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About the KU-CRL• Founded in 1978• Mission: Dramatically improve the
performance of at-risk students through research-based interventions
• $60 million dollars of contracted R&D• International Professional Development
Network• Over 175,000 teachers in 3,500 school
districts
What is the Strategic Instruction Model (SIM) ?
The Strategic Instruction Model (SIM)
is an integrated model of research- validated practices to address many of the needs of diverse learners, primarily focused on adolescents. It has been under development for 25 + years at the University of Kansas-Center for Research on Learning.
CRL
Responding to the Challenges
• NCLB– Adequate Yearly Progress– Scientifically-based practices
• IDEA– Specialized instruction
The Performance Gap
Years in School
SkillsDemands
/
The Performance Gap
Years in School
SkillsDemands
/
Learning Strategies Curriculum
Content Enhancement
Routines
Cooperative Thinking Strategies
Teaming & Problem Solving
Strategies
Community Building
Strategies Possible Selves
Learning Expressways
Self Advocacy Strategy
Strategic Instruction Model
Learning Strategies Curriculum
CRL
Learning Strategies Curriculum
Acquisition Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Interpreting Visuals
Multipass
Storage First-Letter Mnemonic
Paired Associates
Listening/Notetaking
LINCS Vocabulary
Expression of Competence
Sentences
Paragraphs
Error Monitoring
Themes
Assignment Completion
Test-Taking
Self-Questioning
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
Strategic Instruction Model
CRL
Content Enhancement Routines
Content Enhancement Teaching Routines
Planning and Leading LearningCourse Organizer
Unit OrganizerLesson Organizer
Explaining Text, Topics, and Details
Framing RoutineSurvey Routine
Clarifying Routine
Teaching ConceptsConcept Mastery Routine
Concept Anchoring RoutineConcept Comparison Routine
Increasing PerformanceQuality Assignment Routine
Question Exploration RoutineRecall Enhancement Routine
Elida CordoraNAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT /Experience CURRENT UNIT NEXT UNIT /Experience
UN
IT S
EL
F-T
ES
TQ
UE
ST
ION
S
is about...
UN
ITR
EL
AT
ION
SH
IPS
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
The roots and consequences of civil unrest.
The Causes of the Civil WarGrowth of the Nation The Civil War
Sectionalism
pp. 201-236
1/22 Cooperative groups - over pp. 201-210
1/28 Quiz
1/29 Cooperative groups - over pp. 210-225
"Influential Personalities" project due
1/30 Quiz
2/2 Cooperative groups - over pp. 228-234
2/6 Review for test
2/7 Review for test
2/6 Test
Areas of the U.S.
Differences between the areas
Events in the U.S.
Leaders across the U.S.
was based on
emerged because of became greater with
was influenced by
descriptive
cause/effect
What was sectionalism as it existed in the U. S. of 1860?
How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War?
compare/contrast
1/22
What examples of sectionalism exist in the world today?
NAMEDATEThe Unit Organizer
NE
W
UN
IT
SE
LF
-TE
ST
QU
ES
TIO
NS
Expanded Unit Map is about...
9
10
How did national events and leaders pull the different sections of the U.S. apart?
The Causes of the Civil WarElida Cordora
1/22
Sectionalism
pp. 201-236
was based on the
developed because of
North
South
West
SocialDifferences
PoliticalDifferences
EconomicDifferences
Areas of the U.S.
Differences between the
areas
-Henry Clay-Stephen Douglas-Zachary Taylor-Harriet Beecher Stowe-Douglas Filmore-John Brown-Jefferson Davis
-Abraham Lincoln
such as
was influenced by
Leaders of change
became greater with
Events in the U.S.
such as
-1820 Missouri Compromise-1846 Mexican War
-1850 Compromise of 1850-1850 Fugitive Slave Law of 1850-1852 Uncle Tom's Cabin-1854 Kansas-Nebraska Act-1854 Republican Party formed-1854 Bleeding Kansas-1857 Dred Scott Case
-1858 Lincoln Douglas Debates -1859 John Brown's Raid-1860 Lincoln Elected -1860 South Carolina Secedes-1861 Confederacy formed
whic
h in
cluded t
he
whic
h in
cluded t
he
whic
h in
cluded
th
e
and includedand included and included
To really create social change, many peoplehave to be organized, outspoken, and persistent!
Progressive Era
Unsafe food
Monopolies
Limited voting rights
Unsafe and unfairworking conditions
Muckrakers wroteabout problems
Bully pulpits forcednew laws
Demonstratorscreated public pressure
Activists organizedprotests
Meat Inspection Act
Anti- trust Act
Voting rightsexpanded
Commerce and LaborDepartments
Tools for Social Change Social Changes
The FRAME RoutineKey Topic
Main idea
is about…
So What? (What’s important to understand about this?)
Essential details
Main idea
Essential details Essential details
Main idea
a period of social change in the U. S.
Social Problems
What is the Content Literacy Continuum (CLC) ?
The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.
is the door to content acquisition.
.
CLC- A Continuum of Action
Level 1: Ensure mastery of critical content.Level 2: Weave shared strategies across
classes.
Level 3: Support mastery of shared strategies for targeted strategies.
Level 4: Provide more intensive intervention for those who need work on basic
literacy elements.Level 5: Deliver more intensive clinical
options for those who need it.
Enhanced Content Instruction
Level 1
Enhanced Content Instruction
Level 1
Goal: Mastery of critical content for all
regardless of literacy levels.
Primary tools: Content Enhancement Routines.
Content Enhancement Teaching Routines
Planning and Leading LearningCourse Organizer
Unit OrganizerLesson Organizer
Explaining Text, Topics, and Details
Framing RoutineSurvey Routine
Clarifying RoutineLINCS Vocabulary Routine
Teaching ConceptsConcept Mastery Routine
Concept Anchoring RoutineConcept Comparison Routine
Increasing PerformanceQuality Assignment Routine
Question Exploration RoutineRecall Enhancement Routine
Exploration and Building of PRIOR KNOWLEDGE through interactive development of key word list.
Embedded Strategy Instruction
Level 2
Goal: Use of strategies routinely across classes.
Primary tools: Learning Strategies Curriculum
taught explicitly but with adaptations to the
8-stage instructional sequence.
Learning Strategies Curriculum Acquisition
Word Identification
Paraphrasing
Self-Questioning
Visual Imagery
Interpreting Visuals
Multipass
Storage
First-Letter Mnemonic
Paired Associates
Listening/Notetaking
LINCS Vocabulary
Expression of Competence
Sentence Writing
Paragraph Writing
Error Monitoring
Theme Writing
Assignment Completion
Test-Taking
Self-Questioning
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
Large Group InstructionLearn by Watching(I 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
• 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
Large Group InstructionLearn by Sharing
(We Do It!)
Self-Questioning-2001 n= 133
0
10
20
30
40
50
60
comparison experimental
Textbook quiz
7th Grade Science Class: Growth Scores
Paragraph Writing-2001 Paragraph Scores n=147
0
10
20
30
40
50
60
70
80
pre-test post-test
Paragraph Scores
7th Grade Language Arts Implementation
State Writing Assessment
94
74.5
85
0102030405060708090
100
Percentage of Students Passing the Michigan State Writing Assessment
Strategies School Mean of OtherSame-Sized
School
State Average
State Writing Assessment
Intensive Strategy Instruction
Level 3
Goal: Mastery of specific learning strategies.
Primary tools: Learning Strategies Curriculum taught explicitly and intensively
with the 8-stage instructional sequence; Strategic Tutoring done individually.
Self-Questioning
• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers
Eight Stage Instructional Process
1. Pretest and Make Commitments2. Describe3. Model4. Verbal Practice5. Controlled Practice6. Advanced Practice7. Posttest and Make Commitments8. Generalization
Daily instruction for 6 to 8 weeks in each strategy.
Strategic Tutoring
• Usually one-to-one instruction• With a highly skilled instructor• Who assesses, constructs, weaves,
and plans for transfer using• Strategies for learning how to learn• While helping youth complete class
assignments
Level 4
Basic Skill Instruction for Those Below a 4th Grade Level
Goal: Fundamental literacy skills
at least at the 4th grade level.
Primary tools: Research-validated programs
in decoding, fluency and
comprehension skills and strategies
Level 4 Reading Approaches
• Corrective Reading
• Language!
• Wilson Reading
• Orton-Gillingham
Level 4 Delivery Structures• Pullout programs
• Labs
• Courses
• Before or after school tutoring
Therapeutic Intervention
Level 5
Goal: Mastery of the language
underpinnings of curriculum content
and learning strategies.
Primary tools: Tools and procedures used
at the other levels enriched
with Curriculum-Relevant Therapy.
Curriculum-relevant therapyCurriculum-relevant therapy is a kind of intervention that engages adolescents in meaningful, relevant, results oriented work, leading to academic success.
The Speech-Language Pathologist Provides Curriculum-Relevant Therapy
Practice Principles:Practice Principles: 1. Intervention provided by the
SLP should be therapeutic, or clinical, in nature.
2. Intervention should relate directly to what students have to learn in school.
How these services might be delivered:
• A regularly-scheduled “therapy” class as an elective.
• Co-teaching with other special service providers.
• Working with students in a communication, reading or writing lab.
Cross-Level Practices
Shared Responsibility/Collaboration
SMARTER Planning
Delivery Options A variety of models and schedules (e.g. during the school day; outside of the school day)
Cross-Level Practices
Shared Tools (e.g. • Content Enhancement devices• STRUCTURE Your Reading • Self-Advocacy• Cooperative Thinking• Possible Selves• Community Building• Surface Counseling• Learning Expressways
Research Validated Instructio
n
Effective
Delivery
Systems
Administrative Support
Sustained Professiona
l Developme
nt
+ + +
CLC Adoption: What is involved?
Exploring Stage Awareness level activities, Introduction to the CLC and Gauging Interest and Ability
to Commit
Planning Stage Evaluation of Student Data, Staff Interviews, Creation of Professional Development
Plans
Implementing Stage Ongoing PD & Support, Role-Specific Implementation, Site-Based PD Planning,
Student Performance Evaluation
Sustaining Stage Refine & Enrich Accomplishments, Institutionalize, New Teacher Preparation
CLC Professional Development
How do we plan and implement professional development for CLC
success?
Professional Development Phases
• Learn It
• Do It
• Refine It
• Use It
Research Validate
d Instructi
on
Effective
Delivery
Systems
Administrative Support
Sustained Professiona
l Developme
nt
+ + +
What Can the Content Literacy Continuum Do for High Schools?
Addresses, national state, and district priorities in literacy.
ContentContent::Rigorous academic
standards
Provides an organized approach to implementing IDEA while meeting the needs of other learners, consistent with No Child Left Behind provisions.
It’s a good idea!
Provides for different levels of intervention.
Focuses on change at the school level.
Is conceptualized as part of the school improvement process.
Dovetails with requirements most states have for school improvement plans.
Represents a structured, systematic effort to package research validated literacy practices.
SIM+
Allows flexibility in implementation–starting places may differ depending on where people are and what is going on at the school.
Reorients professional development efforts toward a content literacy team, not just individual teachers using validated practices.
Helps professionals differentiate complementary roles.
www.kucrl.org
