The Performance Gap Skills / Demands Years in School This graphic illustrates the dynamic that operates behind the “performance gap” that struggling adolescent readers confront. Our research has shown that the acquisition of basic reading skills tends to plateau around the 5-6th grade level. However, the demands of the curriculum continue to grow. When this slide is in the “show’ mode, you can see how it is built. Years in School 1

The Performance Gap The “Gap” Skills and Demands Years in School 9 th 2013-2014 The Performance Gap 2Yrs 2 1/2Yrs Skills and Demands 1 1/2Yrs 1Yr 9 th The “Gap” 5 th Years in School 9 th 2

Then ask…. Five questions about literacy supports currently in place. 3

5 Questions What’s in place in core classes to ensure that students will get the “critical” content no matter what level their literacy skills? Are procedures for teaching powerful learning strategies embedded in courses across the curriculum? What happens for students who know how to decode but can’t comprehend well? What happens for those students who are reading below the 4th grade level? What happens for students who have language problems or significant reading disabilities? 4

Use a “content literacy” framework to determine an action plan Finally…. Use a “content literacy” framework to determine an action plan 5

Building Blocks for Content Literacy HIGHER ORDER SUBJECT MATTER STRATEGIES SKILLS LANGUAGE 6

A Continuum of Literacy Instruction HIGHER ORDER A Continuum of Literacy Instruction (Content Literacy Continuum -- CLC) SUBJECT MATTER 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 or personalized intervention (mastery of language underpinnings of curriculum content and learning strategies) STRATEGIES SKILLS LANGUAGE 7

Tiered Framework of Support in Every School 5% (or so) need tertiary support 15% (or so) need secondary support 80% (or so) of students have needs met through implementation of evidence- based practices Intensive, personalized Focused, smaller instructional groups, pacing altered Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention of learning problems or low achievement.

Tiered Framework of Literacy Support Personalized literacy instruction Coordinated across all levels Reading programs for students needing instruction at the word level 2 to 5 years below grade level Targeted learning strategies embedded in content classes Content Enhancement routines used school-wide Tier 3 Tier 2 Tier 1

Tiered Framework of Support in Every School Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention focus. (Content Enhancement - Level 1 CLC - fits here. Embedded strategies - Level 2 CLC fits here.) 80% (or so) of students have needs met through implementation of evidence- based practices Focused, smaller instructional groups, pacing altered Intensive, personalized 15% (or so) need secondary support 5% (or so) need tertiary support

Tiered Framework of Support in Every School Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention of learning problems or low achievement. 80% (or so) of students have needs met through implementation of evidence- based practices Focused, smaller instructional groups, pacing altered (Intensive Learning Strategies or OTHER program - Level 3 and 4 -fits here.) Intensive, personalized 15% (or so) need secondary support 5% (or so) need tertiary support

Tiered Framework of Support in Every School Selection of instructional materials and practices chosen to meet student needs. Implementation with fidelity. Prevention of learning problems or low achievement. 80% (or so) of students have needs met through implementation of evidence- based practices Focused, smaller instructional groups, pacing altered Intensive, personalized (Instruction designed to meet specific, individual needs - Level 5 of CLC - fits here) 15% (or so) need secondary support 5% (or so) need tertiary support

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, personalized intervention (mastery of language underpinnings related to curriculum content, learning strategies, and entry level skills)

Content Literacy “Synergy” CONTENT CLASSES Enhanced Content Instruction CONTENT CLASSES Embedded Strategy Instruction Intensive Strategy Instruction strategy classes strategic tutoring • Point # 4: A framework for a comprehensive and coordinated approach. COST EFFECTIVE IN THAT FEWER NEED INTENSIVE INSTRUCTION • Starts with general education. All levels are linked and overlap. NOT segregated, isolated programs and services. A school wide model. Supports SIM AND other programs/interventions Intensive Basic Skill Instruction Therapeutic, personalized intervention Improved Literacy KU-CRL CLC- Lenz, Ehren, &Deshler, 2005 14

More Information http://smarttogether.org/

20+ Reports on Adolescent Literacy 16

What are the most effective literacy interventions?