Candace S. Bos Memorial Lecture Series

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Candace S. Bos Memorial Lecture Series

• University of Texas
• September 16, 2002

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A doctor can bury his mistakes, but an architect
can only advise his client to plant
vines. Frank Lloyd Wright
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What matters most in the work that we do?
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CLOSING THE PERFORMANCE GAP
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The Performance Gap
Demands/ Skills
Years in School
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Inclusive Education
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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Focus of Presentation

• Actions that lead to the biggest improvements in
  student outcomes
• gt Validated practices implemented with fidelity
• gt Coordinated programming across teachers and
  sites
• gt Quality professional development
• gt Strong administrative leadership

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Inclusive Education
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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Whats Should be at the Core?

• Vision
• Efficacy/Beliefs
• Validated instructional practices
• Administrative Leadership

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Vision
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Efficacy/Beliefs
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Validated instructional practices
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Vaughn, Gersten, Chard (2000)

• Interventions that benefit SLD also benefit
  average and high achievers
• Instruction that is visible explicit
• Instruction that is interactive between students
  teacher between students
• Instruction that controls of task difficulty
• Strategies that guide student learning

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Direct Instruction
Strategy Instruction

• Small steps
• Probes
• Feedback
• Diagrams/pictures
• Independent practice

• Clear Explanations
• Teacher models
• Reminders to use strategies
• Step-by-step prompts
• Review the learning process

Swanson (1999)
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Responsive Instruction

• Continuous Assessment
• Instructional Accommodations
• Elaborated Feedback

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Systematic Instruction

• Structured
• Connected
• Scaffolded
• Informative

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Intensive Instruction

• Sufficient Time
• High Engagement

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My, how time can slip away!!

• 10 minutes lost/block (4 blocks/day)
• 40 minutes lost/day
• 200 minutes (3.3 hours) of lost/week
• 105 hours/year or about
• 17 days!!!

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Inclusive Education
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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.
A Continuum of Action Key Components for Content
Literacy Component 1 Ensure mastery of critical
content. Component 2 Weave shared strategies
across classes. Component 3 Support mastery of
shared strategies for targeted
strategies. Component 4 Develop more intensive
course options for those who need it.
Component 5 Develop more intensive clinical
options for those who need it.
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.
Component 1 Ensure mastery of critical
content. All students learn critical content
required in the core curriculum regardless of
literacy levels. Teachers compensate for
limited literacy levels by using explicit
teaching routines, adaptations, and technology to
promote content mastery.
all most some
For example The Unit Organizer Routine
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Content Enhancement Teaching Routines
Planning and Leading Learning Course
Organizer Unit Organizer lesson Organizer
Teaching Concepts Concept Mastery Routine Concept
Anchoring Routine Concept Comparison Routine
Explaining Text, Topics, and Details Framing
Routine Survey Routine Clarifying Routine
Increasing Performance Quality Assignment
Routine Question Exploration Routine Recall
Enhancement Routine
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Concept Diagram
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Concept Mastery Results
Test scores of students with disabilities on unit
tests
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.
A Continuum of Action Key Components for Content
Literacy Component 1 Ensure mastery of critical
content. Component 2 Weave shared strategies
across classes. Component 3 Support mastery of
shared strategies for targeted
strategies. Component 4 Develop more intensive
course options for those who need it.
Component 5 Develop more intensive clinical
options for those who need it.
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.
Component 2 Weave shared strategies across
classes. Teachers embed selected learning
strategies in core curriculum courses through
direct explanation, modeling, and required
application in content assignments.
For example Teachers teach the steps of a
paraphrasing strategy (RAP), regularly model its
use, and then embed paraphrasing activities in
course activities through the year to create a
culture of reading to retell.
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Its strange that we expect students to learn,
yet spend so little time teaching them about
learning! Norman, 1980
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In times of change learners inherit the earth,
while the learned find themselves beautifully
equipped to deal with a world that no longer
exists! Eric Hoffer
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Embedded Strategy Instruction
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Large Group InstructionI 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 days work

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Large Group InstructionWe Do It!

• Ask for strategy steps
• Ask students to explain how theyre thinking
• Shape student responses
• Encourage students with authentic praise
• Evaluate student understanding
• Re-instruct if necessary

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Large Group InstructionYou Do it!

• Let students perform independently
• Give brief, specific, constructive feedback
• Identify categories of error to identify the
  focus for the next days session
• Have students record their grade on a progress
  chart

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Learning Strategies Curriculum
Expression of Competence Sentences Paragraphs Err
or Monitoring Themes Assignment
Completion Test-Taking
Acquisition Word Identification Paraphrasing Self
-Questioning Visual Imagery Interpreting
Visuals Multipass
Storage First-Letter Mnemonic Paired
Associates Listening/Notetaking LINCS Vocabulary
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Self-Questioning Strategy

• Attend to clues as you read
• Say some questions
• Keep predictions in mind
• Identify the answer
• Talk about the answers

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Self-Questioning-2001 n 133
7th Grade Science Class Growth Scores
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State Writing Assessment
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.
A Continuum of Action Key Components for Content
Literacy Component 1 Ensure mastery of critical
content. Component 2 Weave shared strategies
across classes. Component 3 Support mastery of
shared strategies for targeted
strategies. Component 4 Develop more intensive
course options for those who need it.
Component 5 Develop more intensive clinical
options for those who need it.
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.
Component 3 Support mastery of shared
strategies for targeted strategies.
Students who have difficulty mastering the
strategies presented in courses by content
teachers are provided more instruction in the
strategies through specialized, more intensive
instruction delivered by support personnel.
For example When core curriculum teachers notice
students having difficulty learning and using
strategies such as paraphrasing they work with
support personnel to provide more intensive
instruction.
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Intensive Strategy Instruction
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Eight Stage Instructional Process
1. Pretest and Make Commitments 2. Describe 3.
Model 4. Verbal Practice 5. Controlled
Practice 6. Advanced Practice 7. Posttest and
Make Commitments 8. Generalization
Daily instruction for 6 to 8 weeks in each
strategy.
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Small-Group Instruction

• Pre-test
• Describe
• Model
• Verbal Elaboration

• Controlled Practice
• Grade-appropriate practice
• Post-test
• Generalization

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Word Identification

• Discover the context
• Isolate the prefix
• Separate the suffix
• Say the stem
• Examine the stem
• Check with someone
• Try the dictionary

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.
A Continuum of Action Key Components for Content
Literacy Component 1 Ensure mastery of critical
content. Component 2 Weave shared strategies
across classes. Component 3 Support mastery of
shared strategies for targeted
strategies. Component 4 Develop more intensive
course options for those who need it.
Component 5 Develop more intensive clinical
options for those who need it.
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Component 4 Develop more intensive course
options for those who need it.
Students learn literacy skills and strategies
through specialized, direct, and intensive
instruction in listening, speaking, reading, and
writing through carefully designed and delivered
courses.
For example Courses in researched-based reading
Programs such as the SRA Corrective Reading
Program are created for students.
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.
A Continuum of Action Key Components for Content
Literacy Component 1 Ensure mastery of critical
content. Component 2 Weave shared strategies
across classes. Component 3 Support mastery of
shared strategies for targeted
strategies. Component 4 Develop more intensive
course options for those who need it.
Component 5 Develop more intensive clinical
options for those who need it.
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Component 5 Develop more intensive clinical
options for those who need it.
Students with underlying language disorders learn
the linguistic, metalinguistic, and
metacognitive underpinnings they need to acquire
content literacy skills and strategies.
For example Speech and language pathologists
work with students whose language disorders to
teach the language skills needed to acquire
critical literacy skills and strategies.
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The Speech-Language Pathologist Provides
Curriculum-Relevant Therapy
Curriculum-relevant therapy is a kind of
intervention that engages adolescents in
meaningful, relevant, results oriented work,
leading to academic success.

• Practice Principles
• Intervention provided by the SLP should be
  therapeutic, or clinical, in nature.
• Intervention should relate directly to what
  students have to learn in school.

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What is 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

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Student Strategy Knowledge Tell me
everything you do when you......
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Student Strategy Knowledge
Pre Strategic Tutoring
Post Strategic Tutoring

• Andre Organizational Strategy Dec. 7, 1998
• Use a notebook and
• separate folder for each
• subject.
• The tutor checks my weekly/
• daily planner.
• Use a grid for the planner
• and put sports stickers for
• each daily schedule that was
• complete.
• I look at the board each
• class for notes written by the
• teacher.
• Copy the dates and
• assignments from the board
• and due dates.

• Andre Organizational Strategy
• Nov 2, 1998
• Put my papers for class in each
• textbook(science assignment in
• science text).
• overhead.
• Also put papers in bottom of
• backpack.

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Summary of Key Ideas Related to Content literacy

• The purpose of literacy is to increase the
  learning of critical information.
• Content literacy requires fluent decoding.
• Common strategies are taught and reinforced by
  all teachers.
• Responsive and systematic instruction is provided
  on a continuum of intensity.
• Students must master critical content regardless
  of literacy competence.

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What Can the Content Literacy Continuum Do for
Schools?
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The Performance Gap
Demands/ Skills
Years in School
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Promotes focus on
Content
Rigorous academic standards
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Helps professionals differentiate complementary
roles.
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Focuses on change at the school level.
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Addresses, national, state, and district
priorities in literacy.
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ADOLESCENT
You want me to do what?
LITERACY
?
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Inclusive Education
is about
Closing the Performance Gap
only happens through
results from attending to
Strong Administrative Leadership
The Core
is promoted by the
Continuum of Content Literacy
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Administrative Leadership
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Administrative Leadership

• Ensure right conditions are in place for student
  success
• Create a professional culture of calling, high
  expectation, and success

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Student Success
Validated practices

Fidelity implementation


Coordinated implementation

Quality Professional Development

Strong Administrative Leadership
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What matters most in the work that we do?
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The answer to that question will impact the
degree to which the performance gap is closed.