Strategic Instruction Model Adolescent Reading Program High School Achievement Breakfast Forum June 14, 2005 Don Deshler University of Kansas Center for.

Strategic Instruction Model Adolescent Reading Program

High School Achievement Breakfast Forum

June 14, 2005

Don DeshlerUniversity of Kansas

Center for Research on Learning

The University of Kansas Center for Research on Learning

The Context….the Challenges



“…..the net result has been the creation of a global, web-enabled playing field that allows for multiple forms of collaboration and the sharing of knowledge and work. This playing field is open today to more people in more places on more days in more ways than anything like ever before in the history of the world……Billions of people have access to billions of pages of raw information which will ensure that the next generation of innovations will come from all over Plant Flat. The scale of the global community that is soon going to be able to participate in all sorts of discovery and innovation is something the world has simply never seen before.”


“…..the flatter one’s country is -- that is, the fewer natural resources it has -- the better off it will be in a flat world…..countries with no natural resources tend to dig inside themselves. They try to tap the energy, entrepreneurship, creativity, and intelligence of their own people -- rather than dig an oil well. For example, Taiwan is a barren rock in a typhoon-laden sea, with virtually no natural resources -- nothing but the energy, ambition, and talent of its own people. Today it has the 3rd largest financial resources in world.”

Thomas L. FriedmanThe World is Flat


Profile of the struggling adolescent learner

Less fluent readers with much smaller sight vocabularies Understanding of word and multiple word meanings is

limited Limited background and conceptual knowledge Less skillful in using strategies that enhance

understanding and remembering of oral & written language

70% of 9th graders reading below grade level on NAEP 53% of college freshmen need remedial support in

reading and writing


The Performance Gap

Years in School

SkillsDemands

/


Consequences of the Gap (the big picture)

Disconnected from fabric of school Academics Social Extracurricular

Sense of hopelessness…..stop dreaming Gangs, delinquency, crime 3000+ students/day drop out of school….that’s

nearly 540,000/year! Only about 70% of adolescents complete high

school….only about 50% of students of color do


Secondary Schools -- Oh what interesting organizations!

The 100 minute decision Lack of coherence……fragmentation squared! Limited formal mechanisms for teaching reading to those

who struggle “If it weren’t for students impeding our progress in the race to the end

of the term, we certainly could be sure of covering all the content. However, the question should not be whether we are covering the content, but whether students are with us on the journey.” Pat Cross





About the KU-CRL Founded in 1978 - (Institute for Research on Learning Disabilities)

Mission: Dramatically improve the performance of at-risk adolescents and young adults in grades 4-12+ through research-based interventions

Developed the Strategic Instruction Model (SIM) Teacher/Student research; Unit of Analysis = Classroom Secondary school reform initiative (Content Literacy Continuum)

International Professional Development Network


High Impact

Ideas

Dissemination (e.g., journals)

Learning

Organization

Professional

Development

Quality

Research

1

2

3

4

5

6

ProductDevelopment


The Performance Gap

Years in School

SkillsDemands

/

∆ students

∆ teachers

Learning Strategies Curriculum

Content Enhancement

Routines

• Cooperative Thinking Strategies

• Teaming & Problem Solving Strategies

• Community Building Strategies

• Possible Selves

• Learning Expressways

• Self Advocacy Strategy

• Strategic Tutoring


Driving question……

How can we effectively integrate SIM within secondary schools?


Overtime we learned the importance of……

Establishing a school-wide strategy for improving literacy outcomes


The listening, speaking, reading and writing skills and strategies necessary to learn in each of the academic disciplines.


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)

Tutoring: Strategic Tutoring (extending instructional time through before or after school tutoring)


The CLC says… There are unique (but very important)

roles for each member of a secondary staff relative to literacy instruction

Some students require more intensive, systematic, explicit instruction of content, strategies, and skills


LANGUAGE

SKILLS

STRATEGIES

SUBJECT MATTER

Building Blocks for Academic Competency


LEVEL 1General EducationPresenting Critical Content for Mastery

LEVEL 2General Education

Introducing Strategy Building

LEVEL 3Support Classroom

Learning Strategy Instruction

Time and Instructional Location

Ebb and Flow


A Continuum of Literacy Instruction







Thinking About the Curriculum... Knowledge

Course Critical Content

KnowledgeCourse Unit

Thinking About the Curriculum...

A UnitALL

MOST

SOME

A Unit

ALL

MOST

SOME

Generalization & Problem Solving

Content Manipulation

Content: Facts, Concepts,

Definitions, Propositions


Content Enhancement

A way of teaching academically diverse classes in which……

Integrity of the content is maintained Both group and individual needs are valued and met Critical features of the content are selected and

transformed to promote growth for all students, and Instruction is carried out in a partnership with students


or….the goal of content enhancement is

Barrier-free

education


Careful Planning around Critical Content is Essential!

Selecting the critical questions.

Mapping content structures.

Analyzing learning difficulty based on:

Reaching enhancement decisions by selecting powerful...

Teaching strategically through explicit...

Evaluating enhancementsRevaluate outcomes

Quantity ComplexityInterest BackgroundRelevance OrganizationAbstractness

Teaching Devices

Teaching Routines

Not harder, but …

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


"Influential Personalities" projectdue

1/30 Quiz


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

Comparison Table

1 Concept 1 Concept

2 Overall Concept

3 Characteristics 3 Characteristics

4 Like Characteristics

9 Extensions

Communicate Targeted ConceptsObtain the Overall ConceptsMake lists of Known CharacteristicsPin down Like CharacteristicsAssemble Like CategoriesRecord Unlike CharacteristicsIdentify Unlike CategoriesNail Down a SummaryGo Beyond the Basics

COMPARING

5 Like Categories

7Unlike Categories6 Unlike Characteristics 6 Unlike Characteristics

8Summary



RelevantDetails

(Venn Diagram)


Categoricallanguage


8) Summary

Sectionalism in the U.S. was partially caused by economic conditions in the North and South in 1860. Although the North and South both had good natural resources, ports, and credit, their primary sources of labor and profit were different, as was the quality of their land transportation. Thus, these three differences probably contributed to sectionalism.

Content Enhancement

is about

is based on is created through

Devices Strategic Teaching

Routines

planningPrinciples

involves

●Both group and individual needs are met●Integrity of content is maintained●Critical content is transformed●Instruction is a partnership

●Shape critical questions & concepts●Map critical content●Analyze for learning difficulties●Reach enhancement decisions●Teach strategically●Evaluate content enhancements●Revisit questions

●Cue●Do-Linking Steps●Review for

●Course Organizer●Unit Organizer●Lesson Organizer

Planning & Leading Learning

Explaining Text, Topics, Details, Terms

●Framing●Survey●Clarifying●LINCS

Teaching Concepts

●Concept Mastery●Concept Anchoring●Concept Comparison

Increasing Performance

●Quality Assignment●Question Exploration ●Recall Enhancement● Order Routine

“Barrier-Free” Education

Question Exploration Guide: Generalization Results

67

50

6360

56

6460

63

7881

83

88

69

85

9397

0

10

20

30

40

50

60

70

80

90

100

LD LA NA HA LD LA NA HA

Pe

rce

nta

ge

Co

rre

ct

Comparison group Experimental group

Prejudice Lesson Impetuous Behavior Lesson

9th Grade Physical Science (n-78)

62%

65%65%

71%

73% 73%

56%

58%

60%

62%

64%

66%

68%

70%

72%

74%

76%

Students w/ Disabilties (n=13) Students w/o Disabilities (n=65) Whole Group (n=78)

Av

era

ge

% S

co

re o

n U

nit

Te

sts

NON CE Units CE Units









Cognitive apprenticeship on “how to learn” subject matter content

Strategy Instruction

Course Curriculum


Instructional Methodology

“I do it!” (Learn by watching) “We do it!” (Learn by sharing) “Ya’all do it!” (Learn by practicing with

partners) “You do it! (Learn by practicing by

yourself)









The SIM Adolescent Reading Program

Metacognition

Cooperative Learning Skills

=

OUTCOMES• Improved reading comprehension

• Motivation for reading

• Increased hope

• Success in academically challenging classes

Motivation

Fluency

Decoding

Word Recognition

Comprehension

Vocabulary

Reading Core

Class Management


Word Recognition Instruction


Word Recognition Intervention at MHS (9th grade)

5.7

6.7

6.0 5.86.2

6.56.1

5.8 5.6

9.6 9.8 9.69.3

8.4

9.0

8.4 8.2

7.6

0.0

2.0

4.0

6.0

8.0

10.0

12.0

1995-96(n=66)

1996-97(n=41)

1997-98(n=101)

1998-99(n=62)

1999-00(n=128)

2000-01 (n-97)

2001-02(n=82)

2002-03(n=77)

2003-04(n=45)

Gra

de E

qu

ivale

nt

Sco

res o

n D

ST:

R

PRE (Form A) POST (Form B)


LD Subgroups in Word Recognition Intervention at Muskegon High School

6.66.1

5.1 5.0 5.0

6.5

5.2

6.6

10.0

8.79.1

6.9

7.9

10.1

7.7

9.5

0.0

2.0

4.0

6.0

8.0

10.0

12.0

1996-97 (n=7) 1997-98 (n=18) 1998-99 (n=13) 1999-00 (n=13) 2000-01 (n=16) 2001-02 (n=3) 2002-03 (n=10) 2003-04 (n=1)

Gra

de

Eq

uiv

alen

t S

core

s o

n D

ST:

R

PRE (Form A) POST (Form B)

High School Reading (Decoding)

5.3

5.8 5.7

6.5

5.4

6.4

9.1

6.2

8.5

5.8

9.1

6.8

0

1

2

3

4

5

6

7

8

9

10

Gra

de

Le

ve

lComparison group Experimental group

Male African Americans Male Hispanics Male Caucasians


Reading

Comprehension

Instruction

Strategic Reading Class at Muskegon High School

0

1

23

4

5

67

8

9

Sem 1 Sem 2 Sem 3 Sem 4 Sem 5

Pretest (Form S) Posttest (Form T)

Gra

de L

evel

Sco

res

on G

MR

T-C

ompr

ehen

sion

Sub

test


Reading Comprehension Results

1

30

35

19

5

28

0

5

10

15

20

25

30

35

40

Score on State Minimal Competency Reading Test

Nu

mb

er o

f S

tud

ents

2001 2004Passing

2001 2004Basic

(not passing)

2001 2004Low

(Not Passing)

59 Students were:

2001 - 7th Graders

2004 - 11th Graders

Multiple Strategy Integration

Strategy ProficiencyDescribeModelScaffolded Practice & Feedback

VerbalGuidedPartnerIndividual

Progress Checks & Graphing

Generalization Orientation Application AdaptationNarrative- Expository- Technical Text

Content Curriculum Materials

Orientation, Commitment, Goal Setting, Overview Orientation to Strategy Instruction

Relate this strategy to one s previously learned Linking Personal Goals

Strategy Overview

Multiple Strategy IntegrationThe Bridging Strategy- Word Recognition- Fluency-

Summarization- Prediction- Self Questioning- Vocabu lary-Written Expression

PHASE 1

PHASE 4

PHASE 3

PHASE 2










Improving Outcomes for Struggling Adolescent Learners

Instructional Core(Quality teaching)

Infrastructure Support(administrative leadership)

Improved Outcomes+ =

• Motivation/Behavior supports

• Engaging/Diverse materials

• Continuum of literacy instruction

• Intense-Explicit instruction

• Formative/Summative assessments

• Decision-making teams

• Professional development

• Teacher materials/resources

• Instructional coherence

• Extended time

+ =

• Reading Proficiency

• Improved attendance

• Persistence in school

• Challenging courses

• Graduation



Instructional Core(Quality teaching)

Infrastructure Support(administrative leadership)

Improved Outcomes+ =









• Extended time

+ =

• Reading Proficiency




• Graduation











• Extended time

+ =

• Learning Proficiency




• Graduation

Culture of Positive Engagement and Growth


Culture of Positive Engagement & Growth

Literacy improvement for all……by all! Use a “partnership” framework for interacting Connect reading to quality of life and dreams Communicate high expectations (for growth as a

learner and as a person) Set clear standards -- hold students accountable for

outcome goals Engage students so “every minute counts” Provide ample opportunities for scaffolded practice Teach incremental growth of mind Evidence high efficacy teacher behaviors!


The Performance Gap

Years in School

SkillsDemands

/

Instructional Core

ExistingSupport

Instructional Core

• Motivation/Behavior Supports

• Engaging/diverse materials



• Formative/summative assessments


The Performance Gap

Years in School

SkillsDemands

/

Infrastructure Support

ExistingSupport

Instructional Core

Infrastructure Support





• Extended time

Don [email protected]

Thank you!!

mailto:[email protected]

mailto:[email protected]

http://www.kucrl.org/

Strategic Instruction Model Adolescent Reading Program High School Achievement Breakfast Forum June 14, 2005 Don Deshler University of Kansas Center for.

Documents

learning slide

learning profile

learning consequences

learning overtime

flat slide

learning secondary schools

learning driving question

researchbased interventions