Strategic Instruction Model Adolescent Reading Program

1. Strategic Instruction Model Adolescent Reading Program High School Achievement Breakfast Forum June 14, 2005 Don Deshler University of Kansas Center for Research on Learning

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. FriedmanThe 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 Skills / Demands Years in School

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

10. Center for Research on Learning Center for Research on Learning

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

12. 2 1 6 5 3 4 High Impact Ideas Learning Organization Quality Research Professional Development Dissemination (e.g., journals) Product Development

13. The Performance Gap ∆ teachers Skills / Demands ∆ students Years in School

14. SIM Student Success Content Enhancement Routines Learning Strategies Curriculum Supports • Learning Expressways • Community Building Strategies • Teaming & Problem Solving Strategies • Possible Selves • Self Advocacy Strategy • Cooperative Thinking Strategies • Strategic Tutoring

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

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

18. A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) 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) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

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

20. Building Blocks for Academic Competency SUBJECT MATTER STRATEGIES SKILLS LANGUAGE

21. Time and Instructional Location LEVEL 1 General Education Presenting Critical Content for Mastery LEVEL 2 General Education Introducing Strategy Building LEVEL 3 Support Classroom Learning Strategy Instruction

22. Ebb and Flow

23. A Continuum of Literacy 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) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

24. Thinking About the Curriculum... Knowledge Critical Content Course

25. Thinking About the Curriculum... Knowledge Course Unit

26. A Unit ALL MOST SOME

27. Content: Facts, Concepts, Definitions, Propositions A Unit ALL Content Manipulation MOST Generalization & Problem Solving SOME

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. Not harder, but … Selecting the critical questions. Mapping content structures. Analyzing learning difficulty based on: Quantity Complexity Interest Background Relevance Organization Abstractness Reaching enhancement decisions by selecting powerful... Teaching Devices Teaching strategically through explicit... Teaching Routines Evaluating enhancements Revaluate outcomes Careful Planning around Critical Content is Essential!

31. The Unit Organizer Elida Cordora NAME 4 BIGGER PICTURE 1/22 DATE The roots and consequences of civil unrest. LAST UNIT /Experience NEXT UNIT /Experience CURRENT UNIT 3 2 1 CURRENT UNIT The Civil War The Causes of the Civil War Growth of the Nation is about... 8 UNIT SCHEDULE 5 UNIT MAP 1/22 Cooperative groups - over pp. 201-210 Sectionalism was based on was influenced by 1/28 Quiz pp. 201-236 1/29 Cooperative groups - Leaders over pp. 210-225 Areas of across the became greater with emerged because of the U.S. U.S. "Influential Personalities" projectdue Differences Events in 1/30 Quiz between the U.S. the areas 2/2 Cooperative groups - over pp. 228-234 2/6 Review for test 2/7 Review for test 2/6 Test 6 descriptive What was sectionalism as it existed in the U. S. of 1860? compare/contrast How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS cause/effect What examples of sectionalism exist in the world today? 7

32. Elida Cordora NAME The Unit Organizer 1/22 The Causes of the Civil War DATE Expanded Unit Map 9 is about... Sectionalism was influenced by was based on the Areas of the Leaders of pp. 201-236 U.S. change developed because of became greater with such as -Henry Clay Differences Events in the -Stephen Douglas between the U.S. which included the -Zachary Taylor areas -Harriet Beecher Stowe -Douglas Filmore and included such as and included and included -John Brown which included the which included the -1820 Missouri Compromise Social -Jefferson Davis Economic Political -1846 Mexican War -Abraham Lincoln Differences Differences Differences -1850 Compromise of 1850 -1850 Fugitive Slave Law of 1850 West -1852 Uncle Tom's Cabin -1854 Kansas-Nebraska Act -1854 Republican Party formed -1854 Bleeding Kansas South -1857 Dred Scott Case -1858 Lincoln Douglas Debates -1859 John Brown's Raid -1860 Lincoln Elected North -1860 South Carolina Secedes -1861 Confederacy formed 10 NEW UNIT SELF-TEST QUESTIONS How did national events and leaders pull the different sections of the U.S. apart?

33. 7 5 8 6 4 6 Comparison Table C O M P A R I N G Communicate Targeted Concepts Obtain the Overall Concepts Make lists of Known Characteristics Pin down Like Characteristics Assemble Like Categories Record Unlike Characteristics Identify Unlike Categories Nail Down a Summary Go Beyond the Basics Overall Concept 2 Concept Concept 1 1 Characteristics Characteristics Extensions 3 3 9 Like Characteristics Like Categories Unlike Characteristics Unlike Characteristics Unlike Categories Summary

35. Relevant Details (Venn Diagram)

36. Categorical language

37. 8) Summary Sectionalism in the U.S. was partially caused by economic conditions in the North and South in 1860. Although the North and South both had good natural resources, ports, and credit, their primary sources of labor and profit were different, as was the quality of their land transportation. Thus, these three differences probably contributed to sectionalism.

38. Content Enhancement is about “Barrier-Free” Education Principles planning is based on is created through ●Shape critical questions & concepts ●Map critical content ●Analyze for learning difficulties ●Reach enhancement decisions ●Teach strategically ●Evaluate content enhancements ●Revisit questions ●Both group and individual needs are met ●Integrity of content is maintained ●Critical content is transformed ●Instruction is a partnership involves Routines Devices Strategic Teaching ●Cue●Do-Linking Steps●Review for Increasing Performance Planning & Leading Learning Explaining Text, Topics, Details, Terms Teaching Concepts ●Quality Assignment●Question Exploration ●Recall Enhancement ● Order Routine ●Course Organizer●Unit Organizer●Lesson Organizer ●Framing●Survey●Clarifying ●LINCS ●Concept Mastery●Concept Anchoring●Concept Comparison

41. A Continuum of Literacy 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) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

42. Cognitive apprenticeship on “how to learn” subject matter content Strategy Instruction Course Curriculum

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)

44. A Continuum of Literacy 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) Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)

45. OUTCOMES • Improved reading comprehension • Motivation for reading • Increased hope • Success in academically challenging classes The SIM Adolescent Reading Program Reading Core Metacognition Class Management Decoding Vocabulary = Word Recognition Comprehension Fluency Cooperative Learning Skills Motivation

46. Word Recognition Instruction

50. Reading Comprehension Instruction