Improving Literacy Outcomes for All

8/9/2019 Improving Literacy Outcomes for All

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…….make music

with what wehave left!



We do very

difficult….

but vitally

important

work!





• To the extent that

people engage inprogressive problem

solving they work at

the edge of their

competence.Working here is both

risky and taxing – but

it has the potential of

yielding superior accomplishments.

[email protected]



Settingthe

Stage



3 of every 10 students don’t graduate!

The Challenge for Our Nation

Source: EPE 2007; Greene 2002

> 50% who graduate are not college- and work-ready!



Years in School

SkillsDemands/



The Performance Gap

Years in School

DemandsSkills and

2013-2014

5 th

9 th

9 th

2 1/2Yrs



2005 NAEP Reading Results

• Below the Proficiency level – 69% of 4th graders

– 70% of 8th graders

– 64% of 12th graders (2002)

• Below the Basic level – 37% of 4th graders

– 27% of 8th graders

– 26% of 12th graders (2002)

Below Basic Basic Proficient Advanced

Only 30% of all

secondary

students areproficient readers

89% of Hispanic

& 86% of African

American

students readbelow grade level



Percent of Population with HS Degree or Equivalent

0

10

20

30

40

50

60

70

80

90

100

U n i t e d S t a t e

s

C z e c h R e p u b l i

c

E s t o n i a

S w i t z e r l a n

d

G e r m a n

y

C a n a d a

D e n m a r k

N o r w a

y

S w e d e n

R u s s i a n F e d . 3

A u s t r i a

S l o v e n i a

S l o v a k R e p u b l i c

I s r a e l

H u n g a r y

F i n l a n

d

U K

N e t h e r l a n d s

N e w Z e a l a n d

E U 1 9 a v e r a g e

O E C D a v e r a g

e

L u x e m b o u r g

A u s t r a l i a

F r a n c e

I c e l a n

d

B e l g i u m

P o l a n

d

I r e l a n

d

K o r e

a

G r e e c e

I t a l y

C h i l e 2

S p a i n

M e x i c o

T u r k e y

P o r t u g a

l

B r a z i l 2

Notes: 1) Excluding ISCED 3C short programmes; 2) Year of

reference 2004; 3) Year of reference 2003. 4) Percent

population recieviing a HS degree in each decade isapproximated by the age cohort typically recieving

diplomas at that time; e.g. 1960s is approximated by the

proportion of 55-64 year olds with a high school diploma. Source: OECD 2008

As Others Rise to the Challenge, U.S. Advantage Drops



There is no censorship so perfect,

so complete as that imposed onthe non-reader. Jonathan Kozol

Jonathan Kozol



Question



• List the 3 biggest barriers to closing the gap.

• With a neighbor, designate an “A” and a “B”

• “A” share your 3 factors with “B”

• “B” share your 3 factors with “A”

• Discuss the 6 factors and select the top one



• Information explosion/Instructional timedilemma



Information Explosion................

Instructional Time Dilemma

1960

1980

2000

TimeContent



• Information explosion/Instructional time dilemma

• “I don’t do toilets!”



You want me

to do what?




• “I don’t do windows!”

•

Change fatigue



AttackAbandon

Attempt



• “as the number of changes multiplies, andas the time demands increase, people

approach a dysfunction

threshold, a point where they

lose the capacity to implement changes”--Darryl Conner, Managing at the speed of change





•

Change fatigue





•

Change fatigue• Structures not in place

• Fragmentation



From10,000

’



The Performance Gap

12

1110

9876543

Years in School

l • Demands

• Skills



The Performance Gap

Years in School

InfrastructureSupports

ExistingSupport

Grade Level • Expectations• Demands

• Skills



The Performance Gap

/

Grade Level • Expectations

• Demands• Skills

System LearningSupports


Current Supports

• Protocols/time forobserving, describing,analyzing practice

• Protocols/time for co-planning &collaboration

• Instructional Coaching• Internal accountability

mechanisms

SYSTEM LEARNINGSUPPORTS

Years in School



The Performance Gap

/



InstructionalCore



Current Supports

Years in School



Questions





On theground



The Performance Gap /



InstructionalCore



Current Supports

Years in School



• Tiered• Integrated



LANGUAGE

SKILLS

STRATEGIESSUBJECT MATTER

Building Blocks for

Content Literacy

HIGHER

ORDER



• Background knowledge

• Text/knowledge structure

• Vocabulary

• Learning strategies

• Fluency

• Sight word vocabularies

• Word recognition



How many words a year do 5th graders

read who read at the 50th percentile?




read who read at the 10th percentile?




read who read at the 90th

percentile?

(A) 1,800,000

(B) 2,500,000

(C) 3,000,000

(D) 4,000,000



Begin by….

Getting a profile of theliteracy performance of

students in your school



• Word analysis skills

• Fluency• Comprehension

• Vocabulary



Possible Tools• Group Reading Assessment &

Diagnostic Evaluation (GRADE)

• Gates-MacGinitie Reading Tests

• Test of Silent Word Reading Fluency



What are the implications?

• Jefferson HS

3+ Yrs below grade

• Word Recognition 5%

• Comprehension 22%

• Prairie View HS

3+ Yrs below grade

• Word Recognition 27%

• Comprehension 43%



Then ask…..

Five questions

about literacysupports



1. What’s in place in core classes to ensure thatstudents will get the “critical” content in spite

of their literacy skills?

2. Are powerful learning strategies embedded incourses across the curriculum?

3. What happens for students who know how todecode but can’t comprehend well?

4. What happens for those students who arereading below the 4th grade level?

5. What happens for students who have languageproblems?



Finally….Use a “content

literacy” frameworkto determine an

action plan



LANGUAGE

SKILLS


Building Blocks for

Content Literacy

HIGHER

ORDER



SUBJECT MATTER

STRATEGIES

SKILLS

LANGUAGE

A Continuum of Literacy Instruction

(Content Literacy Continuum -- CLC)

HIGHER ORDER

Level 1: Enhance content instruction (mastery of criticalcontent for all regardless of literacy levels)

Level 2: Embedded strategy instruction (routinely weavestrategies within and across classes using large groupinstructional 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)



• Background knowledge

• Text/knowledge structure

• Vocabulary

• Learning strategies

• Fluency

• Sight word vocabularies

•

Word recognition

Level 1

Level 3, 4, 5

Level 1, 2, 3



Questions





LEVEL 1

• Cue

• Do

• Review

LEVEL 2

• “I do it!” (Learn by watching)

• “We do it!” (Learn by sharing)

• “Ya’ll do it!” (Learn by sharing)

• “You do it! (Learn by practicing)





• Is a framework for guiding

– Staff dialogue around literacy

– Professional development

– Resource allocation

– Decision making

• Integrates instructional programs

– From silos to synergy



Continuum of Literacy Instruction

ImprovedLiteracy

CONTENT CLASSESLevel 1. Enhanced ContentInstruction

CONTENT CLASSES

Level 2. EmbeddedStrategy Instruction

SUPPLEMENTAL CLASSES

Level 3. Intensive StrategyInstruction

SUPPLEMENTAL CLASSESLevel 4. Intensive Basic Skill

Instruction

KU-CRL CLC- Lenz, Ehren, &Deshler, 2005

ONE-TO-ONE

Level 5. IntensiveTherapeutic Intervention



Sample

interventions











LANGUAGE

SKILLS


Building Blocks for

Content Literacy

HIGHER

ORDER



SMARTER Planning around critical content is essential!

Selecting the critical questions.

Mapping content structures.

Analyzing learning difficulty based on:

Reaching enhancement decisions byselecting powerful...

Teaching strategically throughexplicit...

Evaluating enhancements Revaluate outcomes

Quantity Complexity Interest Background Relevance Organization Abstractness

Teaching Devices

Teaching Routines

SMARTER Planning



CONCEPT DIAGRAM

Always Present Sometimes Present Never Present

TIE DOWN ADEFINITION

Key Words

➅PRACTICE WITH NEW EXAMPLE

CONVEY CONCEPT

NOTE KEY WORDS

OFFER OVERALLCONCEPT

CLASSIFY CHARACTERISTICS

➆

➀➁

➂➃

➀➁

➂

Examples: Nonexamples: EXPLORE EXAMPLES ➄

Civil War armed conflict

United States war between the States

Northern Ireland

1990’s crisis in theBalkans

American

Revolutionary

War

World War I

World War II

“Desert Storm” in Kuwait

A civil war is a type of armed conflict among groups of citizens of a single

nation that is caused by concerns about the distribution of power.

U.S. Civil

War

NorthernIreland

citizens

one nation

ethnic

many nations

social rights

Desert Storm

in Kuwait

• Groups of citizens

•Within a single nation

About distribution of

power

economic

religious

ethnic

War between

nations

socialpolitical

PRIORKNOWLEDGE

Hierarchical

CATEGORIZATIONANALYSIS

of characteristicsDISCRIMINATING

EVALUATION



Documents

Improving Literacy Outcomes for All