Dr' Barbara J' Ehren

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Dr. Barbara J. Ehren
Developing Systems for Adolescent Literacy The
Content Literacy Continuum
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Mission

• Dramatically improve the performance of
• at-risk students through research-based
  interventions.

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High Impact Ideas
Learning Organization
Quality Research
Professional Development
Dissemination (e.g., journals)
Product Development
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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 29 years at the
University of Kansas Center for Research on
Learning.
www.kucrl.org
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The Performance Gap
Skills
/
Demands
Years in School
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Building Blocks for Academic Competency
HIGHER ORDER
SUBJECT MATTER
STRATEGIES
SKILLS
LANGUAGE
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SIM
Student Success
Learning Strategies Curriculum
Content Enhancement Routines
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Represents a structured, systematic effort to
package research validated literacy practices.
The Content Literacy Continuum
SIM
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Content Literacy
The listening, speaking, reading and writing
skills and strategies necessary to learn in each
of the academic disciplines.
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Content Literacy
is the door to content acquisition.
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A Continuum of Literacy Instruction
Level 1 Enhanced content instruction (strategic
teaching to ensure mastery of critical content
for all regardless of literacy levels) Level 2
Embedded strategy instruction (routinely weave
learning strategies within and across courses
as part of large- group instruction) Level 3
Intensive strategy instruction (ensure mastery
of specific strategies via research-based
instruction in small groups and in tutoring.
Level 4 Intensive basic skill instruction
(mastery of entry- level literacy skills below
the 4th grade level) Level 5 Therapeutic
intervention (mastery of language
underpinnings related to curriculum content,
learning strategies, and entry level skills)
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Key Ideas Related to Content Literacy

• A major application 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 so that they acquire the
  background knowledge required to connect and
  understand new information.

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CLC
Student Success
Sustained Professional Development
Effective Delivery Systems
Research Validated Instruction

Infrastructure Support


Aligned Instructional Systems
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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

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Lessons learned from secondary school change
initiatives..

• A targeted, sustained (4-5 years) commitment by
  school and district administrators and large
  majority of staff is required to impact the
  targeted outcome(s) and build capacity
• Decision-making team structures must be
  established to drive the change (independent of
  persons/personalities)
• Resources to launch and sustain the initiative
  must be committed and protected (to weather
  points of resistance and stall)

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More lessons learned from secondary school reform
initiatives..

• The impact of adding a new initiative on top of
  other initiatives must be carefully analyzed.
  Start-up must be delayed until the new initiative
  can be given sufficient time, energy, and
  sustained commitment
• Improving student outcomes involves much more
  than simply providing professional development on
  targeted interventions

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Improved Outcomes for All