need to be consistent with research: in terms of both curriculum (introducing those things that improve achievement) and instruction (amount of reading, etc.) • In combination with PD they are especially effective Teaching Materials

  28. Literacy Improvement Pyramid ____________________________________________________________________ Professional Development Materials & Programs Quality of Instruction Amount of Instruction Curriculum Leadership

  29. Literacy Improvement Pyramid ____________________________________________________________________ Assessment Professional Development Quality of Instruction Materials & Programs Amount of Instruction Curriculum Leadership

  30. Two kinds of assessment: accountability and diagnostic • Accountability testing has not delivered higher achievement • Diagnostic/monitoring testing has been shown to be an effective stimulant to learning in other subjects (Hattie, 2009) • Need to assess student learning in order to make needed adjustments (Heck, 1990, 1991) Assessment

  31. Assessment must be kept to a minimum so as not to reduce amount of instruction • Assessment is often key in inclusion or exclusion of teaching • Inclusion of other professionals in consideration of results (and this consideration should be of more than individual students) Assessment

  32. Literacy Improvement Pyramid ____________________________________________________________________ Assessment Professional Development Quality of Instruction Materials & Programs Amount of Instruction Curriculum Leadership

  33. Literacy Improvement Pyramid ____________________________________________________________________ Assessment Special Kids Professional Development Quality of Instruction Materials & Programs Amount of Instruction Curriculum Leadership

  34. Regular program will not be sufficient for all kids • Special programs can help “special” kids August & Shanahan, 2008; Scammacca, et al., 2015) • The importance of special programs to your success depends upon the size of this population • Responding to these needs is often more of an ethical concern than one of improving school or district achievement • Children need to balance—not programs Special Kids, Special Programs

  35. Literacy Improvement Pyramid ____________________________________________________________________ Assessment Special Kids Parents Professional Development Quality of Instruction Materials & Programs Amount of Instruction Curriculum Leadership

  36. Parent involvement can improve reading achievement (NELP, 2008) • Parents often need guidance to support learning (Senechal, 2008) • Parents can provide opportunities to use text and models of literacy use • Parents can also teach in helpful ways • Parents can make the school credible • If parents cannot help, you can still succeed Parents

  37. Literacy Improvement Pyramid ____________________________________________________________________ Assessment Special Kids Parents Professional Development Quality of Instruction Materials & Programs Amount of Instruction Curriculum Leadership

  38. Literacy Improvement Pyramid ____________________________________________________________________ Assessment Special Kids Motivation Parents Professional Development Quality of Instruction Materials & Programs Amount of Instruction Curriculum Leadership

  39. Research beginning to accumulate showing that student motivation impacts learning (Hattie, 2009) • Easier to teach students effectively who are trying to learn • Same can be said for principals, teachers, and parents Motivation

  40. Resource Alignment and Improved Literacy Timothy Shanahan University of Illinois at Chicago www.shanahanonliteracy.com

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