Archived Information About the KU-CRL Founded in 1978 Mission: Dramatically improve the performance of at-risk students through research-based interventions.

Archived Information

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