The Arkansas Adolescent Literacy Intervention-Strategic Instruction Model Methodologies

The Arkansas Adolescent Literacy Intervention-Strategic Instruction Model Methodologies

Presented By: Renee Calhoon and Lisa HaleyJanuary 13, 2011

Our time together:

• Intervention ModelIntervention Model• SIM – what is it and where does it come from?SIM – what is it and where does it come from?• The components of SIMThe components of SIM

▫Focus on Content Enhancement RoutinesFocus on Content Enhancement Routines▫Focus on Learning StrategiesFocus on Learning Strategies

• Implementation ApproachImplementation Approach• Fidelity ApproachFidelity Approach• Date collection and analysisDate collection and analysis• What’s working?What’s working?• What challenges have there been?What challenges have there been?

Arkansas Adolescent

Literacy Intervention

Project

A Collaborative

Effort

Arkansas Adolescent Literacy Intervention Project

• ADE Partnership ▫ Professional

Development Unit ▫ Special Education Unit

• University Of Central AR▫ Mashburn Center for

Learning

• University Of Kansas Center for Research On Learning.

The Strategic Instruction Model™ (SIM)

is an integrated model of research- is an integrated model of research- validated validated practices to address many of the needs of practices to address many of the needs of diverse learners. diverse learners. • It has been in development for over 30 years at the University of It has been in development for over 30 years at the University of

Kansas-Center for Research on Learning.Kansas-Center for Research on Learning.▫ Mission of KUCRL: Mission of KUCRL: Dramatically improve the performance of Dramatically improve the performance of at-risk students through at-risk students through research-based research-based interventionsinterventions

• $100 million + dollars of contracted R&D$100 million + dollars of contracted R&D• International Professional Development NetworkInternational Professional Development Network• 400,000 teachers in 3,500 school districts (and growing)400,000 teachers in 3,500 school districts (and growing)

CRL

What’s the impact of these Research-Validated Innovations?

• Changing how students learn and Changing how students learn and perform perform

e.g. Learning Strategies Curriculume.g. Learning Strategies Curriculum

• Changing how teachers teach and Changing how teachers teach and workwork

e.g. Content Enhancement Routinese.g. Content Enhancement Routines

Both lead to…Both lead to…

• Continuous growthContinuous growth

Learning Learning Strategies Strategies CurriculumCurriculum

Content Content EnhancemenEnhancement Routinest Routines

•Assignment Completion•Test-Taking

•SLANT

Learning Strategies Curriculum

•Word Identification •Visual Imagery•Self-Questioning •Paraphrasing•Inferencing

•FIRST-Letter Mnemonic•Paired Associates•LINCS Vocabulary

•Paragraph Writing•Theme Writing•Error Monitoring•InSPECT•Fundamentals/ Proficiency in Sentence Writing•Essay Test-Taking

Acquisition StorageWritten Expression

Motivation

•Self-Advocacy•Possible Selves

Cooperative Thinking

•SCORE Skills•BUILD•LEARN•THINK

•Teamwork

Math•Addition/Subtraction Facts 0 - 18•Place Value•Multiplication/Division Facts 0 to 81

Demonstration of Competence

Community Building•Following Instructions Together•Talking Together•Taking Notes Together•Organizing Together

University of Kansas, Center for Research on Learning

Content Enhancement Routines

Planning & Leading Learning

Course OrganizerUnit Organizer

Lesson Organizer

Exploring Text, Topics, & Details

Framing RoutineSurvey Routine

Clarifying Routine

Teaching ConceptsConcept Mastery Routine

Concept Anchoring RoutineConcept Comparison Routine

Increasing Performance

Quality Assignment RoutineQuestion Exploration RoutineRecall Enhancement Routine

ORDER RoutineVocabulary LINCing Routine

Content EnhancementA way of teaching an academically diverse A way of teaching an academically diverse

group of students in which:group of students in which:▫both group and individual needs are valued both group and individual needs are valued

and met;and met;▫ the integrity of the content is maintained;the integrity of the content is maintained;▫critical features of the content are selected critical features of the content are selected

and transformed in a manner that promotes and transformed in a manner that promotes student learning; and student learning; and

▫ instruction is carried out in a partnership instruction is carried out in a partnership with students.with students.

Content Enhancement RoutinesFocus on helping a teacher inform, guide, and involve students in ways that will promote content learning through the use of

POWERFUL

Planning and Teaching Devices

EXPLICIT Linking Steps

A STRUCTURED Cue-Do-Review Sequence

CE Overview Overhead #

11

Learning Strategies

•Tier II and Tier III interventions

•Three instructional strands: ▫the Acquisition strand teaches students to

gain information from written material; ▫the Storage strand helps students organize,

store, and retrieve information; ▫Expression strand enables students to

effectively communicate in writing.

PretestDescribe

ModelVerbal Practice

Controlled Practice

Advanced PracticePost-test

Stages of Acquisition

Orientation

Activation

Adaptation

Maintenance

Generalization

Teacher Expectations

• Learn two strategies & teach through generalization.

• Engage in follow-up PD activities including on-site coaching and fidelity checks.

• Evaluate & report students progress.

• Learn two routines & incorporate into instruction.

• Engage in follow-up PD activities including on-site coaching and fidelity checks.

• Evaluate & report students progress.

LS Track CER Track

SIM PD Tracks

• Content Classes• All Students• Staff

▫ Content Teacher▫ Co-Teacher▫ Coach▫ Literacy Specialist

• Intervention Classes▫ Special Education▫ General Education

• Struggling Readers• Staff

▫ Special Education ▫ General Education▫ Coach▫ Literacy Specialist

CERLS

Professional Development Protocol

•Two professional developments

•Two coaching sessions

•Two fidelity checks

Expectations of Literacy Specialists and Coaches

•Provide collegial support to LS and CER instructors.

•Participate in LS or CER professional development.

•Explore becoming a SIM LS or CER Professional Developer.

Expectations for SLPs

• Work with teachers who are teaching Learning Strategies to identify language underpinnings.

• Participate as a team member in planning the Content Literacy Continuum.

• Provide services to students who are language impaired as well as engage in collaboration with other teachers.

Principal Expectations

• Provide administrative support for the project.

▫ Promote the project.

▫ Participate in professional development sessions, coaching visits, and fidelity checks.

▫ Provide release time for PD activities.

▫ Oversee evaluation and reporting of student progress.

• Work with project staff to develop a plan for the Content Literacy Continuum.

School Expectations

• One year commitment

• Identify staff for participation in SIM PD including follow up

▫ CER teachers (recommended that a complete grade level participate)

▫ One LS teacher (at a minimum)

▫ Academic/Literacy Coach

• Evaluate & report students progress

• Involve Literacy Coaches & Specialists in on-site support of CER and LS instructors

• Work with project staff to plan Content Literacy Continuum

Fidelity Approaches

•Content Enhancement Routine Integrity Checklist

•Learning Strategies Integrity Checklist

Data Collection and Analysis

• Content Enhancement Routine Questionnaire

• Learning Strategies Questionnaire

• Student Questionnaire

• Arkansas Literacy Benchmark Exam

• Arkansas 11th Grade Literacy Exam

• Administrator’s Survey

What’s Working?

•Protocol•High level of implementation with administrative

support and multiple teachers involved in intervention

•Professional Learning Communities• Increase in student achievement•Building capacity and sustainability within

participating schools, districts, and state specialists

Building Capacity + Sustainability = A Successful

Intervention The most effective professional development is primarily on-site,

intensive, collaborative and job-embedded, and is designed and led by educators who model the best teaching and learning practices (Wagner, T., Kegan, L., Lahey, L., Lemons, R., Garner, J., Helsing, D., Howell, A., Rasmussen, H., & Ark, T., 2005). The professional development model also embeds a plan designed for sustainability, scalability, and flexibility.

Challenges

•Administrative support

•Lack of implementation where there is little or no administrative support and/or few teachers participating in intervention