Helping the Struggling Adolescent Reader Deshler12908

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Moving the Needle on Adolescent
Literacy Secondary School
Reading Network Meeting for Grant
Recipients Marlborough, MA
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The University of Kansas Center for Research on
Learning

• Founded in 1978
• Mission Improve outcomes for struggling
  adolescent learners
• 165 million R D
• Curriculum materials
• Support classroom use and school change (1200
  person PD network)

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Roadmap

• A new priority
• Why (students)
• Why (context)
• Possible Solutions
• Element 1 (Leverage points)
• Element 2 (School-wide literacy framework)
• Element 3 (Infrastructure Supports)
• Element 4 (Capacity building)
• Change at the secondary level

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A New Priority
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The Missing Middle

• Head Start 6.7B
• Title I (K-8) 11.1B
• Title I (9-12) 1.8B
• Pell Grants 11.4B

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Rapid Acceleration in Adolescent Literacy

• 2000 - National Reading Panel
• 2001 - Partnership for Reading
• 2002 - Adolescent Literacy Workshop
• 2002 - NIH Adolescent Literacy Network
• 2003 - Carnegie Corporation of NY Adolescent
  Literacy Advisory Council
• 2003 - Alliance for Excellent Education
• 2005 - Striving Readers

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Check these out!

• www.all4ed.org
• www.carnegie.org/literacy/initiative

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Why?(Students)
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The Performance Gap
2013-2014
2Yrs
2 1/2Yrs
Skills and
Demands
1 1/2Yrs
1Yr
9 th
The Gap
5 th
Years in School
9 th
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Do Extended Day Tutoring Programs Work? (Chicago
Study 2004-05)

• Tutored 1.09 yrs.
• Eligible 1.03 yrs.
• 64 receive 40 hrs

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The price tag

• 22 million!

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Reading Component Profile
? Proficient
? ASRS
115 110 105 100 95 90 85 80 75 70
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Mean Standard Scores
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ALPHABETICS FLUENCY VOCABULARY
COMPREHENSION Word ID-Word Att
Rate-Accuracy-SWE-PDE PPVT-WLPB Rd-Vocab-List
Comp Pass Comp-Rdg Comp Scores from the WLPB-R,
GORT, TOWRE, PPVT, Sub tests
Statistically Different
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NAEP Reading

• Below the proficiency level
• 68 of 8th graders
• Below the basic level
• 26 of 8th graders

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On Graduating

• Rates vary 53 -- 89
• About 70 graduate (50 students of color)
• Lowest 25 achievers in 9th grade -- 20 times
  more likely to drop out

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Why?(The context)
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Did you know.

• 25 of population in China with highest IQs
• ..is greater than the total population of North
  America
• China will soon become the 1 English speaking
  country
• .in the world

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Did you know.

• We are currently preparing students for jobs that
  dont exist
• .Using technologies that havent been invented
• Nintendo invests more than 140M in RD annually
• .The U. S. Department of Education invests 1/2
  that much in educational RD

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Shifts Causing Concern.

• In 2007, the most capable high energy particle
  accelerator on Earth will, for the first time,
  reside outside the U. S.
• In 2005, only four U. S. companies ranked among
  the top 10 recipients of U.S. patents.
• Undergraduate degrees in natural sciences or
  engineering South Korea-38 France-47
  China-50 Singapore-67 U.S.-15

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Intel Corporation says.

• We go where the smart people are. Now our
  business operations are 2/3 in the U. S. and 1/3
  overseas. But that ratio will flip over the next
  10 years.

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The Next Job Market

• The workers who will be most successful in an
  economy heavily influenced by computerization are
  those who can engage in
• Expert thinking
• Complex communications

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Levy Murnane (2004)
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Low reading performanceLots of students
alone doesnt guarantee resultsThis must become
everyones problem!!

• Summary

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SolutionElements 1. Leverage Points
2. School-wide Literacy Framework
3. Infrastructure Supports 4. Capacity
Building and Coaching
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Element 1 Leverage Points

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On-track Indicator

• 3.5 times as likely to graduate
• One F decreases likelihood of graduating from 83
  to 60
• 2 Fs decreases likelihood to 44
• 3 Fs decreases likelihood to 31

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The Big Four 1

• Are strategies in place to manage behavior
  effectively?
• Expectations clearly explained?
• Ratio of interactions at least 3 for each - ?
• Acceptable time on task?
• Jim Knight (2007). The Instructional Coach.
  Corwin Press

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The Big Four 2

• Do we understand the content?
• Know what is/is not standards for the course?
• A year-long plan in place?
• 10 essential questions concepts identified?
• Can we give a simple, correct, easy to understand
  answer to each question and definition for each
  concept?

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The Big 4 3

• Do we use effective teaching practices?
• Model thinking text strategies?
• Ask effective questions at different cognitive
  levels?
• Give constructive feedback effectively?
• Organize instruction well?
• Scaffold instruction effectively?

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MEMORIZE THIS!
PROPORTION OF VARIANCE IN STUDENT GAIN SCORES--
READING, MATH-- EXPLAINED BY LEVEL
STUDENTS 28 R 19 M
SCHOOLS 12 R 10-30 M
CLASS 60 READING 52-72 MATH
ROWAN, ET AL., . . .PROSPECTS. . . TEACHERS
COLLEGE RECORD( 2005).
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Prediction time!

• In 9th grade core classes (science, history,
  etc.)
• What percentage of time do teachers spend in
  active instruction?
• How frequently are high impact strategies used
  that research has shown to work with students who
  struggle in learning?
• In 9th grade supplemental classes
• What percentage of time do teachers spend in
  active instruction?
• How frequently are high impact strategies used
  that research has shown to work with students who
  struggle in learning?

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1. Lecture/read 2. Give directions 3.
Listening 4. Ask question 5. Monitor 6. Model 7.
Verbal rehearsal 8. Simple enhancer 9. Advance
organizer 10. Role Play 11. Content Enhancement
(complex) 12. Elaborated Feedback 13. Write on
board 14. Describe skill/strategy
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The Big Four 4

• Do we use formative assessment?
• Understand the teaching targets?
• Developed formal and informal measures to see if
  students are hitting the targets?
• Know how well all students are performing?

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Element 2
School-wide Literacy Framework
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A review of adolescent literacy programs and
curricula

• List is by no means exhaustive
• Steps
• Made list of programs with which we were familiar
  
• Combed several databases
• Did online searches
• Consulted researchers and policy-makers
• Wrote draft descriptive summaries
• Sent summaries for review
• Revised summaries
• Created descriptive and evaluative grids

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Building Blocks for Content Literacy
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
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Begin by.

• Getting a profile of the literacy performance
  of students in your school

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Screen for..

• Word analysis skills
• Fluency
• Comprehension
• (Progress monitoring throughout year)

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Then ask.

• Five questions about literacy supports currently
  in place.

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5 Questions

• 1. Whats in place in core classes to ensure
  that students will get the critical content in
  spite of their literacy skills?
• 2. Are procedures for teaching powerful
  learning strategies embedded in courses across
  the curriculum?
• What happens for students who know how to decode
  but cant comprehend well?
• 4. What happens for those students who are
  reading below the 4th grade level?
• 5. What happens for students who have
  language problems?

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Content Literacy Synergy
Improved Literacy
KU-CRL CLC- Lenz, Ehren, Deshler, 2005
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Sample tools for teaching Higher
orderthinking Subject matter

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Building Blocks for Content Literacy
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
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Reading Listening

• Learning thru

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Reading Listening

• Learning thru

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Building Prior Knowledge Without Texts
Text difficulty
Expanding Prior Knowledge With Reading
Week 1 2 3
4 5
Lee Spratley, 2007
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Teachers in literacy rich classes..

• Understand the literacy demands of their texts
• Use a broad range of reading materials
• Provide guidance to students before, during,
  after reading
• Provide multiple teacher models of how to process
  discipline specific text
• Build and activate prior knowledge
• Focus classroom talk on how to make sense of text

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Reading Listening

• Learning thru

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SMARTER Planning around critical content is
essential!
SMARTER Planning
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Civil War
armed conflict
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.
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Sample tools for teaching
Learning strategies Skills

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Building Blocks for Content Literacy
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
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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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WORD IDENTIFICATION

• Discover the Sounds and Context
• Isolate the Beginning
• Separate the Ending
• Say the Stem
• Examine the Stem
• Check with someone
• Try the Dictionary

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DISSECT
Separate the Endings
Isolate the Beginning
ment
part
al
de
Say the Stem Or Examine it
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Finally.

• Use a content literacy framework to determine
  an action plan

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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)
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Intense-Explicit Instruction (RTI)

• LEVEL 3/4/5
• Pretest
• Describe
• Commitment (student teacher)
• Goals
• High expectations
• Model
• Practice and quality feedback
• Controlled and advanced
• Posttest reflect
• Generalize, transfer, apply

• LEVEL 1
• Cue
• Do
• Review
• LEVEL 2
• I do it! (Learn by watching)
• We do it! (Learn by sharing)
• Yall do it! (Learn by sharing)
• You do it! (Learn by practicing)

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The CLC says

• There are unique (but very important) roles for
  each member of a secondary staff relative to
  literacy instruction
• While every content teacher is not a reading
  teacher, every teacher needs to teach students in
  how to read content.
• Literacy coaches may be necessary but arent
  sufficient
• Some students require more intensive, systematic,
  explicit instruction of content, strategies, and
  skills

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Additionally, the CLC ...

• Is a framework for guiding
• Staff dialogue around literacy
• Professional development
• Resource allocation
• Decision making
• Integrates instructional programs
• From silos to synergy

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Element 3 Infrastructure
Supports
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The Performance Gap
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The Performance Gap

• INFRASTRUCTURE
• SUPPORTS
• Flexible Scheduling
• Time for Teacher Learning and Planning
• Behavioral Supports

Grade Level Expectations Demands Skills
Existing Support
Years in School
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The Performance Gap
/
Grade Level Expectations Demands Skills
System Learning Supports Infrastructure
Supports Current Supports
Years in School
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The Performance Gap
/
Instructional Core System Learning
Supports Infrastructure Supports Current
Supports
Grade Level Expectations Demands Skills
Years in School
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Element 4 Capacity Building
and Coaching
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Build Ownership Capacity

• Literacy Leadership Teams
• Driver of literacy work in school
• Distributed leadership
• Work on Leadership Practice
• Organize/supervise work around key instructional
  activities
• Observe, describe, analyze instructional practice
• Create internal accountability mechanisms
• Build common language and expectations

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Build Ownership Capacity (cont.)

• Work on instructional practice
• Observe models of practice
• Develop protocols for observing practice
• Rotation of observations in teams
• Focus on observing, describing, analyzing
  instructional practice
• Build common language and expectations

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Necessary Conditions

• Sustained investments in professional development
  programs.
• Engaged administrators who set expectations for
  adoption and proper implementation
• District level support to hire teachers who
  embrace CLC principles and possess the skills

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Necessary Conditions

• A willingness to redefine roles
• Staff given sufficient time to make sense of
  and accommodate CLC into their instructional
  framework, and have their questions and concerns
  addressed
• The degree to which decisions regarding the
  adoption of CLC is perceived as being one in
  which their voice has been heard

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Is Making Changes a Big Deal?
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Attempt, Attack, Abandon Cycle
Attempt
Abandon
Attack
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• as the number of changes multiplies, and as 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

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IMPROVEMENT PROCESSES
Growth
Time
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• The single most common source of leadership
  failure weve been able to identify is that
  people, especially those in positions of
  authority, treat adaptive challenges like
  technical problems
• R. Heifetz, Leadership
  on the line

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Allow time for.

• Human sense-making
• Spilane, Reiser, Reimer (2002)
• Reformulation and reintegration
• Marris (1975)

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Sharpen the Saw (Covey)

• Physically
• Mentally
• Socially
• Spiritually

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So.

• It is a big deal to get people to change!

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But.

• .it becomes doable if we do it with them
  rather than to them!

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• Don Deshler
• University of Kansas
• Center for Research on Learning
• ddeshler_at_ku.edu